ViLLANOVA College VILLANOVA, PENNSYLVANIA LIBRARY V.2 Accession I fi ■ A 4 I'' I •' if I REPORT [ Whole Xuviher 276 OF THE TI-IE 1899-1900. NO tONGER PROPaiTy OF FALVEY H/EMORIAL L©RAR¥ Volume 2. WASHINGTON; j GOVERNMENT PRINTING OFFICE. 1901. Tjwsm utiR^-r5n!5a2ST^ U.S. I mmW£riT.Qf EPM^TION MAfi i . 2UlJ ! 400 lWfiVDiy.a Av V nofI.w. ._y^^SHtHQTPN,P g 20M _ L III P{ 3 \jo\- ^"^COlsTENTS OF VOLUME 2. Page. Chapter XXII.— Contributions to the History op the Hopkins Grammar School, Hew PIaven, Conn., 1660 to 1900. Origin of the school . . . . . . 1281 Catalogue of the masters or rectors of the Hopkins Grammar School from i860 to 187.5, inclusive . - . . . 12S4 Chapter XXIII. The Language Question in Greece and Some Reflections Suggested by It . 1297 Chapter XXIV. The Legislative Career op Justin S. Morrill . . 1321 Chapter XX Y.— Miscellaneous Educational Topics. The Indian Territory . 1337 Backward children in the public schools . . 1341 Engineering education in the United States at the end of the century . . 1343 St. Jean Baptiste de La Salie, founder of the congregation of Brothers of the Christian Schools— His life and work . 1350, The development of public libraries . . . . 1353 The Hugo Grotius celebration at Delft, July 4, 1890 . 1359 When and why pupils leave school— How to promote attendance in the higher grades _ 1384 Hov/ can the business man of the future be best educated . . . . . . 1374 Elastic grading . - . . 1376 Expedition of Cuban teachers to Cambridge, Mass . 1377 Chapter XXVI.— Educational Matters of Interest in Various States. Address of Hon. J. L. M. Curry, LL.D . . . . 1389 Sermon by the Right Rev. Thomas J. Conaty, D. D... . . . 1395 William Preston Johnston— Sketch by Rev. Jacob Cooper.. . . . . . 1403 The educated man and the State . 1403 John Bernard Stallo, American citizen, jurist, and philosopher . . . 1418 Plea for the higher education of the negro . . . . . 1420 Memorable declarations relating to education . . . 1421 Chapter XXVII.— Consular Reports. Nobel prizes for scientific discoveries . . . . . 1423 Educational progress in eastern Siberia.. . . 1427 Institute for eastern languages in Viadivostock . 1430 Commercial education in Scotland . . . . 1431 Chemical foods in Germany . . . . . . 1436 Manual training in Germany . . . . 1437 Method of reckoning time in Spain . . 1437 A German view of United States development . . . 1438 2732S HI IV COIiTEOTS, Page. Medical degrees in Germany . . . . . . 1438 Commercial education in Saxony . . . 1439 The growth of German cities . . . . . . . 1441 School work in Germany— some general observations . . . 1443 Children's growth at school . . . . . . . . . . 1444 Eight to confer degrees given to technological schools . . . . 1445 Industrial school at Sonneberg, Germany . . . . . . . . 1445 Crime in Canada . . . . . . . 1446 School gardens in Sweden . . . . . . . 1147 Statistics of crime in Germany . . 1448 Illiteracy in Prussia . . . . . . . 1149 CH.4PTKR XXVIII.— Sociology at thi; Paris Exposition of 1900. Reports presented . . . . . . . 1451 The sociological movement . . . . . . . . 1453 The sociology of the Exposition . . . . 14-54 The auxiliary congresses . . . . . 1457 Congress for instruction in the social sciences . 1458 France: Report of M. Charles Gide... . . . 1164 Report of M. Crouzet - - ' . . 1470 Report of M. Simiand _ _ _ _ _ _ 1473 Belgium . . . . . . . . . 1481 Report of M. Mahaim . . . . . . . . . 1 183 Report of M. Maxweiler . . . . . . . 1487 Report of M. La, Fontaine . . . . . . . . . . 1483 Switzerland: Report of M. Suter . . . . . . . 1488 Report of M. Renard . . . . . 1494 Report of M. Vittoz . . . . . 1495 Report of M. Combothecra . . . . . . 1498 Report of M. Winiarsky . . . . 1496 Spain: Report of M. Altamira . . . . 1500 Italy . . . . . . . 1503 Report of Alfredo Niceforo . . . . . . . . . 1503 G erman y _ _ _ _ _ _ _ _ _ _ _ 1506 Report of Professor Barth . . . . . . . . . . 15C6 Report of Professor Lexis . . . . . 1508 Austria . . . . . . . .• . 1510 Report of Professor Hauser . . . . . . . . 1510 Hungary: Report of Dr. Gopcsa . . . . 1513 Russia: Report, of Professor Tchouprov . . . . . . . . 1513 England.. . . . . . . . . . 1516 Report of Mr. Sadler . . . . . . 1517 Report of Mr. Aves . . . . . . . 1531 Report of Mr. W ebb . . . . . . . . . 1545 United States . . . 1553 Report of Mr. Kill . . . . . . . . . 1553 Report of Mr. Thurston . . . . . . . . 1556 Future of the congress . . . . . . . 1560 Report of Mile. Dick May . . 1560 co:^rTENTS. V Page. Congress for instruction in the social sciences — Continued. The Ecole des Hautes Etudes . . - . . . 1563 The College Libre des Sciences Sociales . 1553 Permanent International Congress . - . - . 1563 The Congress of Social Education . - . - . - . . 1534 International Institute of Sociology . - . . . . . - 1571 Chapter XXIX.— Education in the Philippines, Cuba, Porto Rico, Hawaii, AND Samoa. Intellectual attainments and education of the Filipinos . 1595 Statistics of education of the Filipinos . . . 1618 Bibliography and ancient alphabet , a . . . 1834 Cuba . . . - . - . 1640 Porto Rico . 1650 Hawaii . . . - . 1656 Samoa--- . - . - . . . . . - . 1658 Chapter XXX.— Education at the Paris Exposition. General view of the educationaJ exhibits . . . 1831 The French exhibit . 1681 The educational import of the exhibits . . . 1667 Report of juror in elementary education . . . . 1076 Appended papers— The Paris Exposition; educational aspects. By Howard J. Rogers _ 1680 School exhibits and pedagogical monographs from the United States. By Gabriel Compayre . 1684 Other citations as to the American exhibit . . . . - . 1688 Chapter XXXI.— Education in France. Previous articles . . . - . 1711 Brief conspectus of the public system of education in France . 1713 Movement for prolonging the education of the people . 17.CT Secondary education . . - . - . 1733 Universities . - . - . 1733 The Congress on primary education . - . 1739 Chapter XXXII. Repopct on Education in Alaska - . . . . . . . 1733 Chapter XXXIII.— Tenth Annual Report on the Introduction of Domestic Reindeer into Alaska. Transportation of reindeer from Siberia, . . . . - . 1763 Stations- . . . . . 1765 Reindeer distribution . - - . . . . . 1771 Reindeer mail service . *. . . . - . - . - . 1774 Canadian interest . . . . . . . . . . 1775 Introduction of reindeer into the “black forest” of Germany . 1775 Itinerary . . . - . . . 1778 Chapter XXXIV.— City School Systems. Summary of statistics of cities containing over 8,000 inhabitants . 1787 Detailed statistics of population and school attendance- . 1798 Statistics of supervising officers, teachers, property, etc . - . 1810 Statistics of receipts of city public schools . . . - . - . 1833 Expenditures of city public schools . . - . 1833 School statistics of cities and villages containing between 4,000 and 8,000 inhabitants . 1843 VI CONTENTS. Page. Chapter XXXV.— Institutions for Higher Education. Cbanges in institutions . . . - . - . 1855 Higher commercial education . . . . . . 1861 Amos Tuck School of Administration and Finance of Dartmouth College, Hanover, N. H.. 1863 School of Commerce, Accounts, and Finance of New York Univer.sity . . - 1866 Wharton School of Finamce and Economy of the University of Pennsylvania - - 1867 Central High School, Philadelphia, Pa _ _ - - . . . . 1868 School of Commerce of the University of Wisconsin.. . . 1869 New buildings for universities and colleges . . . . . 1871 Ratio of students to population, 1ST3-1909 . . . . . . . . 1874 Statistical review . . . . . . . 1874 Detailed statistics of professors and students . . . . . . "904 Detailed statistics of property and income . . . . . . 1934 Statistics of colleges for women . . . . . . . . . 1944 Statistics of schools of technology . . 1954 Chapter XXXVI.— Professional ScHooiiS. Endowment Of professional schools . . . 1959 F ran dulent diplomas . 1953 Summary of statistics of professional and allied schools.. . 1965 Detailed statistics of schools of theology . . . . . 1976 Law.. . 1986 Medicine . . . . . . -... . . . ... 1993 Dentistry . 2604 Pharmacy . . 2008 Veterinary medicine . . . . . . . . . 2013 N urse training . . . . . . . . . . 2014 Chapter XXXYII.— Agricultural and Mechanical Colleges. Textile industry . . 2081 New buildings . . . . . . . . . . 2039 Changes in courses or methods of instruction . . . 2043 Farmers’ institutes . 2047 Governing boards . 3053 Statistics of agricultural and mechanical colleges . . . . . . 2053 CH.4PTER XXXVIIL— ST.VTISTICS OF NoRHAL SCHOOLS. Summary of statistics . . . . . . . 2067 Colleges and universities reporting students in teachers' training courses . . 2088 Statistics of public normal schools . . . . . . . . 2096 Statistics of private normal schools . . . 3108 Chapter XXXIX.— Statistics of Secondary Schools. Summary of statistics of secondary schools . . . . . . 2119 Students in public high schools pursuing certain studies . . . . 2131 Equipment, income, benefaction.^, and endowment of public high schools. . 2143 Students in private high schools and academies pursuing certain studies . . . 2147 Detailed statistics of public high schools. . . . . . 2174 Statistics of private high schools, endowed academies, seminaries, and other private sec- ondarj^ schools.. . . . . . . . 23.53 Summary of statistics of public and private high schools for boys only, for girls only, and for both sexes . . . 3436 CONTENTS. YII Page. CiiAPTEK XL.— Manual, and Industrial Training. Increase in the enrollment in manual-training schools . . . . . 2437 Cities in which manual training was given in the public schools . . . 2141 Statistics of manual and industrial schools . . . . 2442 Branches of instruction - - - . - . - . - - . 2452 Chapter XLI.— Comiuercial and Business Schools. Increasing interest in the subject of business training . 2469 Summary of statistics of commercial and business schools. . - 2472 Detailed statistics of commercial and business schools . . . - . 24S0 Chapter XLII.— Education of the Colored Dace. Statistica,! review . . . - . - - . - . . . 2501 Teachers, students, and income of public high schools for negroes . . 2510 Private schools . . . . . - . 3514 Schools for professional and industrial training. . . . . . . . 3322 Chapter XLIII. Statistics of Beform Schools . . . 2533 Chapter XLIV.— Schools for the Defective Classes. Summary of the statistics . . . . 2541 Schools for the blind . . . . . . . - . . 2543 The deaf . . . . . . . . . 2548 The feeble-minded. . 2559 Chapter XLY. Statistics of Public Kindergartens . . . . 2583 Chapter XLVL— Current Topics. Teachers’ pensions anil annuities . . . . . 2589 Foreign students in German universities . . . . . 2573 Higher commercial schools in Europe . . . 2577 Regulations relating to corporal punishment in cities of over 100,003 inhabitants . . 2578 Requirements as to vaccination in the public schools of 19 cities . . . 2581 Transportation of pupils to school . . . . . . . 25S1 Disease in second-hand books . . . . . 2584 Compulsory-attendance law vetoed in Missouri . . . . 2588 Experience of teachers in certain cities . . . . . . 2588 Cost of high schools . . . . 2589 W omen in school administration . 3589 Benefactions for 1899-1900 . . . . . . . . . . . . . 2596 Summary of laws relating tacompulsory education and child labor in the United States.. 2593 Free text-books . . . . . . . 2303 Coeducation in the United States and in foreign countries. . 2612 Teachers ’ salaries . . . . i . 2313 Chapter XLVII. St-Ltistics of Elementary Education in Foreign Countries . . 2315 Index . . . . . 2623 CFTAPTER XXIL CONTRIBUTIONS TO THE HISTORY OF THE HOPKINS GRAMMAR SCHOOL, NEW HAVEN, CONN., 1660 TO 1900. Compiled by H. K. Willard, Class of ’75J The Hopkins Grammar School, founded by Edward HopkiiivS, governor of the colony of Connecticut in 1660, “for the encoura.gement and breeding up of hopeful youth in a way of learning both at the grammar school and college for the public service of the country in future times,” is a classical institution, designed for the preparation of youth for college, particularly for the academical department and the Sheffield Scientific School of Yale University, for which it has fitted more boys than any other preparatory school. This preparatory course, however, furnishes also excellent training for liusiness, and in nearly every class which graduates there are some who enter immediately into business as their life work. Candidates for admis¬ sion are required to be well grounded in the common English branches and to fur¬ nish satisfactory testimonials of good character. English studies are blended with the study of the Latin and Greek languages. ORIGIN OF THE SCHOOL. [Extract from the last will and testament of Edward Hopkins, esq., sometime governor of Connecticut Colony, but dying in England, which will was proved in the prerogative court in London the 30th of April, 1657.] The sovereign Lord of all creatures giving in evident and strong intimations of his pleasure to call me out of this transitory life unto himself, it is the desire of me, Edward Hopkins, esq., * * * to thus dispose of the estate the Lord in mercy hath given to me. * * * And the residue of my estate in New England I do hereby give and becpieath to my father, Theophilus Eaton, esq., Mr. John Daven¬ port, Mr. John Gulick, and Mr. William Goodwin, in full assurance of their trust and faithfulness in disposing of it according to the true intent and purpose of me the said Edward Hopkins, which is to give some encouragement in their foreign planta¬ tions for the breeding up of hopeful youths in a way of learning, lioth at the gram¬ mar school and college, for the public service of the country in future times.” -X- * * “Signed, sealed, declared, and published by Edward Hopkins, esq., at his home in London on the 7th day of March, in the year of our Lord 1657, to be his last will and testament. [Extracts from Au Historical Discourse on the Two hundredth Anniversary of the Founding of the Hopkins Grammar School, New Haven, Conn.] ‘ ‘ Quod felix faustumque sit. ’ ’ So spake John Davenport two hundred years ago to the general court of the colony of New Haven, and inaugurated the Hopkins Grammar School with words of happy omen. “ Happy be it and prosperous. ” * * * 1 In preparing the following article the compiler has made use of An Historical Discourse on the Two hundredth AnnivtTsary of the Founding of the Hopkins Grammar School, New Haven, Conn., delivered before the Hopkins Grammar School Association .Tuly 24, 1860, by Leonard Woolsey Bacon, and loaned through the courtesy of Professor Dexter; also of different catalogues, but more particu¬ larly those of 1850-51 and 1898-99. ED 1900 — VOL II - 1 1281 1282 EDUCATION EEPORT, 1899-1900, The occasion which we are gathered to commemorate as the birthday of this collegi¬ ate school is entitled by the venerable historian of Connecticut, ‘‘The Eev. Mr. John Diivenport’s resignation of Governor Hopkins’s donation to the general court of New Haven, June 1, 1660.” ^ * The record of the transaction as it stands in the ancient record book of the colony, from vrhich it has been repeatedly transcribed ])y historians, is a copy of Mr. Daven- poi't’s ovrn writing. It opens vuth the Latin formula of ])enediction vrhich has already l)een repeated, “ Quod felix faustumque sit,” and proceeds: “On the 4th day of the 4th month, 1660, John Davenport, pastor of the Church of Christ in New Haven, presented to the honorable General Court at Neve Haven as followeth:” The paper goes on to remind the court what they themselves had resolved sundry years before (as appeared in the public records), toward the founding of a college in New Haven — “a small college, such as the day of small things will permit,” and informs them at once on the decision of the court to undertake that enterprise, he, “the said John Davenport wrote unto our beloved friend, Edward Hopkins, esq., then living in London, the result of these consultations. In answer whereunto the said Jiidward Hopkins wrote unto the said John Davenport, a letter dated the 30th of tlie fourth month, called April, 1656, beginning with these words: ‘Most Deare gr, — 'ppq jQjig. continued respects I have received from you, l^ut especially the speake- ings of tlie Lord to my heart by you, have put mee vnder deepe ol^ligations to love ami a returne of thankes beyond VvEat I euer have or can expresse, &c. ,’ then after other passages (w“'' being secretts hinder mee from shewing his letter), he added a declaration of his purpose in reference to y*^ col ledge aliout w°’' I wrote unto him. ‘ That w°'^ the Lord hath given mee in those parts, I ever designed the greatest part of it for the furtherance of the worke of Christ in those ends of the earth, and if I vnderstand that a colledge is begun and like to be carried on at New haven for the good of postei'ity, I shall give some encouragement thereunto. ’ These are the very words of his letter. But Iiefore Mr. Hopkins could return an answer to my next letter, it pleased God to tinish his days in this world.” The communication then announces to the general court that Governor Hopkins, by his last will, liad bequeathed his estate in New England to trustees, of whom Davenport was one, to be disposed of “unto the public uses mentioned,” and that it had l^een agreed by the trustees that one-half of the estate which should be gathered in should be paid unto IVIr. Davenport for New Haven. IMr. Davenport adds that the other trustees had assented to his declared purpose of interesting the honored magistrates and elders of the colony in the disposal of that part of the estate which was to be here expended “ for the proving of the col¬ lege work in a gradual way,” * * * and he delivers over his trust to the legisla¬ ture of the colony, “ adding also his desire of some particulars for the well x)erform- ing of the trust.” * * By one of these “desired j)a,rticiilars,” v/hich were not conditions nor stipulations, l>ut which seem to have been undertaken I)y the x^ublic with not less of fidelity, for being a request from their chief pastor, there was granted for the use of the pro- l)OseJ- college a “home-lot” fronting on the })ublic sciuare; and the annual rent of an estate early consecrated to this use was x^ledged to the new enterprise under the name and title of “college land.” The main fund of the infant seminary from the estate of Governor Hopkins did not l;)ecome at once available. Hindrances, legal and }Dolitical, were laid in the waiy of the enterprise. The form of its management Avas modified from the original design, its grade was reduced ])eloAV the plans and hojies of its projector, and its active operation was for some years delayed. Never¬ theless, l:>y the wise forethought of Davenx)ort, seconded by the unhesitating gener¬ osity of the townspeojAle of New Haven, it was at once provided with a home among their “fair and stately hou-es,” so that in the year 1660, “the 4th day of the fourth month,” this “collegiate school ” became an institution. * * * I hnd no difficulty in establishing a relationshix) between our Hopkins Grammar School and the ancient and honorable family of the grammar schools of England, AY Inch greAv uxa in the middle ages, and which, quickened by the restoration of learn¬ ing, greAV with its growth, and strengthened Avith its strength, under the brightening light of the Eeformation. In particular Ave can trace its descent lineally back to the ancient city of Coventry, Avhence came forth DavenjAort and Eaton to be founders of NeAV Haven. That tine old city boasts among its institutions a free grammar school, founded i]i the reign of Henry VIII, and strengthened from time to time by gifts and legacies from lAublic-spirited citizens. The family names of Davenport and Hopkins stand conspicuous in the roll of its benefactors. In Coventry Free Grammar School, someAvhere about the year 1607, Theoirhiius Eaton and John Davenjjort Avere schoolmates, and that friendship between them, 1283 HISTOEY OF THE HOPKINS OSAMMAE SCHOOL, which in an important sense was the germ of the Nevf Haven Colony, was contracted l^etween schoohnates in the famous Grammar School of Coventry, They were fellow passengers together on the good ship Hector to New England, and with them also sailed as fellow i)assenger the EdAvard Hox^kins, of v.diose name and bounty the Hopkins Gramm?a’ School is a perennial monument. Of his life preAnous to his eniiDarkation not very much is known. He had been a scholar in the Royal Free Grammar School in his native toAvn of ShreAvsbury, and became a successful London merchant. Family ties connected him with Theophilus Eaton, as his v/ife AA’as a daughter of Mrs. Eaton by her first marriage. A grammar school Avas established in New Elaven soon after the settlement of the town in 1638. Of this school the first master or rector AAms Ezekiel CheeA^er. He left Ngav IlaA^-en for Massachusetts in 1350, and for maiiA^ years AA^as at the head of the grammar scliool in Boston, where he died in 1708, in the ninety-fourth year of his age. He instructed in the Latin and Greek langua.ges seAmnty years and has been called the ‘Gather of Noav England schoolmasters.” Of the state of the school after this, till it passed into the Hopkins Grammar School, there is no record. The home of Hopkins has never been in the jurisdiction of Ngay HaA^en, but of Connecticut. During most of his residence in NeAV England he Avas governor of the colony of Connecticut every alternate year; he Avas commissioner of tire colony in the Congress of ‘ ‘ the little poAvers; ” as a merchant he pushed his trading stations ivp the river and into the AAnlclerness, and founded the commerce in American cotton. IVithin fifteen years after the first arrival of Hopkins at Boston, he Avent back to Old England, full of colonial honors, and AA^as received to a position of the highest trust and dignity in the gOAnrnment of the Lord Protector. In the midst of his neAV honors he ne\"er forgot his friends behind him in the Avilderness. His death came in 1657. Lie had no children, and Nev/ England was his chief heir. But he did not forget to make lArovision for his “dear, distressed Avife,” for Avhom he left, in care of her brother, one hundred and fifty pounds per annum for her comfortable mainte¬ nance, “heartily entreating him to be careful and tender of her.” At her death, the sum of five hundred pounds from his estate in Old England Avas to reAmrt to the prospecti v^e college, Avhich Avas already heir to the Avhole of his estate in. Ncav England, and Avhich seemed to him to be in a fair and hopeful Avay of being estab¬ lished. It is an unfortunate circumstance that this reversion on the death of IMrs. Hopkins Avas diverted from the intent of the trustees and from that of the testator into other channels. * * * His bequest for the establishment of a grammar school Avas not immediately aAuiilable. By vexatious delays the settlement of the estate Avas brought into the depressed and disturbed period of the last tAvo or three years of the PepuiAlic of Noav llaA^en, Avhen the Colony Grammar School (Avhich had been cherished as conditional and ancillary to the Hopkins College) Avas reluctantly given up, and this institution Avas compelled to descend to a lower grade than thad Avhich the hopes of its founders liad intended for it, and to be knoAvn in history as the Hopkins Grammar School. * * * It Avas a sore disappointment to the soul of John DaAxnport Avhen this dear proj¬ ect — AAdiich Avas to make the town of New HaA^en an university city — Avas so apparently defeated. But it is a beautiful compensation for the partial failure of the grand designs of Davenport and Eaton and Hopkins that Elihii Yale, the uepheAv of the “dear distressed” Avife of the latter, the grandson of Afrs. Eaton, should go from his “native” Ngav HaA^en, and gathering up the wealth of India should furnish from it an endov/ment and a name for the great university located in the city Avhich John DaAnnport helped to found. * * * The principal record Avhich remains of the history of the school to the present time is the record of the succession of its rectors. For this period of nearly tAVO cen¬ turies, Avhich include times of war, of revolution, and of general decline in all public interests, it is an interesting fact that this seminary has never lacked a liberally educated man — a college graduate — as its teacher. On the roll of its teachers are names illustrious in the history of American education and literature. 1284 EDUCATION EEPORT, 1899-1900. CATALOGUE OP THE MASTERS OR RECTORS OF THE HOPKINS GRAMMAR SCHOOL FROM 1660 TO 1875, INCLUSIVE.^ No. 1. (1660.) Jeremiah Peck. No. 2. (1666-64.) No iiicoine of the fund designated in 1660 appears to have lieen used for the grammar school until 1664. Oeorge Pardee v^as master under the arrangement made in 1664 between Mr. Davenport and the town. At the laying doMui of the colony school in 1662, it was proiiosed to have a school¬ master at the toMui’s charge. But the generous offer of a salary of 60 pounds, hacked by Air. Davenport’s personal efforts, failed to secure even a competent Englisli master. “The httest that could be fonnd for the work” wiis Deorge Pardee, mJio was found “ Mulling to do M'hat he M’as aide,” l)ut M'ho told the town, Muth great frankness, that “he had lost much of vdiat learning he for¬ merly had obtained.” lie undertook “to teach englisli and to carry them on in lattine so far as he could; also to learn them to Mwite. Some thing muis spoken about teaching arethmeticke as very necessary in these parts. * * * He M'as also advised to instruct the youths in point of manners, there being a great fault in that respect, as sy inference. No. 4. (1667.) Samuel Street, Harvard College, 1664. He M'as the son of Rev. Nicholas Street, teacher of the church in New Haven. Left the school about 1673, and vras afterM-ards minister of Wallingford. No. 5. (1674.) George Pardee M'as reengaged (the town being left destitute) “to teach youth to read English, and the Accidence, and any Grammar rules as far as he could, and to M'lite.” In 1677, on occasion of an order from the general court concerning the lack of a grammar school at New Haven, Mr. Jones stated that, after the gift of the Hopkins legacy to the toMui (1664), “a Latin school M'as set up and continued until Mr. Street removed,” but that “for about three years there had been only an English school.” After a long debate about the condi¬ tion of the estate the record concludes: “The toM'ii now being informed in the state of things about the school, they fell to a loving deliate to promote the business that a school according to the law iThe succession of teachers here given is nearly or quite correct. The college where each one graduated, and the time of graduation, is stated. How long they were severally in office can not be ascertained. HISTORY OF THE HOPKIHS GRAMMAR SCHOOL. 1285 might be set up, and therefore it is desired that parents of such as liave children would Ije cai’eful to send their children to the school, and to continue them at it, that they may attain to some proficiency whereby they may come to l^e fit for the service to God in church or commonwealth, and (were) pressed with the custom of our predecessors and the common practice of the English nation to bring up their children in learning.” No. 6. ( 1683. ) Theopitilus Muxson. Prior to the year 1683, the doings of the school trustees, when recorded at all, were entered on the town records. In that year a record Ijook was commenced for the school and the following papers engrossed in it, in the clerkly hand of Deputy Governor Jones: (1) Governor Hopkins’s will; (2) the Rev. Mr. Davenport’s grant, 1668; (3) power of attorney from Dav¬ enport, Cullick, and Goodwin, surviving trustees, to Thomas Bull, Nathaniel Ward, and Edward Stebbing, to collect debts, etc., for the estate, 1658; (4) the agreement between Davenport and Goodwin, 1664; (5, 6) deeds of real estate; (7) statement of the receipt of the estate, amounting to £412. The first record of the doings of the committee begins: “At a meeting of the above-named committee, the 4th of January, 1683 (i. e., 1684): “Agreed that Ensign Munson go on with the grammar school at New Haven to make up his year current, and his allowance to be £40 per annum, as formerly. Also that trial be made of the sufficiency of the said Ensign Munson, and if he be found sufficient to instruct or to fit hopeful youth for the college, according to the trust committed to us, that he have £50 for the ensuing year.” The “trial of his sufficiency” seems to have been unsatisfactory, for three months later he “laid down his charge,” and his successor \vas appointed. The records continue to be in the handwriting of Governor Jones until the close of the year 1694, after \vhich the records passed into less careful liands. No. 7. (1684.) JopiN Heeriman, son of John Herriman w-ho “kept the ordinary” at New Haven, at that time an office of trust and dignity under tlie town. He graduated at Harvard College in 1667, and ministered to the church in New Haven more or less from 1676 to 1682. He was afterwards first minister of Elizabethtown, N. J. In 1687, during Mr. Herriman’s administration, a debt of £8 8s., owing to the Hopkins estate from Mrs. Abigail Davenport, was released to her for the mainte¬ nance of her son, John Davenport, at the college. This John, grandson of the New Haven pastor, graduated at Harvard that year, and became the next teacher of the grammar school. At the same time “forty pounds of the list of debts wmre appropriated for the maintenance, education, and encouragement in learning of John Jones, Samuel Mansfield, Stephen Meeks (Mix), and Thomas Buckingham, * * * of v/hich sum ye aforesaid John Jones is to have a double part, he being a kinsman and relation by affinity to the said donor.” John Jones was son to Governor William Jones, who married the daughter of Governor Eatcm, half-sister to Mrs. Hopkins. Of these five beneficiaries, three — Daven¬ port, Mansfield, and jHix — graduated at Harvard College. The two former became teachers in the Hopkins school. Davenport at Stamford, Mix at Wethers¬ field, and Buckingham at Saybrook, were all eminent pastors. The last named was one of the founders of Yale College, and moderator of the Saybrook council. The curious rules wdiich were adopted by the trustees and published in the school under Mr. Herriman have been printed in full in the annual catalogue for the school for 1857. They may have come substantially from the hand of Mr. Davenport, wffio alludes to rules which he had drawn. The substance of them is briefly as follows: 1. The school free to all boys from New Haven County; all others to pay 10 shillings entrance fee. 1286 EDUCATIOiv^ KErOET, 1899-1900. 9. Qua] ifi cations for admission; Thp.t boys should have learned to “ spell their letters well” and Ijegin to read, and ‘^all girls be excluded as improper and -inconsistent with sueli a grammar school as the law enjoins.” 3. School hours: From 6 to 11 a. m., from 1 to 4 p. m., in winter; in summer, till 5 p. m. 4. A monitor to l>e appointed to mark absences, and the faulty and truants to l»e collected or rei>roved. 5. Prayer to be offeied every morning. 6. Scholars to be seated in order of scholarship, and not to leave their seats. 7. Good l)ehavior required. The incorrigible to l3e expelled. 8. Mis];)ehavior at church to l)e corrected. 9. Xo Latiii boys allowed to alrsent themselves. 10. Boys to be examined Monday morning on the sermons, and Saturday afternoon to be catechised. Xo. 8. (1GS7.) JoHX Davexpobt, grandson of the first pastor of Xew Haven, gradu¬ ated at Harvard in 1687. Undertook the scliool in August of the same year, and continued it for some four years or more. He afterwards became minister of Stamford. Xo. 9. (1694.) Samuel Mansfield was Schoole Master in this year, and continued in the position until 1099. He graduated at Harvard in 1690, having been, like his predecessor, assisted in his education from the Hopkins fund. After leaving the school he went into the West India trade. Died, 1701. Xo. 10. (1699.) ^Joseph Moss. “Sir Moss . Begun . to keep scole . the 27 : of . Xovember 1699 : then . sayed Moss . put . in by the Committee.” {School Itecords.) Three years liefore this his father was “alloweil the use of Colledge ’ meadow rent-free, for liis encouragement in giving his Son Colledge Learning.” He graduated at Harvard, 1699. After he left the School, Xovember, 1706, lie liecame minister of Derby. “Xo clergyman in his time had a higher reputation in Connecticut, than Mr. Moss.” (Prof. Kingsley.) Xo. 11. (1706.) John James. Beceived an honorary degree at H. C'., 1710. He kept the school only six weeks. Xo. 12. (1707. ) Samuel Cooke, Y. C., 1705. Continued to teach the school for eight years, andi went from it to liecome minister of Stratfield (Bridgeport). He was, in 1732, fellovr of the college. Died in 1747. Xo. 13. (1716.) Daniel Browne, Y. C., 1714. Tutor in A". C. Went to England to receive ordmrs as an Episcopal minister, where he died of smallpox, 1723. Xo. 14. (1718.) James Pierpoint, A". C., 1718. Son of the pastor of Xew Haven. Tutor in A" ale College, 1722-1724. Died, 1776. Xo. 15. (1721.) Richard Treat, A". C., 1719. “Mr. Treet Took the Care of the Grammar School in Xewhauen 31th day of May anno Domini 1721.” Vdas min¬ ister of Abington, Alass., and not D. D. This title lielonged to another of the same name who graduated six years later, Xo. 16, (1721.) (Sept. 18.) Samuel Mix, A". C., 1720. Son of Samuel Mix, of Xew Haven. Xo. 17. (1729. ) Daniel Munson. “Agreed with Ensigne tlieophelus Munson for his son Daniel Munson to keep the grainer scholl for one year to begin 22d Xovember and to keep about seven hours in the day in the winter season and al^out eight hours in the summer season in each day and not to exceed twelve play dayes in the year and for his Reward lie is to have the money raysed on the scoollers heads and the Rents of the money and of the land and Aleacloiv of this present year.” Y. C., 1726. Xo. 18. (1730.) AIoses Mansfield, A^. C., 1730. Of a Xew Plaven family in which prevailed a talent for school keeping. (Vide infra.) Xo. 19. (1734.) William Wolcott, A". C., 1734. Tutor, 1735. Died, 1799. HISTOEY OF THE HOPKINS GRAMMAR SCHOOL. 1287 No. 20. (1735.) Isaac Dickeriman, Y. C., 1736. Taught the school for six weeks, October and November of 1735. (For the next four years there is no record of the names of schoolmasters, except, written on an odd leaf, an account of a payment for ten months’ services to) : No. 21. (1738.) - Mills, Gideon, Y. C., 1737, or Ebene.zer, Y. C., 1738. No. 22. (1749.) Moses Mansfield. The same who kerd the school in 1730. No. 23. (1741.) John IYhiting, Y. C., 1740. Tutor, 1743-1747. IVas afterwards judge of probate in New Haven and deacon of the First Church. Died, 1786. No. 24. (1742.) Richard Mansfield, Y. C., 1741. Son of Jonathan Mansfield, the secretary and treasurer of the trustees. YJas ordained in England, 1749, as am Episcopal minister and took charge of congregations in West Haven, Derby, and Wateidiury. No. 25. (1747.) Moses Tuttle, Y. C., 1745. Marked as a minister in the Triennial Catalogue of Yale College. No. 26. (1747.) Benjamin Talmage, Y. C., 1747. Minister of Brookliaven, L. I., where he died, 1786. He was father of Col. Benjamin Tallmadge, of the army of the Revolution. No. 27. (1747.) Eliphalet Ball, Y. C., 1748. Born at New Haven. Became minister of Woodbridge and afterwards of Ballston, N. Y., which was named for him. Died, 1797. He taught the school only a single week. No. 28. (1747.) Timothy Pitkin, Y. C., 1747. Tutor. Afterwards minister of Farm¬ ington and fellow of the college. Died, 1811. No. 29. (1749.) John FIotchkiss, Y. C., 1748; received degrees also from Harvard, New Jersey, and Dartmouth Colleges. He was a New Haven merchant and was killed in the British invasion of New Haven, July, 1779. No. 30. (1751.) Thomas Williams, Y. C., 1748. Was a preacher of the gospel, but never ordained. Died, 1778. No. 31. (1753.) Jonathan IVells, AT. C., 1751. Tutor, 1754, Died, 1792. No. 32. (1754.) John Noyes, Y. C., 1753. Son of the pastor of the First Church, New Haven. Died, 1767. No. 33. (1757.) Timothy Jones, Y. C., 1757, Was justice of the peace in New Haven, Vvdiere he died, 1800. No. 34. (1759.) Noah Williston, Y. C., 1757. Minister of^Vest Haven, where he died in 1811. No. 35. (1760.) Ebenezer Grosvenor, Y. C., 1759. Minister at Scituate, Mass. Died, 1788. No. 36. (1761.) Matthew Merriam, Y. C., 1759. Minister at Berwick, Me. Died, 1797. No. 37. (1761.) Avery Hall, Y. C., 1759. Son of Rev. Theophilus Hall, of Meri¬ den. Minister at Rochester, N. H. Died, 1820. No. 38. (1762.) Hadlock Maecy, Y. C., 1761. No, 39. (1764.) Punderson Austin, Y. C,, 1762. Tutor, 1765. Died, 1773. No. 40. (1765.) William Jones, Y. C., 1762. Merchant in New Haven. Died, 1783. No. 41. (1768.) Buckingham St. John (from Norwalk), Y. C., 1768. Tutor, 1770. Died by drowning while tutor, 1771. An elegy was written on the occasion of his death by Judge Trumbull, author of McFingal. (Professor Kingsley inserts here, in the list of teachers of the school prepared by him and published in the catalogue of the school for 1850-51, the name of President Timothy Dwight. The biography of Dr. Dwight, by his son, prefixed to his Theology, also represents that immediately after his graduation, in 1769, he taught a grammar school in New Haven. No other graminar school than the Hopkins School is known to have existed at the time in New Haven, and it is 1288 EDUCATION KEPOKT, 1899-1900. liighly iinprol:)able that more than one could have been sustained there. As it would seem very improbable that the biographer of Dr. Dwight, being his own son, and having access to his papers, should be mistaken as to how Dr. Dwight was engaged for so long a x>eriod of his active life, we might have been held justified, on this authority, in retaining this famous name ux)on our list. On the other hand, however, not only do the records of the school give no proof that Dr. Dwight ever taught it, but they do give distinct proof of the contrary. There is no break in the record, and no interruption in the succession of teachers, in which to find a place for him. ) No. 42. (1770.) Samuel Darling, Y. C., 1769. Became a physician at New Haven, and deacon of the First Church. Died at New Haven, aged 91, in 1842. No. 43. (1771.) Achilles Mansfield, Y. C., 1770. In 1779 became minister of the church in Killingworth in which office he died in 1814. No. 44. (1774.) William Lockwood, Y’'. C., 1774. Tutor, 1779. Minister at Glasten- l)ury. Died, 1828. No. 45. (1777.) Chauncey Goodrich, Y. C., 1776. Tutor, 1779-1781. Afterwards United States Senator and lieutenant-governor of Connecticut. Died, 1815. No. 46. (1778.) Samuel Bird, Y^. C., 1776. Became a planter in Georgia. Died, 1822. No. 47. (1780.) Zebulon Ely, Y". C., 1779. Tutor, 1781. From 1782 till his death, in 1824, minister at Lebanon, Conn. No. 48. (1782.) Thomas Lord, Y. C., 1780. No. 49. (1782. ) Richard AVoodhull, Y. C., 1752. Tutor, 1756-1761; also, 1 763-1765, No. 50. (1785.) AYalter King, Y. C., 1782. 1787, minister at Norwich, Conn. 1813, at Williamstown, Mass. Died, 1815. No. 51. (1785.) David DAGGEur, Y. C., 1783. LL. D., judge of the sux:)erior court of Connecticut, United States Senator, professor of law in Y"ale College. Died, 1851. No. 52. (1786.) Jared Mansfield, Y. C., 1777. He was liorn in 1759, of the New Haven family of Manstields, largely represented in this list. After leaving the Hopkins Grammar School, in 1795, he became instructor in that sustained by the Friends, in Philadelphia. His “Essays, mathematical and physical,” pub¬ lished ab'out 1800, was the first volume of original mathematical research issued in this country. After this he was successively Surveyor-General of the United States for the Northwestern Territories, and professor in the Military Academy at AYest Point. Died at New Haven, 1831. A i:>ortrait of him, by AAmir, belongs to Yale College. His mathematical rex;)utation, as it has descended to two gen¬ erations of sons-in-law, is well sustained by Prof. Charles Davies and AYilliam K. Peck, of Columbia College, New Y^ork. Mr. Mansfield continued master of the school until April 22, 1790, when he sent in his resignation in the words following: “Gentlemen: Your candor and generosity in ax3|:)ointing me to the charge of the Grammar-School, without any solicitation on my jiart, demands my warm¬ est acknowledgements, and will ever be remembered with gratitude. I have endeavored to execute my office with diligence and tiflelity, and should still be happy to serve the Committee, were it not for brighter xirosiiects from abroad, and such as my friends think advisable to embrace. I shall leave my friends in these jiarts with regret, but shall ever pray for their happiness. These consid¬ erations induce me to resign the charge of the Grammar-school, which resigua- tion I beg the committee to accejit at the expiration of the present Quarter, viz, on the 28th inst. “Yours, &c., “Jared Mansfield.” The committee accepted Mr. Mansfield’s resignation “ with a grateful sense of his good services.” HISTOKY OF THE HOPKINS GRAMMAR SCHOOL. 1289 No. No. No. No. No. No. No. No. No. No. No. No. No. No. No. No. No. No. 53. (1790. ) Abraham Bishop, Y. C., 1778. For many years collector of the port of New tiaven. He Avas appointed to take the school at the close of Mr. Mans¬ field’s term, and had permission to keep the school in his own house. He retained it for five months, when he “ agreed with the committee to resign,” and they reappointed — 54. (1790.) Jared Mansfield, who remained now for five years, and probably raised the school to a higher reputation than it had afterwards until the acces¬ sion of Mr. Olmstead. He taught in his own house in State street, near Chapel. 55. (1795.) Stephen Twinino, A^. C., 1795. Steward of A"ale College, 1819-1832.- Died, 1832. 56. (1796.) John Hart Lynde, Y.C., 1796. Lawyer at New Haven and clerk of the courts. Died, 1817. Tlie Committee “ made choice of Sir Hart Lynde to keep the Grammar-school for the stipend of £60 per annum; and said Lynde is peTinitted a poll-tax of half- a-dollar per quarter for each grammar scholar. And the Committee agree that said master have one Aveek vacation at commencement, also one Aveek on the annual election in May. Said master is not to indulge the scholars with liberty of playing on IVednesdays in the afternoon.” 57. (1797.) James Murdock, Y. C., 1797. D. D. and professor of ecclesiastical history in Andover Theological Seminary. Translator of Mosheim’s Ecclesias¬ tical History and of the Syriac New Testament into English. Died, 1856. 58. (1799.) Eli Ives, Y. C.,1799. IM. D. and professor in the medical depart¬ ment of Yale College. 59. (1801.) Shukael Bartlett, Y. C., 1800. Minister of the chnrcli in East Windsor from 1804 until his death in 1854. 60. (1802.) Jonathan Huntington Lyman, Y. C., 1802. Lawyer in Northamp¬ ton, Mass. Died, 1825. 61. (1805.) Nathaniel Freeman, Y. C., 1805. Pastor at Greenfield Hill, Conn. Died, 1854. 62. (1807.) Henry Sheraian, Y. C., 1803. Pastor at IVeston, Conn. Died, 1817. 63. (1808.) Elizur Goodrich, Williams College, 1806. LaAvyer in Hartford. 64. (1810.) Ebenezer Kellogg, Y. C., 1810. Professor at Williams College. Died, 1846. 65. (1810.) Chauncey Allen Goodrich, A". C., 1810. D. D., professor in Yale College, editor of a Greek grammar; in 1832 of Greek Lessons; in 1852 of Select British Eloquence. In 1829 established the Quarterly Christian Spectator, and was its sole editor till about 1836. Also, an important contributor to other religious periodicals. Editor of Webster’s Dictionary. Died, 1859. 66. (1812.) Eleazar Thompson Fitch, Y. C., 1810. D. D., Livingston jmofessor of divinity in A’^ale College from 1817 till his resignation in 1852. His private instructions in theology constituted the germ of the Yale Theological Seminary, with which, established in 1822, chiefly by the efforts of Professor Goodrich and himself, he long retained his highly valued cqnnection. 67. (1812.) Edwin Wells Davight, Y. C., 1809. Clergyman at Richmond, Mass. Died, 1841. 68. (1813.) IVard Saeford, Y. C., 1812. Alinister in NeAV A^'ork, and founder of city missions in America. Died, 1851. 69. (1813.) Elisha Mitchell, Y. C., 1813. D, D., professor of natural sciences in the University of North Carolina. Perished in 1857 on a mountain in that State, AA^hich has since received the name of Mitchell’s Alountain. 70. (1814.) Zedekiah Smith Barstoav, A’’. C., 1813. D. D., minister at Keene, N. H. Dr. Barstow had among his pupils many Avho have since risen to eminence. 1290 EDUCATION EEPOET, 1899-1900. No. 71. (1815.) Eaxdolph Stoxe, Y. C., 1815. Was tlie last man Avho held the oftice of hatler in Yale College. Became a minister, and labored on the Western Ileserve, in Ohio. Died, 1840. No. 72. (1815.) Ebexezer Seeley, Y. G., 1814. A lawyer at New Haven and mayor of the city. Kemoved subsequently to New York. No. 73. (1816. ) Zedekiah S:aiTH Barstow, again, for one quarter. No. 74. (1816.) Eufus YCoodward, Y. C., 1816. Died, 1824. (See an elegy by Brainard “On the death of IMr. Woodward at E<1 inburgh. ” ) No. 75. (1816.) Joseph Dresser YCickham, Y. C., 1815. Was the last amanuensis of President Dwight. Afterwards minister to Owego, N. Y., and for many years piincipal of the Burr Seminary, Manchester, ^"t. No. 76. (1817.) George Hill, Ab C., 1816. United States con.sul in Asia Minor. (See Piverest’s Poets of Connecticut.) Appointed. No. 77. (1817.) William Chauxcey Fowler, Y. C., 1816. lYofessor in IMiddle- liury and Amherst colleges and author of an elaborate treatise on English gram¬ mar and of the History of the Ciiauncey Family. No. 78. (1818-1820.) Hector PIumphreys, C., 1818. Professor in Trinity Col¬ lege and president of St. John’s College, JIaryland. Died, 1857. No. 79. (1820-21.) PIdward Turxer, Y. C., 1818. lYofessor in Middlebury Col¬ lege. Died, 1838. No. 80. (1821-1823.) Stephex D. Ward, New Jersey College (Princeton), 1819. Clergyman in Maine and IMassachiisetts. Died, 1858, at Agawam, Mass. No. 81. (1823-1825.) Hexry Herrick, A'. C., 1822. Clergyman at Plxeter, Otsego County, N. A". No. 82. (1825.) SiMEox North, A". C., 1825. D. D.,I.L. D., president of Hamilton College. No. 83. (1825-26. ) George Nichols, Y. G., 1824. Teacher in Pladley and in Spring- field, Mass. Died in Springfield, 1841. No. 84. (1823-1829.) Eobert McEwex, A". C., 1827. D. D., clergyman at Enfield, Mass. No. 85. (1829-1831.) Asa Drury, A^. G., 1829. Ih'ofessor in Cincinnati College, Ohio. No. 88. (1831-1833.) Noaii Porter, A". C., 1831. D. D., profes.sor in A^ale College. No. 87. (1833-34.) Johx Owen Coltox, A". C., 1832. lArstor of the Chapel street church. New Haven. Compiler of Colton’s Greek Eeader. Died, 1840. No. 88. (1834-35.) Samuel 5V. S. Duttox, Y. C., 1833. D. P)., pastor of the North Church, New Haven. No. 89. (1835-36.) Charles Alonzo Gager, A’'. C., 18.35. Died, 1841, in Egypt. No. 90. (1836-37.) Nelson PVheeler, A^. C., 1836. Professoi in Brown University. Died, 1855. No. 91. (1837-38.) Willard Mason Harding, A". C., 1837. Minister at Princeton, Mass. No. 92. (1838.) Egbert Hamilton Paddock, A^. C., 1837. iNL D., professor in Starling Medical College, Ohio. No. 93. (1839.) Isaac Jennings, Y. C,, 1837. Minister at Stamford. No. 94. (1840.) Hawley Olmstead, A". C., 1816. At a meeting of tPie committee of the Hopkins Grammar School, in New Haven, July 28, 1849, the following minute was adopted, to be entered on their records; “Mr. Plawley Olmstead, principal of this school, having resigned his place in the same, on account of impaired health, the committee learn with regret the necessity of this measure, and return Mr. Olmstead their thanks for his faithful services, since for more than ten years he has managed the school with great HISTORY OF THE HOPKINS GRAMMAR SCHOOL. 1291 ability and success, having, ])y thorough instruction and discreet and efficient governnient, raised it from a very depressed state to one of great prosperity and usefulness. The committee would express their sincere hope that Mr. Olmstead, when released from his confinement and severe labors, may be speedily restored to his former health and enabled to resume, in some form, those efforts in the cause of education for which he is eminently (paalifiecl, from his long experience, ‘ ‘ Voted, that a copy of the foregoing be presented to Mr. Olmstead. “James L; Kingsley, Secretary ‘pro te)nV No. 95. (1849.) Edward Olmstead, Y. C., 1845. No. 96. (1854.) Robbins Little, Y. C., 1851. No. 97. (1854.) James Morris Whiton, Y. C., 1853. No. 98. (1866.) Henry Norton Johnson, Yale, 1861, son of Hervey and Sarah (Pardee) Johnson, was born in Meriden, Conn., on June 11, 1831. He entered college in 1855, but left during the second term of the sophomore year to earn money by teaching. After two years thus spent in tlie public schools of New Haven, he reentered college in September, 1859. After graduation he remained in New Haven, and had nearly completed the course in the Theological Seminary, when he became rector of the Plopkins Gram¬ mar School, in the fall of 1864. Under his administration the school attained great prosperity. He resigned his position in 1873 and spent the next four years abroad. After his return he resided chiefly in New Haven, taking occasional private pupils. The last years of his life were sjient in his native city, where he was engaged in developing some real estate which he owned, lie was found dead from syncope on the floor of a bath room in his boarding house onMhe morning of April 24, 1892. He was not married. No. 99. (1873.) IYilliam Lee Cushing, Yale, 1872. Was born in Bath, Me., on July 24, 1849. From 1872 to 1873 he taught in the Hartford High School; from 1873 to 1885 he was rector of the Hopkijis Grammar School; from 1885 to 1887 he studied in Athens, Greece; from 1887 to 1888 he v:as instructor in A"ale. In 1888 he became head master of the Westminster School, formerly at Hobbs Ferry, N. Y., now at Simsbury, Conn., and still holds that position. On April 6, 1876, he married Miss Mary Ye vis Strong. Their children are as follows: 1. Josephine Hodge Cushing, born June 26, 1878; died Hecember 20, 1878. 2. Charles Cyiirian Strong Cushing, born October 27, 1879; who is a member of the class of 1902 of Yale University. 3. Philbrook Cushing, born September 22, 1882; died November 10, 1892. 4. William Strong Cushing, born November 30, 1886. 5. Lee Woodward Cushing, born June 3, 1891; died January 11, 1898. No. 100. (1885.) George L. Fox, Yale, 1847. The following biographical records of the seven trustees of the Hopkins Grammar School whose names appear in the annual catalogue of July, 1875, was compiled by Mr. Thomas R. Barnum, FI. G. S., 1875, from the obituary record of the graduates of Yale University and from other records: HENRY WHITE, M. A.^ (Elected trustee, 1839.) Henry White (1821), son of the Hon. Hyer and Hannah (Wetmore) White, was born in New Flaven, Conn., March 5, 1803. 1 Yule Obit. Record, June, 1881. 1292 EDUCATION EEUORT, 1899-1900. From 1823 to 1825 he served as a tutor in this college. He then studied law and entered on its practice in 1828 in his native city, where he continued to reside until his sudden death, from neuralgia of the heart, October 7, 1880, at the age of 77. His tastes led him to appear rarely in court, but he was specially occupiecl in the settle¬ ment of estates and the care of trust funds, and in these duties had the entire confi¬ dence of the community through a long life. He was also much interested in matters of local history, and had given particular attention to the compilation of a history of the ownership of land in New Haven. He was one of the founders of the New Haven Colony Historical Society and also its first president. For nearly half a century he was a deacon in the Center Church. He was married January 7, 1830, to Martha, daughter of Roger Shertnan, of New' Haven, and granddaughter of the Hon. Roger Sherman (she survives (1880) with six of seven sons). THEODORE DWUGHT WOOLSEY, D. D.,LL. D. (Elected trustee 1840.) Theodore Dwught Woolsey (class of 1820, A"ale College), the sixth child and young¬ est son of William W. and Elizalieth Woolsey, of New York, was born in that city October 31, 1801. The family removed to New Haven in 1805, where his mother, who was a sister of President Dwight, died in 1813. Soon after graduation he liegan the study of law (wuth no intention, how'ever, of practicing it) in the office of Charles Chauncey, esq. (Yale, 1792), of Philadelphia, a brother of his stepmother. In 1821 he entered Princeton Theological Seminary, but was recalled to Yale by the offer of a tutorship in June, 1823. Wliile in this office he pursued further theological studies and was licensed to preach in 1825. In the sum¬ mer of that year he resigned the tutorship, and in (May, 1827, w'ent to Europe, where he remained until July, 1830, mainly occupied in the study of Greek in France and Germany. Soon after his return he was elected, in September, 1831, to the professorship of Greek in Yale College, Professor Kingsley’s chair .of ancient languages being divided for this purpose. After fifteen years of eminent service in this capacity, he was advanced, on President Day’s retirement, in August, 1846, to the presidency of the college, which he held until his resignation, in July, 1871. He was then immediately elected a fellow of the corporation, and this position he held until the acceptance of his resignation in October, 1885. He died in New Haven, of old age, on the 1st of July, 1889, in his eighty-eighth year. , In the period of his professorship he published editions of four Greek tragedies and the Gorgias of Plato, which marked an epoch in the progress of classical study in America. In the same period he was associated with other gentlemen in the estab¬ lishment of the New' Englander (1843), to which his contributions were numerous and weighty. As president, besides the great work which he did in advancing the scholarship of the whole college, he undertook the instruction of the senior class in history, politi¬ cal science, and international law'. One result of these studies was his valuable introduction to the study of international law, wdiich w'as pulrlished first in 1860, and has passed through four enlarged editions; other results were a volume on Divorce and Divorce Legislation, which appeared in 1869 (2d edition in 1882), two volumes on Political Science, published in 1878, and one on Communism and Social¬ ism (1880). Dr. Woolsey was ordained at the time of his induction into the presi¬ dency, as he viewed the call to that office as involving responsibilities analogous to those of the pastorate. By his preaching in the college chapel, and by the influ¬ ence of his character, he imirressed himself in a striking degree upon his students. A volume of his sermons, entitled “The Religion of the Present and the Future,” was puljlished in 1871. HISTORY OF THE HOPKINS GRAMMAR SCHOOL. 1293 From 1872 to 1880 he devoted much time to the revision of the New Testament, serving as the chairman of the American company engaged in that work. The degree of doctor of laws was conferred on him by Wesleyan University in 1845 and by Harvard University in 1886, and that of doctor of divinity by Harvard in 1848. He married, September 5, 1833, Elizabeth Martha, only daughter of Josiah Salis¬ bury, of Boston, who died on November 3, 1852. Her children were three sons and six daughters, of whom one daughter and one son (Yale, 1872) are still living. President "Woolsey next married, Sei^tember 6, 1854, Sarah S., daughter of Gilman Prichard, of Boston, who survives him, with two daughters and one son (Yale,^ 1881), an elder son having died in infanc-y. ELI WHITNEY BLAKE, M. A. (Elected trustee 1846.) Eli Whitney Blake (class of 1816, Yale College) son of Elihuand Elizabeth (Whit¬ ney) Blake, was born in’Westboro, Mass., January 27, 1795. After spending the year succeeding graduation in the Litchfield (Conn.) Law School, he then, at the request of his uncle, Eli Whitney (Yale, 1792), the inventor of the cotton gin, who was engaged at the same time in the manufacture of firearms for the Government, aban¬ doned a Tirofessional career and entered his uncle’s employ in connection with the gun manufactory at AYhitneyville, in Hamden, just outside the bounds of New Haven. He continued in the same business with one of his brothers after Mr. Whitney’s death, in January, 1825, until 1836, when he and his two brothers estab¬ lished in Westville, another suburb of New Haven, a manufactory of house-furnishing hardware, which he carried on for about thirty-five years, until old age made his retirement necessary. In 1855 he served on a committee which had charge of the macadamizing of one of the principal streets of New Haven, and thus had his attention drawn to the need of a machine wdiich might perform- the labor of crushing stone into small fragments. In 1857 he perfected the invention of a machine for this jiurpose and for use in min¬ ing, which for originality, simplicity, and effectiveness has received the highest praise and has proved to be of the utmost practical value. Mr. Blake made several other important inventions Vvdiile engaged in the manufacture of arms, and continued until very late in life an enthusiastic student in the higher mathematics and physics. In 1882 he collected and printed in a small volume (61 pp., 8°) some of his most important papers, with the title, “Original solutions of several jiroblems in aero¬ dynamics.” In 1879 the degree of doctor of laws was conferred on hi^ by his alma mater. After an old age of honored retirement, followed by a few weeks of extreme feeble¬ ness, he died at his home in New Haven, August 18, 1886, in his ninety-second year. He married, July 8, 1822, Eliza M., daughter of Edward J. and Mary (Pierpont) O’Brien, of New Haven, who died in 1876. Of their twelve children, six sons cnid four daughters lived to maturity; the daughters and three of the sons survive their parents. Eive sons were graduated at this college, the remaining son being pre¬ vented from completing his course by ill health. / 1294 EDUCATIONS' llEPORT, 1899-1900. THOMAS AXTHOXY TITACHEK, LL. dO (Elected trustee 1S54.) Thomas Anthony Tliacher (1835) tvas horn in Hartford, Conn., January 11,1815, the son of Peter and Annie (Parks) Thaclier. After graduation day he taught for a few niontlis in the academy at Xew Canaan, Conn., and tlien for three years in Georgia. On the 1st of Decemher, 1838, he entererl on the duties of a tutorship in this college. From this office he was advanced in August, 1842, to the professorship of Latin, and in this relation to the college he con¬ tinued until his death. Besides his eminent success as an instructor, he was a most valued officer in the discipline and general administration of the college, and most happy in securing the confidence and regard of successive generations of students. Many of the most important henefactions received liy the institution during his term of office Vv'ere obtained through his wise and unremitting activity. His time and strength were given without stint to college affairs, 1 mt he was alile also to evince his interest in public education liy serving a,s a meinb'er of the State board of education from its foundation, in 1865, until his resignation, in 1877. The degree of doctor of laws was conferred on him by Western Beserve College in 1869. For some ten years l)efore his death Professor Tliacher liad l>een hindered in tlie full discharge of his duties by a liability to attacks of angina pectoris, and the fatal result had thus been a matter of long anticipation. The end came very suddenly in the early morning of April 7, 1886, at his home in Xew Haven in the seventy-second year of his age. He married, September 16, 1846, Elizabeth, second daughter of the Lev. President Jeremiah Hay, v>dio died May 18, 1858, leaving five sons, who are all graduates of the college. He next married, fvugust 1, 1860, Elizabeth D., the youngest child of Roger Sherman, esq., of Aew Haven. HEXEY COIT KIXGSLEY, M. A. (Elected trustee ISGO.) Henry Coil Kingsley (TTale, 1834) was born in >7ew Haven, Conn., December 11, 1815, the second son of Prof. James L. Kitigsley (Yale, 1799) and Lydia (Coit) Kingsley. After graduation he was employed for a few months as a private tutor, and in the autumn of 1835 entered the A^ale law school. Here he studied for two years, with the excex)tion of the winter of 1836-37, wdiich he spent in a law office in Columbus, Ohio. In December, 1837, he was admitted to the practice of law in Ohio, and estab¬ lished himself in Cleveland, in partnership with his brother (Yale, 1832). He mar¬ ried September 6, 1841, Miss Cornelia H., elder daughter of John Day, of Cleveland, who died August 31, 1843, leaving a daughter, who died in 1862. He married again August 26, 1846, Mrs. Jane Handy, of Utica, X. Y., daughter of Briggs W. Thomas, of that place. He continued actively engaged in the practice of his profession, unit¬ ing with it land agencies, until the summer of 1852, when, in consequence of tlie impaired health of himself and his wife, they vceiit to Europe. On returning, in 1853, he removed his residence to New Haven. In 1854 he was elected a director of the Cleveland and Pittsburg Railroad Coiiii^amy, which was then seriously embarrassed and in 1857 became insolvent. From 1857 to 1866 Mr. Kingsley had the principal charge of the financial affairs of the comjmny, which in 1862 regained a sound position. In July, 1862, he "was elected treasurer of Yale College, and he remained in this office until his death, fulfilling also during the same time many responsible private trusts with rare efficiency. On the morning of the 19th of November, 1886, while driving to his ljusiness, he received a severe injury. A cart was driven against his Yale Obit.Rec., June, 18S6. 1295 HISTORY OF THE HOPKIHS GRAMMAR SCHOOL. carriage, and as the result he was thrown violently forward upon one of the wheels. Two ribs were broken and other injuries were received. For somerveeks he seemed to ]3e in a fair way to recover, when unfavorable symptoms develoi^ed, and after severe and protracted suffering he passed away on the morning of December 19, at the age of 71. His wife survives him, without children. Mr. Kdngsley’s services to the college which he loved so well, rendered as they were at much personal sacrifice, during years of feeble health, deserve the fullest and most grateful recognition. His acute and rapid judgment, his caution, and his thor¬ oughness have made the years of his administration of the college finances a notable period, while his personal character commanded the respect and admiration of all who were brought into intimacy rvith him. ALEXANDER CATLIN TWINING, LL. D.^ (Elected trustee 1863. ) Alexander Gatlin Twining (Yale, 1820), son of Stephen Twining (Yale, 1795) and Almira (Gatlin) Twining, was born in New Haven, Gonn., July 5, 1801. He left college rvith the intention of entering the ministry, and soon after studied for one year in Andover Theological Seminary. In 1823 he returned to New Haven as tutor in the college, in which office he served for two years. In the meantime he had decided to become a civil engineer, and now went to West Point to prejiare him¬ self for his profession. He was first employed upon the State works of Pennsylvania, and his earliest independent work was in 1835 to 1837, as chief of the survey for the Hartford and New Plaven Railroad. He was subsequently employed either as chief or consulting engineer upon every railroad running out of New Haven, excejit possi¬ bly the Derliy road. In like manner he was employed on the northern lines running up tlie country through Vermont, on the Lake Shore road betv/een Buffalo and Erie, and on other roads in Ohio, Illinois, and Michigan. From 1839 to 1848 he tilled the chair of mathematics and natural philosophy in Middlebury Gollege, Y ermont. This position he resigned to give himself more fully to his engineering labors. Fie removed from Middlebury to New Haven in 1852, and resided there for the rest of his life. From 1856 until his death he was a deacon in the First Ghurch, in which his father had filled the same position. For several years after his return to Neve Haven his labor was mainly given to the development of his invention for the artificial produc¬ tion of ice on a large scale and v/ith economy. The principle of his invention was widely adopted, but he failed to secure pecuniary recompense for it. He made val¬ uable original investigations in astronomy, mathematics, and physics, and was equally interested in questions of theology and political science, lioth in their theo¬ retical and practical aspects. In connection with the remarkable star shower of November, 1833, he deserves the credit of first sugge.sting the correct theory of radia¬ tion of meteor tracks from a fixed point among the stars. Early in October, 1884, he was attacked with congestion of the brain, and he died at his home in New Haven on the 22d of November, in his eighty-fourth year. Fie married March 2, 1829, Miss Flarriet Amelia Kinsley, of West Point, N.Y'., who died October 12, 1871. Their children were three sons (graduates of the college) and four daughters. They survive their parents, with the exception of one son, who died in the war. SIMEON EBEN BALDWIN. (Elected trustee 1869.) uSimeon Eben Baldwin (Yale, 1861), son of Hon. Roger Sherman Baldwin (Yale, 1811), and Emily (Perkins) Baldwin; born in New Flaven, Gonn., February 5, 1840. He jirepared for college at Hopkins Grammar School. During the first year after lYale Obit. Eec., 1885. 1296 EDUCATIOI^ REPORT, 1899-1900. graduation he studied la\y at Yale law school and also in the oftice of his father in New Haven. After one term in the autumn of 1862 at the Cambridge law school, he comi3leted his preparatory studies in New Haven, and was there admitted to the bar September 4, 1863, and has since resided in that city. He is a leading member of the New Haven Civil Service Reform Association; a member of the commission which prepared the General Statutes of 1875; a member of the executive committee of the American Bar Association, in the organization of which he was very active, being president during 1890 and 1891. In 1883 he was delegate to the National Congregational Council, and in 1884 Avas chosen president of the New Haven Historical Colony. He has issued a number of publications. Was married October 19, 1865, to Miss Susan Winchester, of Boston, Mass., and has had three children: Florence Winchester, born January 3, 1868, died September 16, 1872; Roger Sherman, born January 17, 1869; Helen Harriet, born January 27, 1872. In 1893 he Avas associate judge of the Connecticut supreme court of errors. CHAPTER XXIIL THE LANGUAGE QUESTION IN GREECE AND SOME REFLECTIONS SUGGESTED BY IT. By (Dr.) Daniel Quinn. The art and habit of recording thonglit in writing distinguishes the civilized man from the barbarian. Well known, indeed, are many of the traits by which the man of culture, directly by virtue of his habit of reading and writing, is marked off as different from the unlettered boor. But yet this habit produces many other great results that usually are not estimated at their full value. One of the more note¬ worthy of these is the fact that in nations where the use of letters is intense and constant the inhabitants become bilingual, or, to use a term which may be more proper, diglossic. Without here iiiciuiring into the causes, it may be stated as a historic truth that in the past ages of culture few men, or none, have ever written lengthy treatises in a language constructed entirely and exclusively out of words and expressions adopted from the genuine convensational tongue of the unlettered classes. And, furthermore, no man when conversing about the small affairs of daily life employs the carefully selected words and constructions which by a kind of acquired instinct he is forced to use when he undertakes to jierform a literary feat. This phenomenon can not be adequately appreciated by scholars who live in countries where all the inhabitants, if not themselves actually more or less educated by means of letters, are continually under the direct influence of lettered men. But inability to appreciate the magni¬ tude of this phenomenon does not necessarily engender a desire to deny its existence. The man who never learned writing and composition often feels himself incapable of dictating an ordinary note even when in his own modes of expression he is fully able to communicate all the successive statements which he wishes to be incorporated therein. His helplessness in such cases consists not in ignorance of what he wishes to express, but in the consciousness of his not knowing the phase of language which is proper for the written document. The phenomenon of diglossy does not suppose that the inhabitants of one and the same locality speak two languages so unlike as to be conceded by all to be entirely distinct, as, for example, where certain communities of Germans or French in North America speak not only a variety of English, but also a variety of their ancestral Teutonic or Latin tongue. These colonists can not by reason of the retention of their mother tongue, in addition to their acquired faculty in English, be said to be merely diglossic. They are bilingual out and out. Diglossy simply supposes that in a given community the phase or quality of language used by the educated classes is notably different from that of the lower strata of society; or, again, that the writ¬ ten language of the educated classes is different from their spoken language, because of their tendency in written language to imitate more ancient or classical composi¬ tion, while in spoken intercourse they keep closer to the mode of speech in vogue ED 1900 — FOL II - 2 1297 1298 EDUOATIOI'T REPORT, 1899-1900. among those who are not educated. However, the difference between these two phases of one and the same basic language may sometimes become so wide that this diglossy does actually merge into bilingualism. Wherever diglossy exists it is correct to say that each phase of the language con¬ tinually disturbs the other phase. The language of the educated class does not cease to adopt words and phrases and constructions and modes of pronunciation that had hitherto been exclusively the property of the language of the uneducated; and con¬ versely, the uneducated classes similarly borrow and assimilate expressions that had been coined in the more aristocratic mint of the educated. Perhaps the ideal is real¬ ized in proportion as the efficiency of this reciprocal influence is effective in keeping the two phases of language near to each other and in preventing the rise of bilingualism. Although the prevalence of digiossy is an indisputable and well-known fact, espe¬ cially to students in linguistic research, its psychological causes have not yet been thoroughly investigated by scientiflc inquiry and have not yet been exi)ressed in simple formulas which the layman might easily comprehend. Fortunately these causes are not the chief matter in question in this present essay. Sufficient here is the fact that diglossy is alreaear more clearly in the sixth century, and from that time on. It might be properly called a i^oj^ularized form of the high Koene. It is in x)rincii)ie identical with tlie written language of Greece of to-day. Probably it was not very different from the sx^oken language of the educated at that time. By collecting and classifying the nev,' x>he- nomena that appear in these authors, it is possible to show that many of the x>ecul- iarities of the demotic language of the x^resent day were already common in the S|)oken language of that remote age. An excellent study of this kind made Ijy Chatzidakis proves tliat the Greek language had then already changed its x^honetic qualities, its syntax, its vocabulary, the significance of many words, and even certain tyx^es of words into the forms in which these various x^benomena ax:>X5ear in the sx:>oken Greek of to-day.^ This mixed language is to be found in the Chronicle written by loannes Malalas, of Antioch, x^ossibly in the reigns of Justinian^ and his successor Justin II. ^ Malalas was almost as uneducated as a man could be who would undertake to write. He composed his work not for the educated, but for the people and the monks. Both in style and in language he is uncouth and free from all al^ility to produce a work of art. He could not have written in a language greatly different from the spoken tongue, even if such had been his desire. Accordingly his work is a x^recious monument for the study of the colloquial language of the sixth century. It was natural for Malalas to write in a language as near as x^ossible to the demotic, since he wrote for the unlearned. His chronicle seems to have had wide circulation and to have been x^opular for centuries both in its original form and in exutome. It served as the model for a long series of chroniclers, who continued the kind of his- toriograx:>hy of which Malalas was one of the x:)ioneers. Accordingly, most of them wrote in a language Amry near to the common demotic for the two reasons that such was the language of their model and that such Avas the language ]3est suited to the iByzantinisclie Zeitschrift, herausgegeben a’oii Karl Krambacher. Leipzig. ^llpujTYj ^vij.^qKy) ets icrTopiav rrjs /u.eo'atwt'tK^s r)p.^v yAcGccTJ??. Ill the ne^'T■)J;ut not as the language of tlie educated. With the return to culture Avhich followed these two dark centuries there came a return to the older type of Greek, especially to the Alexandrian. The first great name to be mentioned in this con¬ nection is tliat of the Patriarch Photios, Avliose language is notably archaic. From the age of Photios began the renaissance Avhich bore so much literary fruit in the reigns of the Komneni and the Pala?ologs. The language of this renaissance Avas the ancient type of Greek, Tliis traditional Koene Avas familiar only to the Avriters Avho used it and to others of their oaaui class and of like education. The common man did not readily under¬ stand it and the soul of the common people no longer found congenial exjAression in it. In consequence there burst out from among the people a neAV variety of litera¬ ture, Avritten not in this classical idiom of cliurchmen and scholars and statesmen, ]ior even in the middle tongue of the successors of iMalalas, Imt in a language based entirely on the demotic. And from the eleA’enth century on there flourished among the Greek-speaking peoples the phenomenon of the cotemporary existence in litera¬ ture of three forms of language. Although similar phenomena exist and may be observed to-day in the language of nearly all civilized countries, yet our attention is seldom convincingly draAvn to this fact, and Ave are liable to be incredulous. In English literature America fur¬ nishes a ready illustration in proof of the existence of different strata of language; for in America there are Avriters of cautious and conserA^ative style, Avho folloAV the older models and try to produce a classical type of English; then there are the writers in many of the daily journals, Avhere a middle language is employed; and finally there are the Avriters of short stories and TAoems, Avho often employ the local demotic or dialectic forms. It might not be difficult to collect abundant literary testimony concerning the 1 Died about S17 A. D. 2 Reigned from 912 to 9.59. These are such as The history of Basileios I, De administrando imperio, De caerimoniis. THE LANGUAGE QUESTION IN GREECE. 1809 wide difference between the higher variety of the written language and the dialects which the people spoke. For instance, the learned Michael Akominatos, who became archbishop of Athens about 1175 A. D., complains that the inhabitants of this once famous city could not understand him. But a chain of such testimony would be superfluous, for we have sufflcient extant specimens of the demotic begin¬ ning with the eleventh century, and can, by actual observation, note the difference between the spoken dialects and the scholarly language. It is impossible here to name even the most noteworthy of these sj^iecimens. Only two or three of the most ancient will be mentioned. As early as the end of the tenth century there grew up a number of legendary songs which celebrated the deeds of a hero called .Digenes Akritas, a chivalrous Byzantine warrior and adventurer of the type of the French Boland or the Spanish Cid. These songs were collected and patched together by schoolmen in such a way as to consti¬ tute a continuous epic narrative. At least four such aggregations are known to exist. Although the original language of these songs has been modified by the scholars or rliapsodists who welded them together into these four kindred epic tales, yet they are a precious document for the history of the popular lamguage.^ One of the primitive writers in modern demotic, whose works and whose name have been iireserved, was Theodor Prodroinos. On account of the poverty, with which he was afflicted for his entire life, he called himself ‘‘Needy Prodromes” or ‘ ‘ Ptochoprodromos, ’ ’ and under this name is he most commonly referred to. Ptocho- prodromos wrote in both the classical Koene and in the vulgar demotic, if he be the author of all the works that have been attributed to him. The writings in classic Koene that go under his name are composed in good style conformably to the spirit of the Komnenian renaissance, and in a language much resembling that of Loukian. Flis Vvritings in demotic are chiefly four petitions in verse — in the first of which he beseeches from the Emperor loannes Komnenos'^ assistance and relief from his poverty; in the second poem he asks for this same favor from a sebastokrator who probaTily was the second son of the Emperor loannes, and in the third and fourth poems he directs his prayers to the Emperor Manouel Komnenos. In these beggar poems the language of the prologue and of the closing verses of each poem is a miserable variety of the old Kmne, but in the body of the petitions the demotic is used.^ At about this same time there was written in the demotic language a poem known to us under the title of “Spaneas.” It has been preserved in several widely diver¬ gent versions. Perhaps the oldest version and the one nearest to the original i:>oem is that published by Legrand.^ It is an inattractive didactic poem. The original poem was v/ritten about the middle of the twelfth century.^ Another linguistic monument from this same period is the poem which Michael Glykas wrote while in jirison, intending it as a petition to the Emperor, Manuel Komnenos, explaining the injustice of his imprisonment and asking for release. It must have been written about the year 1158 or 1159.*^ These, then, are the sources v/hence it is possible to learn the nature of the demotic language in the twelfth century, when it first appeared in its modern form in litera¬ ture. It is quite evident that this demotic actually existed long before it appeared in literature. Ptochoprodromos, Glykas, and the authors of the other works men¬ tioned wrote in a language quite near to the actually spoken dialect of the unedu¬ cated of their day in Constantinopol. They approached much closer to the actual language of the people than Malalas and Theophanes and Porphyrogennetos had done. The successive misfortunes of the Byzantine Empire and the final occupancy of the throne of Constantinopol by the Moslem conqueror in 1453 severed many of the 1 Krumbaelier, Byz. Litteratur., 827-832. * In his Bibliotheque grecque vulgaire, 1, 1-10 and 11-16. 2 Reigned 1118-1143. & Krnmbacher, Geschichte, etc., 802 ff. 8 Krumbaelier, Geschichte der Byz. Litt. 804 ff. c Krumbacher, Geschichte, 806 f. 1810 EDUCATION EEPOET, 1899-1900. traditional ties that artificially held the Greeks together as one people. Then it was that genuine and pure demotic in dialectic form might be expected to acquire full license to enter the precinct of literature— no longer as an inferior tongue, hut as the compeer of the ancient and aristocratic language of the capital. This real and dialectic demotic of the modern Greeks appeared when writers no longer thought of making their works presentable to the Byzantine Empire in its entirety and to its scholars, but merely to their fellow-townsmen, whose acquaintance with language vras limited more or less to the dialect of their own village. This dialectic or pro¬ vincial demotic first rose into literary prominence in countries which for ages had been ljut loosely connected with the Byzantine Empire, and wdiich had come under the influence of Western ratlier than Byzantine culture, in the Ionian Islands namely, and in Krete and Ky^mos and Bhodos. YNhuters in these provinces could view the language question with less rigid preconceptions in favor of tradition, and at the same time were less infvaenced by a broader patriotism which might impel them to neglect local dialect for the sake of the more general good. Not all of the dialects can be commented on here. It was in the Kretan dialect that the richest and best known literature appeared. Perhaps the most famous com¬ position in this Kretan dialect is the long epic poem called Erotokritos. It was written l)y Yincenzo Cornaro about the middle of the sixteenth century. Of all the w'orks in modern Greek literature, the Erotokritos has been the most po})ular, espe¬ cially ill the islands that were under A^enetian dominion. Koraes calls it ‘‘The Horner of modern demotic literature.” The plot of the poem shows the influence of 'Western manners and customs. Erotokritos secretly loves the Princess Aretousa. But her father, the King of Athens, wishes to give her to some royal personage wdio would be worthy of succeeding him on the tlirone. Erotokritos is a comely youth, a sv/eet serenader, and a victorious combatant in the tournament wdiich the King institutes. But when his love becomes knowni he is exiled from Athens. After this, the King of the A^lachs invades the Kingdom of Athens, but is driven off by the bravery of Erotokritos. By this good fortune he becomes the King’s favorite, and is accepted by Aretousa, who had loved him all along. The fir.st who attempted to reduce the demotic language to grammatical system, W'as Kikolaos Soxihianos of Elerkyra.^ He Avas one of those educated Greeks who united in themselves the learning of Avestern Europe Avith a thorough knoAvledge of the language of their country and an intense loA^e for their felloAV-countrymen. He. Avas one of the alumni that had studied under Janos Laskaris in the noted Greek school Avhich Leo the Tenth founded in Rome.'-^ Sophianos held the demotic lan¬ guage in high esteem, and Avas in favor of taking as much as possible from the demotic into the literary language. In the preface to his grammar he announced his intention of publishing, in this dialect, other elementary 1:jooks such as treatises on rhetoric, logic, geometry, astronomy, and philosophy, and a neo-Hellenic lexicon, and trans¬ lations from the classical authors, to be employed in tiie elevating of tlie status of education among the young Greeks. But the only Avork Avhich he actually published in this language Avas a translation of Ploutarch’s Treatise on Education. This Avas printed in the year 1544. Ea^cii his grammar remained unpublished. In 1870 M. Legrand pu]:>lished the first part of it from a manuscript Avliicli had been preseiw^ed in the library of Paris. From the lAeginning of the sixteenth century down to the beginning of the nine¬ teenth there Avere three phases of language struggling silently for the future mastery in literature, the old Koene, the demotic in the form of local dialects chiefly, and a mixed variety Avhich accepted very much from the demotic and discarded very much that Avas peculiar to the old language, as, for instance, the use of infinitives and opta¬ tives and datiA^es, liiit Avhich, nevertheless, retained in general the ancient grammat- iSathas, NeoeAArji/tK^s i^Ko^oyia'; UapdpTy]jxa, pp. 11-15. ^pioscoe’s Life of Lco X, II, ]). 342, Boiin’s ed. THE LANGUAGE QUESTIOXi IN GREECE. 1311 ical types. This middle x:>hase, this language of compromise, which seemed capable of partaking of the best qualities of Iroth the others, was destined to be regarded as winner in the new kingdom of Greece. This middle language rvas not an entirely artificial mixture. It grew u}) in Con- stantinopol chiefly amongst those whose official life kept them using the language of the church. The higher classes in Constantinopol had retained much more of tlie old language than did the Greeks in general. Tlie celebrated Italian humanist, Francesco Filelfo, who liad lived in Constantinopol from 1420 to 1427, and who was a thorough Greek scholar, while stating that the language of the multitude was very different from the ancient, i')raises the purity and accuracy of the language of the higher classes, especially that of the ladies of Constantinopol.^ From Constantinopol this mixed language was propagated through other parts of the Greek world. It became the language of the pulpit and the monasteries and the schools. Much of the literature appeared in it, but of the more inferior kind, however, for the best scholars, like Gennadies and Bessarion and Gemistos, adhered to the ancient. There is iio reason for wiewung this mixed language as being much different from a dialect. In its ordinary acceptation a dialect is a si^ecial form of language spoken l)y a set of inhabitants who live together and form a community as regards site; this mixed tongue was the language of a body of men wdio, though not living together as one community, yet w^ere in continual communication and v;ere a separate set of inhabitants who by unconscious mutual influence and example taught each other to use this mixed language. And as tlie class of men who used it were kept in union and interconimunication mostly loy the medium of the church, it might appropriately bj distinguished from the dialects of local origin as well as from the higher variety of church language by being described as the '‘vulgar ecclesiastical dialect.” It is therefore quite probable that this mixed language was not willfully and scholastically created out of the inventive imagina,tion of the first vrriters who used it, but that it w’as quite similar to the language then employed in social intercourse among all Greeks of any learning except the extreme ones who sought their ideal either in the classic Koene or in the local dialects. Of all those who made use of this mixed language, the monk Elias Meniates deserves special mention here, because he was one of the most famous and popular Greek preachers of modern tinies.^ The sermons which he preached to the Greek community of Venice, and to the inhabitants of his native island of Kephallenia, and to the Peloponnesians in the diocese of Kernike and Kalabryta, where he was made bishop in the year 1711, used to attract multitudes of hearers. Not the slightest rea¬ son exists for us to suspect that his lauguage was not intelligible to the crowds that used to go to hear him. It was peculiar to those who used the mixed language that they could draw on the traditional Keene wdienever the speech of the peox)le did not suj^ply such words as they wished, and that they used ancient rather than popular types of words, wlien tills did not render their language too different from such as the people understood. It is immediately evident that there existed almost as many grades of this mixed language as there existed speakers and writers who employed it. From the middle of the eighteenth century a strong feeling of patriotic fraternity W'as propagated among the Greeks. They were made to feel that they were a single and united people, whose independence was approaching. This idea of racial, reli¬ gious, and political unity could not but make itself felt in the matter of language. Scholars became convinced that some one of the three phases of language should be definitely and finally selected as the sole official language of the entire Greek world. Each of the three rivals had earnest and intelligent advocates. 1 Hodius, De Grsecis Illustribus, pp. 188-189. Cf. also Gibbon (Smith’s ed. 1881), viii, pp. 105-106. 2I\lasarachi, Vita degli uomini illustri dell’ isola di Cefalonia. Venezia. 1843-1845; pp. 23-50, Elia Miniati. 1312 EDUCATION EEPORT, 1899-1900. Toward tlie beginning of the present century the claims of the ancient Greek, or at least of such Greek as is found in the New Testament and the Church Fathers, were supported by men of high and wide repute at that time, such as Lampros Pho- tiades, who taught in Bucharest; Stephanos Kommetas, of Thessaly, and Neophytes Doukas, of Epeiros. Kommetas entered the field of argument in favor of the clas¬ sical tongue l)y publishing in Vienna in the year 1800 a “Practical grammar” {IJLXiSLxy ojybi i) UpaKtiK)} rpayyariK))) of the ancient language. In the preface to this grammar he first explains his grounds for thinking that the old Greek is the only proper language for the Hellenes, and then he adds that the classical language may easily become familiar to all Greeks who determine to learn how" to use it. A moie powerful defender of the ancient Greek was the noble-souled Doukas. He first ju’oclaimed his views in a grammar called “ Terpsithea,” "which he published in Vienna in 1804. He did not advocate a complete return to classic and Attic Greek, hue a return to a pure Greek language merely, w"hich would l)e much like the best language of the Patriarchate of Constantinopol. To this sect aalhered the celebrated Phanariote community of Constantinopol. The Phanariotes were that community of infiuential Greeks of loose conscience who lived round the palace of the Patriarch and molded and directed the policy of the church. Most of the educated churchmen throughout all parts of the Greek wmrld w^ere in favor of the traditional literary lan¬ guage, which had been glorified by being the medium of philosophy and Christianity, and liy being the language of the Patriau'chate and the former empire. In this spirit the two great lights of the Hellenic world in the eighteenth century, Evgenios Boul- garis and Nikephoros Theotokis, had adhered in most of their writings to the strictly orthodox language. True it is that Boulgaris translated into a mixed language, w'hich he thought to be more intelligible to the jieople, the noted work of Voltaire on the dissensions of the church in Poland, and pul)lished it in 1768. But most of his gigantic literary feats he performed in the old Greek. He expressed his views about the commoner tongue in his “Logic,” "which he published in 1769, where he attacks and ridicules this language as being an unworthy medium of higher thought. Like¬ wise Theotokis composed usually in the ancient language, l)ut like Boulgaris he made exceptions; for instance, in the year 1796 he published in the mixed tongue, W"hich he w'rote with much grace, a l)Ook for popular use called “ Kyriakodromia,” which explains the gospels and lessons read in the churches on Sundays and feasts. But these churchmen who favored the ancient language had enemies as determined as themselves. Doukas was a teaclier in the Greek school Avhich Lampros Photiades had founded in Bucharest. Some of his opponents, finding that logic as they employed it had no effect on this enthusiastic and untiring writer and defender of the ancient language, determined to resort to more effective means. He was waylaid one morn¬ ing early on his way to cliurch to celebrate the holy mass, Avas attacked and left for dead. This maltreatment rendered him an iiiA-alid for three years. But he finally recovered, and resumed his task of defending his principles. The demotic, Avliich in its dialectic forms had long since become popular as a liter¬ ary medium for special kinds of composition, noAV acquired a school of admirers Avho promulgated the doctrine that their demotic possessed virtues of such a char¬ acter as to justify its adoption as the sole national language. Among the most remem¬ bered of these pleaders for the exaltation of the demotic Avere Katartzes, Billaras, and Christopoulos. These three not only defeaided the use of the demotic, but took the logical stand of endeavoring to use it in their Avritings. Demetrios Katartzes, Avho lived in Roumania, Avrote in prose, and his Avorks are now A^alueless; but the other tAvo, Billaris and Christopoulos, Avrote in verse, and have been ranked among the poets of note. Billaras was very successful in satire, and Christopoulos, on account of his easy-fioAA'ing erotic and baccha'nalian songs, has been called the modern Anacreon. In the year 1814 Billaras published a book ^ in Avhich he defended his ^ q Fofxerfxt] TAocra. THE LANGUAGE QUESTION IN GREECE. 1313 position regarding the question of language. It seems that in later life he abandoned the more extreme opinions which he defended in this book — such as the introduction of phonetic spelling into modern Greek — but nevertheless he alvcays remained a deter¬ mined supporter of the demotic as he understood and wrote it. Christoj)oulos also wrote in behalf of his practice. His views can be found most attractively expressed in a dialogue in which, adopting his plan from Xenophon^ and Loukian,^ he intro¬ duces two supernatural women, one of whom represents the demotic and the other the traditional literary language, who by debating in the presence of Christopoiilos on the attractiveness and usefulness of their respective languages endeavor to gain the friendship of Christopoulos accordingly. Christopoiilos decides to follow her who advocates the claims of the demotic. Entirely new life and interest was given to the dispute by the deep scholarship and patriotic labors of Adamantios Koraes.^ This savant, who was a native of Chios, studied medicine in Montpellier, and afterwards lived most of his long and busy literary life in Paris. Like the other enlightened Greeks of his day, he felt that a period of national independent existence was approaching for the Greeks, and did all he could to precipitate it and to gain friends for the cause. Especially did he devote himself to the task of improving the condition of education and culture sunong his fellow-countrymen. With this end in view he wrote and published continually. His writings soon attracted the attention not only of the Greeks but of scholars everywhere. He recognized the importance of the la,nguage question. His first public and official utterance in regard to it was in the prolegomena to an edition of the Aethiopika of Heliodoros, which he edited in Paris in the year 1804. His views in detail he published in prefaces to editions of certain other Greek authors. These prefaces are entitled Spontaneous Reflections on Greek Education and Language.'^ He saw neither in the pure dialects nor in the traditional Keene of the church and the aristocracy of letters the kind of language that could be adopted for the new nation he was dreaming of. He thought that the language of the people was worthy of being thoroughly studied and sifted, and that whatever of its essence was neither purely modern nor foreign should be adopted as the nucleus for a new variety of a literary and polite language. It is clear that only as a nucleus could this demotic language serve. For the language employed by the uneducated Greeks was inexact and meager, being sutiiciently rich only in the more concrete and ordinary terms which least often occur in higher literature. Koraes wished to keep as close as pos¬ sible to the demotic. In the selection of words and in the construction of sentences and modes of expression he took pains not to wander off from this demotic, or at least not to depart so far as to make his language unintelligible to the common man. In the process of elevating the language he considered that the first and most important measure was to purify it from all foreign elements, and especially from foreign words, most of which were Italian or Turkish or Albanian. Then he desired that all words and types v/hich differed but very slightly from their ancient forms should be written after the ancient manner. And then he wished that all who wrote in new Greek should write consistently with their own principles; that they should adopt certain forms and adhere to the use of them so that their language might have a symmetrical structure. He looked forward to the time when good poets would arise and follow this method, and by their example set the style of language that all „would then adopt. Koraes’ desire was to form a self-consistent language. Those who before him had written in this mixed middle style often took phrases and idioms and words from each language at random, and mixed them into a most bizarre and inartistic I Mem. 2, 1, 21 ff. 2 Somniiim. sMondry Beaudoin, Quid Korais de neohellenica lingua senserit. Paris, 1883; and ©epeiayo?, °ASa/j.dvTLOi Koparji. Triest. 1889-1900. *AvTOcr\edLOL o’Toxao'p.oi rrepl tjjs 'EAA. TraiSei'as Kal yAujcra'Tj?. ED 1900 — VOL u- - 3 1314 EDUCATIOIT REPORT, 18990900. composition, without rule and without taste. The result was that the language in which they tried to write was not of an even and uniform kind, but the writer kept continually leaping zigzag from one style of language into the opposite. This unschol- arly and inartistic style Koraes contemptuously calls “maccaronic,” taking the term from the Italian — for among Italian literary critics '‘maccaronisino” is used as the name for compositions written in an absurd and ridiculous mixture of Latin and Italian. As distinct from the ‘ Anixobarbaric” language of his predecessors, the style of language in which Koraes wrote is known as “the purified tongues,” or “katharevousa.” This name is now recognized by all as the proper designation for the official language of the modern kingdom of Greece. Koraes knew and taught that the modern language should not willfully cut itself off from that period of the past in wdiich a great literature had appeared in Greek. Accordingly, the enriching and beautifying and elevating and uniting of the impov¬ erished dialects of the Greek rajas was to take place by drawing on the ancient for every term and mode of expression which the spoken dialects were not ready to supply. In this way the language which Koraes advocated, and in which he usually wrote, bore strong resemblance to the ancient, but the likeness was produced in conformity with principles sound and logical. From among the many dialectic forms of declension and inflection he preferred those wliich were nearest to the ancient ones. Occasionally, when the dialectic forms were quite different from the ancient, he preferred to retain the ancient type. And vdien new terms had to be introduced from the ancient, such words were chosen as were most conform¬ able to the nature of the modern language and most easy of being apprehended and understood. Koraes’ fame in connection with the language question depends not so much on any novel principle tha,t he introduced as on his learning and ability, which enabled him to show by the example of his prolific and scholarly pen the feasibility and advisability of the course which he recommended. Naturally, howe\'er, he laid him¬ self open to attack. The demoticists did not agree with him because he did not limit himself to their narrowness. But the most merciless attacks caine from the ranks of the supporters of the written Keene. Especially did the church and the aristo(‘racy of Constantinopol feel unfriendly toward the man who thus joined hands with tlie populace, and recognized so much virtue in this lowly language. These opponents suspected that his doctrine concerning the language question was a result of his sympathy for the spirit of the French revolution. One of the Phanariote com¬ munity, Jakobos Rizos, who taught Greek literature in Geneva and was well known in Europe, satirized the teachings of Ivoraes in a severe and personal comedy.^ Another scholar who took a prominent part in the discussion was Panagiotes Kodrikas. He was a native of Athens. After having studied in Constantinopol he went to Bucharest, and there became a pupil of Lampros Photiades. Later in life he went to Paris, and there held the xjosition of an interpreter under the government. He wrote in the “maccaronic” or “mixobarbaric” style. In the year 1802 he pub¬ lished a pamphlet attacking the opinion of those who wished to purify the demotic. He seems to have held theoretically that the deficiencies in the demotic should be filled 1)}- drawing most freely on the classical and traditional language, but that no attenph should be made to render the two ingiudients similar to each other and mono¬ chrome. His pamphlet^ was severely attacked by Koraes and others, and years afterwards he felt obliged to write another and more exhaustive treatise in self defense and retributory onslaught on his opponents.'^ Doukas also attacked Koraes, and was rudely attacked in return. But the disputes between these various leaders were often more personal than scholarly, and need not be further commented on here. 1 Kopa/cterrtKa ^ Si6p0a>crL^ Pa),u,atKas y\u>(Tcrr}s. Constantiliopol, 1813. 2 Observations sur 1’ opinion de quelquea helleiiistes touchant le grec moderne. Paris. 1802. “ MeAerjj rrji /coevr;? oiaAe/croa. Vol. 1. Paris, 1818. Vol. II was never published. THE LANGUAGE QUESTION IN GEEECE. 1315 In spite of all opposition, Koraes’ tea.chings, on account of their reasonableness and practicability, began to prevail among the Greeks everywhere. Lampros Pho- tiades, who hitherto had been a warm defender of the archaistic Koene, after read¬ ing Koraes’ “Spontaneous lletiectioiis, ” became strongly inclined in his favor, and, as is recorded in the “ Logios Plermes” of Vienna for 1819, stated that of all the Hellenic scholars of the day Koraes was the only one vrho had clearly shown in what language the Greeks ought to write and speak. The ease with which this mixed language could be written, and the fact that it had been in one form or other the literary medium of many writers for more than a century back, together with the impulse given to its use by the teachings of Koraes, caused it to become the official language of the regenerated nation. The army leaders in the struggle for independence from 1821 to 1828 made considerable use of it. Likewise the national assemblies and the central government accepted it. The press also,^ before the declaration of independence had employed this language in the various Greek journals that had been published in Vienna and Paris, and notably in the Logios Hermes, which was edited in Vienna by supporters of the principles of Koraes; and after the beginning of the war, the Chronicle of Mcsolongion, which began in 1824, and most of the subsequent journals, were edited in the “ katharevousa. ” With the establishment of a system of popular education in 1828, under Kapodis- trias the president of the Greek commonwealth, the katharevousa was taken as the medium through which all instruction was to be given in the elementary an d^ middle schools. And since 1837, when the National University was founded in Athens, this likewise has been the language used by all the professors, l^oth in their lectures and in their writings. But the wholesome doctrine inaugurated by Koraes, that the demotic should always be the soul of the written language gradually was lost sight of. On account of the poverty of the demotic, each writer and speaker had unlimited liberty to introduce from the ancient whatever words he needed. By virtue of this circumstance, every man who purified his language in accordance with the principles of Koraes might by reflection observe that more than nine-tenths of his words and grammatical forms were ancient, either by traditional oral preservation or by adox^tion and incorporation. In consequence of this x^roximity of the apx^roved modern language to the ancient classical, many writers were temx^ted to make their language out-and-out archaic. These may be classed as discix')les of Doiikas, and his method of writing rather than of Koraes. ^ A noted defender of this nearer ax^i^roach to the ancient language was the x^oet Panagiotes Soutsos. Pie exT^lained the reasons for his attachment to the ancient style in his prolegomena to his drama “Evthumios BlachabctS,” and in am essay entitled “A New School of Written Sx^eech.”^ In this X3rocess of enriching the katharevousa from the classic Gmek, the greatest difficulty came from the fact that the Greeks had but recently escax3ed from servi¬ tude, and therefore did not x^ossess many efficient scholars who could afford to devote themselves to this labor. Modern civilized life liad immediate need for a multitude of words, which during the i^ast two thousand years had ])een entirely unnecessary, and had therefore long ago become extinct in the sx3oken language. These forgotten ^ wmrds had to be brought back with all haste and rehabilitated into the daily lan¬ guage of the x^eople. To go to the ancient Attic and other varieties of ancient Greek for a necessary word is merely to go to the nearest and most closely related source. It is a well known fact that during the many and long ages of its existence the Greek language underwent numerous changes in x^ronunciation. Some of these 1 Le Marquis de Queux de Saint-Hilaire, La presse dans la Grece depnis I’independance jusqu’en 1871. In the Annuaire des etudes grecques, 1871. pp. 47 ff. - Chatzidakis MeXeryj eTrl rr;? yea? 'EWyjyiKy^? rj pdcrayo? tov e\eyxov TOv i/.'evSaTTCKto'iHoO, Athens, 1884, p. 63. ^ Nea cr^oA); tov ypa<^o)xevcv koyov. Athens, 1853. 1316 EDUCATION EEPORT, 1899-1900. changes are of such a nature as to render certain few words of the ancient no longer servicealde in the present language, because when pronounced by the present method they are liable to be confounded with other words of other ro.eanings. For example, the ancient word for “we” is by modern pronunciation, which makes no distinction l)etween eta and ypsilon, identical in sound with the ancient words for “you.” One can easily imagine the inconvenience that might arise from the use of words of such ambiguous meaning. But tlie danger of confusion is by no means so great as it would be in a noninflected language, for in Greek the verbs indicate the person referred to. This demand for such an increase of vocabulary, necessitated mostly by the sudden transition from a peasant and pastoral life to one full of all kinds of activity, could in great part be satisfied by renewing the forgotten part of the classical language. But the exigencies of mo{lern life, in many respects different from the ancient, together with the demands of the new sciences, and new inventions, and new modes of dress, and the need of technical terms for modern music and fashion and so on, could be satisfied only by the introduction of a numlier of words which never existed in the ancient. These new words had either to be borrowed from other modern languages or else had to be created out of the abundant and plastic material afforded by the old Greek. The second course has usually been followed, and thus the homochrome cniality of the language has been preserved. There has lately been published a lexicon of more than 60,000 words that have been added to the language since the fall of Constantiiiopol.^ The author gives the date and place of the f rst appearance of each of these new words in the written language. It must be repeated that these are new-coined words, and are distinct from the equally large number of old words revived for new service with their old meaning. Most of these new-coined words are quite correctly formed from pure Greek originals by composition, and most of them are euphonious and expressive. By these two processes of enrichment it has been found easy to keex) a]:)reast of modern progress in language. On account of the intercourse with other nations, especially in commerce, many names of concrete objects, of wares from abroad, have been imported along with the articles indicated by them. But even these words have in many cases been replaced by others of Greek origin, and foreign names that were in use a generation ago are no longer intelligible save to the older people. This rapid enrichment of the language could not have taken place faultlessly. There is wide room for criticism and correction in many jdaces. Tliis work of cidti- cisni has l)een taken up by a few philologians, notably by the famous Kontos. Unfor¬ tunately Kontos did not keep his scientific v/ork free from raillery against all those who did not recognize and correct the blunders which they and others were from time to time committing. Perhaps no other philologian has such extensive and reli¬ able knowledge of the correct use of Attic words as has Kontos. But his influence has not been as fruitful as it deserves to have been. He hijuself is not a copious writer in original composition, but has confined himself to oral teaching and to the thankless task of pointing out the faults in the work done by others. Writers and users of the katharevousa may be designated by the common name of “pi^^i'iGs.” They are divided into three grades. The austere x>urists endeavor to employ their v/ords and forms with classic precision. In practice they undertake to ol)serve wdiat such pliilologians as Kontos teach in theory. The men of this school are mostl}^ waiters of prose. In fact, they can now" boast of only one good poet, Kleon Kangabes, who in this high style of language has composed a number of short lyric poems, which he has published in a volume called “ Sorrows.” ^ But even for Kangabes this extremely high and correct language is acceptable only in his medita- ^ Stephanos Kounanoudes, 'S,vvay(ay^ ve'ojv Ke^eoji/ vnb Tv anb T>js aAcicrecos Tu)v KaO’ xpovcov. Athens, 1900. Two vols. 2’AX-yr), Leipzig, 1893. THE LANGUAGE QUESTION IN GEEECE. 1317 five and dreamy lyrics. In dramatic composition, such as his “Theodora and “ Herakleitos,” he adopts rather the language of the middle class of purists. In the middle or temperate katharevousa is housed the great mass of the better contemporary literature of Greece. The temperate katharevousa is used hy all pub¬ lic speakers, by the members of Parliament, and by all scientific men. Some read¬ able poetry and a great quantity of excellent prose have taken form in this niidersonal endings of verbs are often taken from the demotic. Likewise many w’ords which by being of foreign or of supposedly ignoble origin are excluded from more rigorously pure composition are allowed in this grade of katharevousa. It is difiicult to decide whether such wu'iters as Damberges and Drosines should be classed here or with the demoticists. They are wwiters of short stories and poems. Their language is indeed based on tlie katharevousa, but is nevertlieless much influenced by contributions from the demotic. The fact that they describe the life and thoughts of the country people and shepherds explains in a great measure their tendency toward the demotic. The katharevousa has received some severe criticism from European scholars. But, on the other hand, it has been highly lauded. Whoever wishes to form a notion of its merits and defects has to study it directly and judge for himself. The outsider is pr^ne to suspect that its similarity to the classical language is too artificial. He may even go so far as to feel innocent when he condemns it without knowing it. Amoiig the Greeks themselves many of the best writers and most intelligent critics do not like to see it incline excessivel}^ tow^ard the principles taught by the school of Kontos. Possibly the best judge in the matter is Chatzidakis. He deprecates the unrestrained tendency to classicism. But, nevertheless, he judges that historic reasons imperatively make it impossible for Greece of to-day to thrive intellectually and politically on any other language than the katharevousa. Chatzidakis is a glos- sologist; and in this connection it is interesting to note that those outsiders who have attacked the katharevousa have held that they based their dislike for it on glosso- logical reasons. The glossologist, as such, has hitherto had no respect for literature, and has taken no account of the demands that literature and history may make on a language. These demands lie beyond the present limits of glossological study. The katharevousa, like every literary language, interferes with the free action of pho¬ netic laws and other influences that operate more rapidly and effectually on speech when literature does not exist. To the glossologist modern Greek might offer a more interesting study if it might only go on untrammeled and unhampered by literature. But what might be best for glossological science might be fatal for the Greek nation and its literature and its hopes. There has in these later days been a rebound from the use of the katharevousa. Perhaps the excessive purists are in some degree responsible for this reaction. All fine-souled people seem to love dialects, and do not care to see them abused. But in Greece the lovers of the lower forms of language go much further. For here there is a small school of men who advocate the use of the dialectic and demotic tongue as the exclusive literary -medium. But a good number of these demoticists are men who imagine that they could be celebrated authors, especially poets, if they did not have to spend long years in study in order to master the language in which they would write. Poetic and literary talent they believe that they possess innate. Indeed, the notion that men of other nationalities acquire accurate and ready knowledge of their native language by simply growing up is very common in Greece. And even the 1318 EDUCATIO^^" KEPORT, 1899-1900. eminent Chatzidakis believes that in the time of the ancient classic splendor no Avriter would have to think a, moment a])out hoAA" he ought to clothe his ideas in vmrds, once he became master of the ideasd Besides the quasi poets and the story-tellers v/ho sigh for the reign of demotic, and who not knoAA'ing demotic create one to their fancy by remodeling the katharevousa according to their a priori notions about dialect a.nd demotic, there are serious men Avho think that a language formed by gathering up eA^erything that can be found in the dialects should become the official language of literature. The most widely knoAvn of these is Professor Psycharis, of Paris, Avho has AA'ritten some most interest¬ ing books in what he declares to be the common spoken language of Greece. He gathers his Avords and phrases from the dialects. He has a Avarm supporter in Prof. Emile Legrand, Avho has done much for the promotion of interest in the study of Byzantine and modern Greek literature. M. Legrand, like Psycharis, abuses all who do not adopt his AueAVS about the “deadness’' of the katharcAmusa and the excellence of the dialectic speech. Around Psycharis and Legrand may be grouped most of the others AA'ho Avrite in demotic. Legrand has gathered together the names of the most prominent of them, adding short biographies and specimens of their AA'ritings, in a chrestomathy of XeAV Greek., AA'hich he published for the use of his pupils in Paris (Chrestomathie Grecque, publiee par Emile Legrand, professeur de grec moderne a I’ecole nationale des langues orientales aua- antes, et Herbert Pernot, rei^etiteur de grec moderne a I’ecole nationale des langues orientales A’i cantes. Paris, 1899). Many of these dialect AA'riters produce most charming short sketches. From the folklore of the people, Avhich is rich in picturesque expressions and in the more gaudy trinkets of story and simpler poetry, the demoticists gather together many choice phrases. In this same folklore they find also interesting material for their stories and poems. The attractiveness of this material aids their plea for the dialectic language, as if the nature of this folklore Avere due to the language in Avhich it has been preserved. But the demoticists can not be easily criticised on the question of their language, for outside of the circle of their admirers there are but feAv who are able to speak Avell or Avrite in demotic. Among those Avho prefer the demotic are the poets Palamas and Markoras. Among the novelists Andreas Karkaljitsas ranks high. Of course the demoticists can not Avell agree on any standard variety of their favorite language. Polylas translated the Odyssey into demotic, and Palles lias translated the Iliad. IThoever compares the language of these two translations may observe hoAv greatly Polylas and Palles fail to coincide in their choice of idiom. The great pride and boast of the demoticists is the lyric poet Solomos, of Zakynthos, AA'ho, at the outbreak of the reA'olution, wrote his celebrated “Ode to Liberty.” But, like most other demoticists, his language is not the pure dialect of his native island; he l)orroAvs freely from the katharevousa. INIoreover, his iDoetry oAves its fame chiefly to the stirring themes Avhich he selected rather than to the language. Dialects still flourish in the remote parts of Greece among the uneducated. The influence of the schools does not reach the children of all the inhabitants as it should. Most all the other efficient means for the jAropagating of language are noAA' operating A'ery imperfectly. There are no reading circles, and no literary societies, except in the large cities. The jjeople haA'e no books. There are no family libra¬ ries in the private houses, and in the provinces there are A'ery feAv public libraries. There are no halls and no places Avhere the people hear lectures or speeches, or enjoy any kind of literary entertainment. There is almost no preaching in church. Imagine AAdiat the condition of the language of the English or American peasant i'‘Schon Polybios klagt iiber die Schwierigkeiten, denen er begegnete, so oft er einen hubscheii Gedanken in einer eben so hiibscben Spracliform darstellen wollte, iind meint, es sei Adel besser auf den Inhalt als anf die Form der Darstellung zu achten. Zu einer solchen Ausserung konnten z. B. Thukydides oder Demosthenes unmoglich kommen.” — Eiuleitung, p. 3-1. THE LANGUAGE QUESTION IN GREECE. 1319 Avould be under similar conditions. Fortunately, these evils are merely remains of past modes of life and Avill pass aAvay. As for the written katharevousa, which is probably destined to continue to be the only serious literary and universal language of Greece, Avecan not forma just notion. It is hard to judge of the excellence of a language. One is liable to be influenced l}y the merits of the corresponding literature. Yet it seems that an excellent lan¬ guage may have a very indifferent literature, and a poor language may possess an excellent literature. It may be noted that to-day the written and not the spoken Avord prevails among civilized peoples. Therefore the relations betAveen the demotic and the literary languages are not the same as they AV'ere Avhen all men spoke indeed, Avhile but few used to read and Avrite. Many of us noAV think it proper to try to talk in a language conformable to Avritten models rather than to Avrite in a language modeled after our daily speech. It is possible that to-day the spoken language must make more concessions to the Avritten than the Avritten to the spoken. If so, the principles of the purists are most logical. Tliere is a feeling among many in Greece that the late tendency toAvard the so-called demotic, toArard the artificial mixture made up for the occasion by each long-haired poet AAdio begins to Avrite Akerses, is a sign of the decay of the historic national consciousness and a bad omen for the future. The suspicion that these tendencies are antinational has assisted in occa,sioning the formation, just lately, of a neAV organization called the Society for the Defense of Ancestral Institutions.^ The nearest purpose of this society is to reaAvaken a spirit of love and reverence for the old orthodox religion, Avhich has gradually fallen into a most sad plight, and for the ancestral Avritten language, Avhich the society proposes to propagate Avitli patri¬ otic zeal. Their cause is holy. The Philhellene aaoII ahvays be glad to learn that tliey take a high and noble care of their historic tongue, and that they do not intend to let it Avither itself out into a feAV interesting glossematic dialects. I'Eraipei'a rrjs vnep narpLwy ap.vyr}';. r ■ X i i'; ' A 5 A ■«■' - j : P&r.: ... ,' ■.'.•.■i-iii .„ ._■, ■^4 ^'\!''" V I. '■' '■ ' ^4 , 'Jt '■• ■'f .. ' 4 :}] CHAPTER XXIV. THE LEGISLATIVE CAREER OF JUSTIN S. MORRILL. x\n address delivered at New Haven, Conn., November 14, 1900, at the request of the e.Aecutive eom- mittee of the American Association of AgricuUnral Colleges and Experiment Stations, by George W. Atherton, LL. D., president of the Pennsylvania State College. The career of Justin S. Morrill is a conspicuous and brilliant illustration of the training power of free institutions. He belonged to the “plain people.” He was the son and grandson of a village blacksmith. At his death there were gathered to do him honor the President of the United States and his Cabinet, the Supreme tburt of the United States, the General of the Army and his staff, the diplomatic representatives of foreign countries. Sena¬ tors, Eepresentatives, officials of every grade, and men and women of every station in life. And the gathering was not a perfunctory meeting of routine and formal officialism. It was a great assembly of those who had known and loved and honored the man, and to very many of whom his death brought a deep sense of x>ersonal bereavement. The flowers that covered his liier were the offerings of unaffected love. The tears that were shed fell warm from the heart. The causes of this Avide contrast between the loAvly beginning and the stately end¬ ing this sketch will try to show. Justin Smith Morrill vras born in Strafford, Vt., Axjril 14, 1810. He was the eldest in a family of ten children, and was early inured to habits of industry and thrift. His grandfather, in 1795, was among the hardy and aggressive settlers who followed close in the wake of that earlier generation of xiioneers who wrested the little State of Vermont from between the conflicting claims of New York on the one side and New Hampshire on the other. These jiioiieers, occupants of a nondescrixjt territory — neither colony, iirovince. State nor nation — had imbibed the s^iirit of the thirteen colonies, and had borne their full share in the xierils and triumphs of the Revolution, declaring themselves, January 16, 1777, a free and independent State. They h.ad no representation in the convention of 1787 that framed the Constitution of the United Sta.tes, but afterwards adopted it and Avere admitted into the Union in 1791, being the first addition to the original thirteen States under the new Constitution. The grandfather (Smith Morrill), with his wife, five sons, and tAVO daughters, joined in the new movement of poxiulation that had been stimulated by the admission of Ver¬ mont, and moved from Massachusetts into the northeastern section of the State, set¬ tling in what is now known as Orange County. The five sons settled in Strafford, a xiart of them in Avhat Avas known as the Ux^x^er Village, and the rest in the LoAver Village, Nathaniel, the father of Justin S., being among the former. One note of the thrift and sagacity of this family groujj is found in the fact that, besides carrying on the ordinary trade of blacksmithing wdth its one man, hammer, forge, and anvil, they made use of a swift mountain stream tha.t ran through the two villages, to drive in each a trip-hammer, and thus established in that rural community one of the begin¬ nings of iron manufacture in this country, turning out for the use of farmers in the vicinity such rude implements as the simple needs of the time required. 1321 1322 EDUCATI0:N^ EEPOET, 1899-1900. Jugtin S. lived-in his father’s home the ordinary life of a country hoy, with such sparse privileges as country hoys then had, picking up what fragments of knowledge he could in the district school. This was supplemented by two terms at Thetford Academy, one of those institutions which did so much during the first half of the present century to deepen the foundations of a solid education, and a few of which seem to have tasted the fountain of immortal youth. His school education ended when he was fourteen years of age. His services were needed to help support the growing family, and he was hired out to work in a store in the village, at a salary of |30 for the first year and $40 for the second. On tlie completion of the contract, he engaged in a similar service in Portland, Me., where he remained four years. At the end of that time his former employer in his native village (Judge Harris) made him a x^artner. Judge Harris furnishing the ca|'>ital and young Morrill managing the business. After about fifteen years of active and successful business, he was able to retire with a inodest but sufficient fortune, x^urchased a tract of land aJ)utting on the village street, cultivated and imxnoved it as a farm, erected a house, married a v.dfe, and settled himself, to all ax:)i'>earances, as a quiet, unostentatious, retired busine.SH man, who could afford to sx>Gnd the remainder of his life in the undisturl)ed enjoy¬ ment of such simxole and wholesome x:>ursuits and x^leasures as Ids fancy ndght select. His career seemed thus to be x^ractically comx'>ieted. He liad succeeded at an early age in reaching a x^osition which most men exx^ect to reach, if at all, at the end of a much longer and severer x^eriod of toil. AVe do not find that his success awakened the slightest trace of envy in any mind. His courtesy in dealing with customers, his absolute and unvarying integrity, his gentle helx>fulness toward the lowly and the less fortmiate, his genial sunniness of temx:>er, his watchful and intelli¬ gent study of the needs of the community and his foresight in anticipating them had vron for hdm a unique x^lace among his neighbors; so that, while he was little known beyond the borders of his own county, he there easily took first rank among the most resi')ected and honored citizens. AVhat seemed the close of a career was only its beginning. He had not yet erected a monument; he had sim]>ly laid the foundation, l)road and deex> and secure, as a X'>edestal on which the finished statue of his career was to stand. In 1854, the reine- sentive from his Congressional district declined a reelection, and ]\Ir. Morrill was brought forward as a candidate liy his neighbors of Orange County. He was, as I have said, x^ractically unknown to the district. His immediate xwedecessors had Ijeen among the ablest and most eminent x^ublic men of a State whose annals are crowded with great names, one of them being that of Jacob Collamer, v.dio afterwards rex^resented Vermont in the United States Senate, and who had been selected to stand side by side vrith Ethan Allen as a representative of A'ermont, in Statuary Hall at AA^ashington. It is not surprising that other counties of the district should have looked with some distrust ux:>on this new man, and that a fjolting candidate in his own x^arty should draw off a considerable number of votes (2,473). This, at a time when x.)olitical x:)arties were somewhat more evenly divided in A^ermont than in recent years, x^i’oved to l^e a serious matter, and AIi’. Morrill was elected by a majority of only 59 votes. It is startling to think what momentous x')Ossibilities were carried by those 59 votes. The laws of A'ermont then required a majority of all votes cast to elect, and a change of only 30 votes out of 16,701 in a rural Congressional district, removed almost outside of the great currents of XJ^'-^blic life and ox-)inion, might not only have changed forever the career of a single man, but, as Ave uoav see, Avould have checked or turned aside a great stream of constructive influences, the iinx^or- tance and etficiency of which it is altogether imx^ossible to comi^ute. I am not of those Avho would attach too great importance to the influence of single minds. There is a half trutli in the saying of Emerson to the effect that the history of the tvorld resolves itself into the biograxthies of a few strong characters; but that is largely, as THE LEGISLATIVE CAREEE OF JUSTUS' S. MORRILL. 1323 I think, because sucii characters represent and interpret rather than create the periods in which they live. The greater truth is that expressed by Tennyson; Yet I doubt not through the ages one increasing purpose runs, And the thoughts of men are widened with the process of the suns. The great streams of human destiny flow on, not ordered by a blind fate, but by that great constructive Intelligenc.e which rules from everlasting to everlasting. In one view', a man or a race seems but of slight account in the midst of these irresistible^ all-compelling cosmic forces. But, on the other hand, they often color the stream or change its direction, and w'hile each group or race must be swept on by forces mightier than itself, it is also true that each is so organized within itself that its final contribution to the suin total of human progress is largely summed up and expressed in some one generation or individual. As Low'ell says: All thoughts that move the world begin Deep down wdthin the primitive soul, And from the manj' slowly upv/ard win To one who grasps the whole. That “ one” may be a Julius Ctesar, or a Charlemagne, or a Frederick the Great, or a Hildebrand, or a Savonarola, or a Luther, or a Cromwell, or a ’\Vashington, or a Lincoln. Every such man is the embodiment and representative of the life of his era, and the loss or misplacement of that one may involve, therefore, the loss or mis- placement of a whole historical epoch. Mr. Morrill, in his measure, w^as such a man. In December, 1855, he began what proved to Ite the longest and, as I am inclined to believe, one of the most fruitful legislative careers thus far recorded in our Con¬ gressional history. Certain it is that most of the important legislation of Congress during his long service felt the impress of Mr. Morrill’s mind, and much of it took its linal form under the influence of his judgment. The bolting candidate of 1854 never reappeared and had no successor. Mr. Morrill w'as sent to the House for a period of twelve successive years, wdth majorities ranging from 6,573 to 9,337, and then, in 1867, transferred to the Senate, where he served continuously thirty-tw'O years, making an unlDroken record of forty-four years, on the shining rolls of wdiich there is no mar or stain. I venture to say that no man ever approached him, or, after looking into that noble face, thought him approachable with a proposal to do an act that was not scrupulously honorable. During the course of this long career Mr. Morrill is said to have made not less than one hundred set speeches, and, accord¬ ing to a statement wdiich Dr. True, of the Office of Experiment Stations, w'as kind enough to have preiiared for me, his name appears in the record of proceedings no fewer than 2,477 times as introducing bills, petitions, and resolutions, making remarks or speeches on pending questions, and intervening w'ith suggestions or motions for the orderly conduct of business. He early show^ed a remarkable aptitude for the details of parliamentary procedure, and was soon recognized as peculiarly fitted to report important measures and take charge of them on the floor of the House, The clearness and simplicity of his expositions, his remarkable grasp of details, as W'ell as of broad, general principles, and his unfailing courtesy toward opponents, coupled wdth unyielding firmness in maintaining the rights of himself or his com¬ mittee, made him remarkably successful in guiding a piece of projected legislation through the confused tangle of a running debate. Although he spoke so frequently, he is seldom, if ever, found repeating himself, and the range of subjects to wffiich he gave intelligent attention, and to the discussion of wdiich he contributed either opin¬ ions or facts, fills one wdth constant surprise. The w'onder is, how^ any man could speak so frequently in the course of running debates, and on so wdde a range of to^iics, Vvdthout dropping into the merest commonplace. In the second session of the Thirty-seventh Congress, for insta.nce, in wdiich lie introduced his second land-grant bill, he is recorded as having made remarks on the 1324 EDUCATION KEPORT, 1899-1900. appointment of collectors of the income tax, on the payment of bounty to soldiers, on tea and sugar duties, on the direct tax, on the Post-Office appropriation hill, on the diplomatic hill, the homestead bill, the fortification hill, the Treasury note hill, and the tariff hill, on the Illinois Ship Canal, the financial policy of the Government, the naval appropriation bill, the claims for losses liy the rebellion, on printing the I'atent Office Report, on confiscation, on the volunteers’ bounty bill, on a case of alleged drunkenness in tlie Army, on the Pacitic Railroad bill, the Army deficiency bill, the tax bill, the Army appro])riation bill, the newspaper-postage bill, the legisla¬ tive hill, the civil bill, and on the donation of land for a navy-yard. In addition to this he made a set speech in opposition to the Treasury note bill, and presented amendments to the antipolygamy bill, which he vas the first to introduce into Congress. There could be no more striking evidence of the breadth and versatility and accu¬ racy of Ids knowledge, as well as the steadiness and alertness of his mental processes. Ills mind seemed to work with the regularity and ease of a finely organized machine, the motive power of which was a well-considered and tenacious purpose. He gave to his duties the same clear and placid intelligence, the same alertness of mind, the same absolute integrity, the same consideration for the opinions and prejudices of others, the same knowledge of the deeper forces of human nature, and the same high ideals that had shaped his earlier career; and all these rpialities were enlarged and illumined in the light of a Vvuder range of vision which his higher position gave. In the committee room, on the floor of either House, in his intercourse with his fellow-members, in his relations to the great Departments of the Government, in his constant cultivation of the gentle amenities of social and friendly intercourse, he knew but one thing — to obey the dictates of his own crystal conscience and to serve his fellow-men, Horace foresaw him: “Integer vitae, sceleris(pie i)urus.” He was one of those finely balanced characters that almost elude analysis. His excellences were so uniformly diffused through the whole man that no one seemed especially to predominate. He was equally the philosopher and the man of action. Holding his own deep religious convictions with (pnet hut unwavering firmness, he had no word or thought of uncharitableness for those who held other views. A strong and uncompromising party man on general principles, he did not hesitate to S})eak and vote against his party when he believed it to be in the wrong. Mere majorities had no meaning for him, except as they accordeon the success of this measure as bringinga sIoav, lingering death to Minnesota.” Sena,tor Made, of Ohio, was its principal champion; and, after eA^ery expedient of opposition and delay and THE LEGISLATI\^E CAEEEE OF JUSTIH S. MOKEILL. 1827 denunciation hc.d been exhausted, the bill was finally passed (Febimary 2, 1859), with some amendments, by the narrow margin of 3 votes — the vote standing 25 to 22. The House promptly concurred in the amendments and the l^ill was transmitted to President Buchanan, who vetoed it February 16, 1859, on the twofold ground that the Government was too poor to make the proposed donation, and that the bill was unconstitutional. There is no evidence, so far as I have seen, that the failure of this first attempt was to Mr. Morrill a source of discouragement or hesitation. He saw, of course, that it would be useless, even if it were possible, to secure the passage of the bill a second time during President Buchanan’s term, and accordingly he made no attemjiit, so far as I am aware, to introduce it during the following Congress — ^IMarch 4, 1859, to March 4, 1861 — but on December 16, 1861, directly after the assembling of the first regular session of the new Congress, he introduced the bill a second time in the House of Eepresentatives. In the meantime, great events had been happening. 'When the first liill was introduced, the country was in a state of profound i^eace, except that jiolitical antag¬ onism had become sharply defined, and thoughtful men everywhere beheld the por¬ tents of a coming struggle for political supremacy between the North and the South, though very few looked for physical violence, much less war. When the second liill was introdaced, war was in actual progress. The Southern States had passed ordinances of secession, formed a Confederacy with the final assent of an overwhelm¬ ing majority of the people of the seceding States, taken possession of nearly all United States property within their limits, organized a strong central government, placed armies in the field, and won repeated succcesses in their encounters with tlie Army of the United States. The South expected, a great part of Europe l^elieved, and many in the North feared that the Confederacy would succeed in establishing its pwn independence on the ruins of a shattered Union. A special session of Con¬ gress, during the summer of 1861, had provided men and money for the maintenance of the Union, and when Congress assembled in regular session in December the minds of men were filled vrith nothing but the pending struggle and the means of bringing it to a successful issue. It is highly characteristic of the sobriety and patience and tenacity and serenity of Mr. Morrill’s intellectual processes that at such a time he should turn aside from the consideration of measures relating to the pros¬ ecution of war and calmly perfect his great measure for the promotion of popular education. It was also an act of faith and a pro|)hecy. To his mind there was no doubt about the issue of the struggle; and, even if his confidence in the perpetuity of the Union should finally prove mistaken, he still knew that no measure could more surely repair the ravages of war and safeguard the future than the one which had so much and for so long a time absorbed his thought. It may be inferred, how¬ ever, from the meager notices in the Congressional Globe that IMr. Morrill found it impracticable, amid so many other matters of urgent and instant necessity, to secure time for the consideration of his bill in the House; for, on the 2d of May, 1862 (nearly five months later), the same bill was introduced in the Senate by Senator Wade, of Ohio. The opposition to the second bill, in the Senate, was determined but unsuccessful. Senator Lane, of Kansas, declared that the measure would be “ruinous to Kansas,” and that a. more iniquitous bill had never been introduced in Congress. But after a,ll discussion it finally passed the Senate (June 10) by a vote of 32 to 7. In the meantime (May 29), the House bill had been reported negatively from the Committee on Pul^lic Lands, and on June 5 Mr. Morrill had unsuccessfully asked leave to introduce a substitute bill; but the Senate bill, having been trans¬ mitted to the House, was taken up (June 17) and passed by a vote of 90 to 25, after several attempts at amendment and delay had been voted down. Otherwise than this, there was not a wmrd of debate on the measure in the House. Mr. Morrill sim- X)ly remarked that the measure w^as well understood, having been before Congress 1328 EDUCATIOInT EEPORT, 1899-1900. and the country for five years; and he bore himself throughout as one who was sure not only of himself, but of his support by the House. One of the most striking facts that appears in connection with the discussion of the two bills, in both House and Senate, is that scarcely anyone, except the author of the bill, showed any clear understanding of its real scope and meaning. Many of those Avho opposed the measure did so on alleged grounds which were plainly con¬ tradicted by the language of the bill itself; Avhile those who spoke in support of it confined themseh’’es almost entirely to correcting such misstatements. Nothing could (better show how new was the field into Avhich Mr. Morrill was urging Congress to enter than the course of these discussions. It is easy for us, at a distance of forty years and Avith full knoAvledge of the reAmlution that has during that time taken place in the Avhole spirit and method of higher education, to look back Avith some¬ thing of amusement and surprise at the crudeness of opinion then displayed; but it should be borne in mind tliat both the direction of Congressional legislation proposed by Mr. Morrill and the theory of education involved in his bill Avere ncAV, not only to Congress, but to the country at large. There Avere then in the United States less than half a dozen institutions outside of West Point and Annapolis Avhere young men could obtain adAxmced instruction in civil engineering, Avhile electrical engineer¬ ing vcas absolutely unknoAvn, and meclianical and mining engineering Avere taught only through a course of j)ractical aiAprenticeship. The Avhole field of physics had hardly been touched except on the theoretical side, and such a thing as a physical laboratory did not then, I believe, exist in the United States. With respect to the natural sciences, the case Avas hardly different. A feAV eminent names, like Silliman, in chemistry; Dana and Hitchcock, in geology; Gray, in botany, and Agassiz, in zool¬ ogy had created interest in those particular subjects, but there ay as not an institution in the country, even those Avith which these distinguished scholars Avere connected, in Avhich these subjects Avere not relegated to a minor and comparatively incidental position. EA^en Agassiz, Avheii in 1848 he accejAted an aj)pointment in Plarvard Col¬ lege, took the tAVO chairs of zoology and geology. Tavo poAverful influences Avere Avorking for a change. The first Avas the fact that scientific inquiry was beginning to reveal to the Avorld its marvelous possibilities, and the other Avas a kind of blind, groping instinct in the popular mind, leading to the conviction that scientific knowledge ought in some way to be made more useful to the daily occupations of life than had previously been thought possible, and that the educational system of the country ouglit to contribute more directly to that end than it was then doing. Dr. True has published a very interesting account of several early attempts to Avork out this idea, and Mr. Morrill Avas in close comnnmication Avith men Avho had caught the impulse of it. But neither colleges, nor teachers, nor appliances, nor methods of instruction Avere ready for this neAV demand. It is inter¬ esting to note that the great measure of relief provided by Congress Avas devised by a man who had no advantages of collegiate or other higher education, and thus was free from the narroAvness and prejudices Avhich such an education sometimes pro¬ duces; Avhile, on the other hand, he was both by sympathy and by training a man of the people, thinking their thoughts, moA’ed by their emotions, and putting into clear and effective speech Avhat they dijnly and \-aguely felt. Aside from the administratiAm provisions of his bill, the often-ciuoted words Avhich declared its controlling purpose Avere practical enough to ansAver immediate needs, novel enough to open a tempting field of educational activity, and broad enough to cover the Avidest possible range of future growth. Mr. Morrill once assured me, in ansAver to an inquiry, that the language Avas his own, and familiar as it is I may be permitted to quote it here. After providing for the investment of the proceeds of the sales of the lands, section 4 of the act declares that the money so invested “shall constitute a perpetual fund,” that this fund shall remain “forever undiminished,” that the interest on this fund THE LEGISLATIVE CAREEE OE JUSTIN S. MORRILL. *1329 shall be “ inviolabl}^ appropriated, by each State which may take and claim the benefit of this act, to the endowment, support, and maintenance of at least one col¬ lege where the leading object shall be, without excluding other scientific and clas¬ sical studies, and including military tactics, to teach such branches of learning as are related to agriculture and the mechanic arts, in such manner as the legislatures of the States may respectively prescribe, in order to promote the liberal and practical education of the industrial classes in the several pursuits and professions in life.’^ Agriculture was then almost the only great industry of the country, and not unnaturally the Congressional mind and the popular mind caught first at the idea of “agricultural” colleges and “agricultural” education as the subjects chiefly con¬ templated by the bill; but Senator Morrill himself, on repeated occasions, public and private, stated the true intent and object of the law in language that leaves no room for doubt or question. At one time he said: It is perhaps needless to say that these colleges were not established or endowed for the sole purpose of teaching agriculture. Their object was to give an opportunity for those engaged in industrial pursuits to obtain some knowledge of the practical sciences related to agriculture and the mechanic arts; such as they could not then obtain at most of our institutions called classical colleges, where the languages, Greek and Latin, French and German, absorbed perhaps two-thirds of all the time of the students while in college. But it never was intended to force the boys of farmers going into these institutions so to study that they should all come out farmers. It was merely intended to give them an opportunity to do so, and to do so with advantage if they saw fit. Obviously, not manual but intellectual instruction was the paramount object. It was not provided that agricultural labor in the field should be practicall}^ taught any more than the mechanical trade of a carpenter or blacksmith should be taught Secondly, it was a liberal education that was proposed. Classical studies were not to be excluded, and, therefore, must be included. The act of 1862 proposed a system of broad education by colleges, not limited to a superficial and dwarfed train¬ ing such as might be had at an industrial school, nor a mere manual training such as might be supplied by a foreman of a workshop or by a foreman of an experi¬ mental farm. If any would have only a school with equal scraps of labor and of instruction, or something other than a college, they would not obey the national law. Experience in manual labor, in the handling of tools and implements, is not to be disi3araged; in the proper time and place it is most essential, and generally something of this may be obtained either before nr after the college term, but should not largely interfere with the precious time required for a definite amount of scien¬ tific and literary culture, which all earnest students are apt to find far too limited. So clear was Mr. Morrill’s view on this point that in the title of the bill that he introduced December 15, 1878, he called the institutions “National colleges for the advancement of general scientific and industrial education,” and he used to say that the name “agricultural colleges” would never have been applied to the institutions except that it had happened to suit the casual convenience of an index clerk. At the risk of repeating what is already familiar, permit me to call attention to the cumulative marshaling of thought in the portion of the law just quoted. Each State is required to bind itself to maintain at least one “college,” a term at that time applied to a well-knov/n type of institution which provided a four years’ course of liberal education in certain well-defined groups of studies. In keeping with this fundamental idea, the new colleges were to make it their “leading object” to teach “branches of learning,” and, more specifically, such branches “as are related to agriculture and the mechanic arts.” If the language of the law had stopped at that point it would have been sufficient to cover all that has since been done or can in the future be done by the institutions thereby established; for, what branches of learning can be conceived which are not ‘ ' related ’ ’ to agriculture and the mechanic arts? Certainly every branch of mathematical, physical, and natural science is directly so related, and there is not another branch of science known to man which is not in turn related to, and in most cases essential to, the mastery of the great fields of experimental science. But if the language of the enactment had ED 1900 — VOL II - 4 1330 * EDUCATION EEPORT, 1899-1900. stopped at that point it would have fallen far short of the author’s intent, and would have been liable to the misconception of providing only for theoretical instruction in the branches of knowledge named, in the same manner as the then existing col¬ leges were chiefly doing. Accordingly, these ‘‘branches of learning” are to be taught in such a manner as to promote a “practical ” as well as a liberal education. It was the emphasis laid upon the practical element in education which gave its distinctive character to Mr. Morrill’s plan, and this education, at once “liberal” and “practical,” was to be provided for the “industrial classes;” meaning by that, not to suggest a. gradation of rank or classes among the great body of the people, but merely to designate all those who were engaged in pursuits other than such as alone were then called professional, viz, law, medicine, and theology. But even this did not All the measure of Mr. Morrill’s thought. He did not aim to restrict the non¬ professional classes (as just defined) to a single field of learning, or to subject them to a single form or type of education. Other scientific studies than those related to agriculture and the mechanic arts were not to be excluded, the ancient classics were not to be excluded, and the nevv' colleges were so to cover the v/ hole field of ancient and modern learning as to fit their students for “the several pursuits and professions in life.” Mr. Morrill’s purpose was, in short, to bring all the resources of modern science into direct relation to modern industries, and to emancipate aspiring and talented youth from the necessity of patronizing only one type of college and enter¬ ing only one restricted class of professions. This “practical” aim vras a definite foreshadowing of vehat is now known as the laboratory method, which is coining to be everywhere recognized as absolutely indispensable to the best teaching of every branch of science, whether pure or applied, and to the Avidespread establishment of which the land-grant colleges have powerfully contributed. It may Avell be doubted Avhether the States that accepted the Congressional grant had any AA^ell-defined conception of Avhat it meant. On its face, it Avas merely a con¬ tribution toAvard the establishment of a kind of college of Avhich the need was already widely felt; but it Avas, in fact and in its consequences, much more than that. Every State accepted the grant on the conditions specified by Congress, and, in doing so, entered into a contract obligation with the United States to make a college a part of its system of public education. I find no evidence that eA'en Mr. Morrill perceived the full signifi¬ cance of this fact; but the movement Avas in reality, thougli unconsciously, the most important step yet taken tOAvard the realization of that great idea Avhich Jefferson had conceived and to Avhich he deAmted many years of his life — of a school system in eA^ery State, beginning Avith the primary schools and reaching by regular gradations ujj to a State university, and through the State 'ruiiversities to a national university — all to be nonsectarian, scientific in aim and method, and supported by public taxation. The success of the neAV institutions Avas not everywhere equal, nor Avas it secured in any State Avithout a struggle. They Avere, in fact, entering a field of education that Avas practically a terra incognita. They Avere requii’ed to teach the leading branches of experimental science, natural and physical, Avithout proper buildings, equipment, or apparatus, and, aboA^e all, Avithout the possibility of obtaining in the United States, at that time, men enough properly trained to fill the iieAvly establislied chairs. President Gilman, of Johns Hopkins, then a professor in Yale College, pointed out in an article in the North American UeAueAV that one of the most serious obstacles to these institutions at the outset would be found in the lack of trained teachers, a lack Avhich happily no longer exists and Avhich the institutions them¬ selves have done much to supply. Another obstacle came from the antagonism of colleges and so-called uniA^ersities already established; and their antagonism, sup¬ ported by a poAA'erful body of opinion, forced upon the public mind a consideration of the Avhole question of the proper function of the gOA^ernment, Avhether national or State, in respect to the support of higher education. It Avould probably be too much THE LEGISLATIVE CAREER OF JHSTIN S. MORRILL. 1331 to say that the question has yet received a final settlement, but there is abundant evidence furnished by the growth of these institutions and the support given to them by the public that the question is well on the way toward solution, and in the direc¬ tion outlined by Jefferson and successfully entered upon by Morrill. Public education at public cost is not maintained for the sake of the individual, but for the sake of the state, the collective whole. If it is true, as Washington said, that, ‘‘in proportion as the institutions of government reflect public opinion, it is essential that that opinion be educated,” it is also true that the education must vary in accord¬ ance with, varying conditions of public life and the changing evolution of public institutions. When the business of government was simple and confined to but few objects, an elementary education may have been sufficient to prepare the masses of men for the intelligent discharge of the duties of citizenship; but when that business becomes highly complex, as in our own time, and has to deal not only with the greatest national interests, but with matters of world-vude concern, then it becomes indis¬ pensable to the welfare of the State that the highest attainable education shall be placed within the reach of every youth who has the ambition, the energy, and the intellectual ability to acquire it. Mr. Morrill and the generation that accejited his plan builded better than they knew; and in their action I see the sure instinct of a great democracy working out the highest law of self-preservation. The opposition to these new institutions was, in fact, based on the same theory and supported l^y the same arguments as have been used in almost every State against the establish¬ ment of common schools at iniblic expense, against county superintendencies, against normal schools and high schools, against central control and against every other pro¬ posed scheme for improving them; but the cause of public education, in all its branches, has steadily advanced in siiite of every form of opposition, and the public mind has at last fairly grasped the indnciple that there is no logical stopjping p)lace between a public support of elementary education and a public support of the highest uni¬ versity education. Mr. Morrill never lost his active interest in the welfare of the institutions that had been founded by his instrumentality, and members of this association who remem¬ ber his appearance before it at one session of its last convention in Washington will never forget the mingled pride and difiidenee with which he expressed his gratifica¬ tion in what these institutions had done and were doing and promised to do, and es^iecially the touching note of j^ersonal affection with which he greeted the mem¬ bers as they thronged around him to grasp his hand. Hq, was profoundly and unaf¬ fectedly happy in the visible fruits of his accomplished work, far surpassing, as he said, his fondest hopes. It would be an interesting task, but one requiring more leisure than I have been able to command, to follow out step by stei? the evidences of his watchful care over their interests after they were once established. During the winter of 1872-73 the present distinguished senior Senator from Massachusetts, then a member of the House, was verj^ earnestly engaged in i^ushing a measure for the establishment of a permanent educational fund from the proceeds of the sales of the public lands, which should be applied directly to the maintenance of public schools throughout the United States — the distribution to be made partly on the basis of illiteracy and joartly on the basis of population. Senator Morrill at the same time had equally at heart the estab¬ lishment of a permanent educational fund from the same source, the proceeds of Vvdiich should be applied to the further maintenance of the land-grant colleges of 1862. The antagonism between these two measures, each proposing for the time being to absorb the entire proceeds of tlie sale of public lands, Avas finally reconciled by an agree¬ ment between the supporters of each to appropriate one-half of such proceeds to each of the objects named, and the two bills were modified accordingly, a limit of $50,000 a year for each State being placed upon the amount of the college income, the com¬ mon-school fund remaining indefinite. The tv/o bills, as thus modified, had the 1332 EDUCATION REPORT, 1899=1900. active support of a very large majority in each House, but were opposed with great earnestness by some of the ablest Senators then in Congress, and both failed of final passage through the inaction of a committee of conference which had been appointed to reconcile the differences between the two Houses. In December, 1873, Senator Morrill introduced a bill (prepared by others, but entirely acceptable to himself) which combined the essential features of the two bills just named, but he did not find the conditions favorable for pressing it to a 23assage. Mr. Hoar in the meantime had reintroduced his bill in the House, and on the 2d day of February, 1874, the House, on the motion of Mr. James Monroe, then a i^ro- fessor in Oberlin College and a member of the House, adopted a resolution instruct¬ ing the Committee on Education and Labor “to inquire into the condition and management of the agricultural and other colleges which have received grants from the United States under the act of July 3, 1862.” Mr. Monroe had been an earnest opponent of the college bill in the previous session and this movement was looked upon by the friends of the colleges as distinctly hostile, or, at best, as intended to delay any legislation in their behalf. The committee prepared and sent to all the colleges a long list of questions, covering every 2:)0ssible phase of their work and his¬ tory, and many of them imj^ossible of a definite answer, for the reason that they seemed to assume a like condition of things in every State, or, at least, varying con¬ ditions that could be reduced to the same statistical standard. It was agreed among the colleges, however, through some correspondence, that all should make the fullest and frankest answers that were possible under the circumstances, and this was finally done by all except two — Kansas and Florida. On the I3th of January, 1875, Mr. Monroe i:)resented the report of the committee (Rej^ort No. 57, Forty-third Congress, second session). The rei)ort avowedly refrains from discussing all questions of general policy involved in the establishment of these institutions, and expresses gratification at the desire shown by most of them not only to furnish the facts sought for, but to aid the com¬ mittee by suggestions as to the best method of accomplishing its object. It then I)roceeds to summarize the facts ascertained respecting the sale of lands and land scrip, the investment of the 2:>roceeds in the several States, the financial management of the fund, the amount of income from^it, and the educational results. The insti¬ tutions themselves are described as being “in a state of formation,” some States haHng not yet made i:>rovision for the establishment of colleges and others but recently — only six in all having been in oi^eration prior to 1865. The report con¬ cludes, therefore, that it was then “too early to obtain intelligent answers” to the questions asked, and adds that while “ there is nothing in the results thus far attained that can be called discouraging * * * a considerable number of the colleges have done work which requires no aj^ology, and a few of those earliest organized have already found time to take high rank among the institutions of the land.” “It must be added,” continues the report, “that the reports sent from these col¬ leges reveal, in many cases, a certain fresh interest and S2:)irit of youth, a new enthusiasm which, when intelligent and enduring, is one of the best prophecies of success. Strong evidence is afforded of the jjower of these institutions to establish symjmthetic relations between themselves and the communities in which they are placed, in the fact that they have already received in appropriations from States and in donations from towns, counties, and private individuals an amount almost equal, in tlie aggregate, to the whole bounty of the Government.” ^ It seemed proper to call attention to this report, because it was the first and the last movement in Congress which has ever betrayed the slightest distrust of the work that was being done by these institutions, and it is gratifying to add that Mr. Mon¬ roe himself was so convinced by his inquiry that he not only made his report, as we For the condition of the colleges in this respect in 1899, see Appendix. THE LEGISLATIVE CAREEE OF JUSTTH S. MORRILL. 1333 have seen, a strong jiistification of them and their work, but became and remained ever after one of their steadfast friends. During the two years next succeeding political excitement ran so high, in Congress and out, that Senator Morrill appeared to think it inexpedient to press for any further legislation in behalf of the colleges. He had the subject continually before his mind, made numerous minor modifications of the bill which he had introduced ill December, 1873, and there was never a day, I think, when he was not prepared to introduce a bill if there had seemed any prospect of securing time for its consid¬ eration. In March, 1877, Senator Sherman having resigned his seat to accept a jilace in the Cabinet of President Hayes, Senator Morrill succeeded him as chairman of the Finance Committee, and for a time his principal attention was absorbed in that direction. This of itself would probably have prevented him, for the time being, from undertaking further active efforts in behalf of the colleges, but a more con¬ trolling reason lay in the fact that Senator Blair, of New Hampshire, who succeeded him as Chairman of the Committee on Education, devoted himself with great ear¬ nestness and persistence to an attempt to secure a large appropriation for the sup¬ port of common schools. It was only after this measure had repeatedly failed of passage that Senator Morrill (with Senator Blair’s hearty concurrence) took up again his favorite subject and secured the passage of the act of 1890, as supplementary to his original act of 1862. This act is of so recent enactment and operation that it is sufiicient merely to refer to it in this connection. It was a fitting culmination of Senator Morrill’s work for public education. Its helpful and stimulating influence has been felt in every State, and the elain x>eople.” He was peculiarly happy in the State he repre¬ sented — a sober, energetic, thrifty people, loyal to their State, their country, and their God; x^atrons of schools and colleges and churches; quick to recognize merit in their public men and wise to continue them long in the x>ublic service — the best tyx)e, in short, of a true American citizenship — and Senator Morrill was simply one among them. He vras of them in his origin, in his character, in his training, in his THE LEGISLATIVE CAEEEB OF JUSTIN S. MOEEILL. 1335 cast of mind, in liis lifelong habits of action; but he M-as of them at their best, and for that reason his career \yill for all coming time set a standard which every youth may hopefully strive to reach, hut which few will surpass. The institutions that he established will live as long as the Eepublic lives. They will increase in Vv^ealth and influence and public favor, hut their most precious possession and their perennial source of power over the young manhood and womanhood of America v»dll he found in the example of the life and character of their founder, Justin S. Morrill. Appendix. STATISTICS OF THE UNITED STATES LAND-GRANT COLLEGES, YEAR ENDING JUNE 30, 1899. [Condensed from statements pnblislied by the United States Department of Agriculture.] States and Territories. Value of land grant sold and unsold. Value of grounds, build¬ ings, and equipment. ! state appropri¬ ations for 1898-99. Total income 1898-99. Alabama . S253, 500. 00 .?303, 875. 71 16, 432. 00 $43, 682. 50 139, 406. 92 11,996.13 5,000. 00 38, 382. 74 11,995. 45 Arkansas . 319, 880. 00 California . 752, ibb. 65 2,097,664.84 244, 090. 64 459, 884. 79 Colorado . 218,612. 09 274,110. 98 37, 667. 54 69, 749. 00 Connecticut . . . 135, 000. 00 94, 050. 00 15, 000. 00 55, 810. 00 Delaware . 83, OCO. 00 165, 650. 00 109,283.77 519, 500. 00 178, 000. 00 31, 955. 81 40, 627. 35 42, 004. 14 34, 000. 00 Florida . 4, 000. 00 Georgia . 251, 000. 00 900, 000. 00 Idaho . 10, 000. 00 Illinois . 581,342.99 1, 260, 090. 00 229,550.00 364, 294. 09 Indiana . 340, 000. 00 701, 500. 00 68, 158. 34 140,047.22 Iowa . 628, 329. 46 600, 347. 62 25, 920. 82 97, 099. 24 Kansas . 504, 548. 08 437, 909. 25 10, 728. 37 67,294.62 Kentucky . 185, 925. 00 533,917.74 37, 659. 98 89, 672. 21 Louisiana . 82, 216. 00 10, 000. 00 22, 687. 42 78, 631. 60 Maine . 118, 300. 00 305, 015. 00 20, 000. 00 Maryland . 115, 943. 00 141,000.00 23, 000. 00 87, 864. 20 Massachusetts . 219, 000. 00 1, 489, 758. 15 45, 000. 00 896, 946. 45 klichigan . ^ . 1,005,614.98 567, 992. 84 259, 616. 20 1, 640, 000. 00 88, 037. 22 Minnesota . . 157, 162. 27 364,081.64 Mississippi . 211,950.00 347,195.98 21,000.00 57, 930. 21 Missouri . 437, 353. 99 1,151,898.00 80, 725. 00 185, 689. 32 Montana . 225, 000. 00 168,000.00 12, 000. 00 38, 500. 00 Nebraska . 181,821.97 1, 127, 000. 00 213,750.00 292, 352. 61 Nevada . 93, 000. 00 231, 409. 67 17, 000. 00 53, 522. 25 New Hampshire . 80, 000. 00 167,316. 24 5, 500. 00 55, 920. 75 New Jersey . 116, 000. 00 466, 500. 00 52, 252. 60 New Mexico . 78, 870. 00 2, 989, 344. 15 1,107.24 35, 000. 00 29, 529. 43 676, 797. 69 Nev/ York . 688, 572. 12 North Carolina . . . 125, 000. 00 196, 654. 49 10, 000. 00 37, 220. 29 North Dakota . 900, OGO. 00 152,000.00 27, 700. 00 54, 820. 91 Ohio . 524, 176. 30 2, 797, 000. 00 176, 058. 15 277, 573. 06 Oklahoma . 74, 600. 00 128, 500. 00 8, 300. 00 33,871.13 73, 388. 16 Oregon . . . 140, 694. 38 26, 583. 95 Pennsylvania . 427, 290. 50 874, 000. 00 43, 416. 25 115, 679. 73 Rhode Island . 50, 000. 00 800,169. 57 22, 300. 00 48,611.12 South Carolina . . . 95, 900. 00 474, 016. 00 74, 000. 00 108, 062. 00 South Dakota . 1,200, 000.00 102, 000. 00 8, 500. 00 40, 777. 96 Tennessee . 396, 000. 00 209, 000. 00 276 500 00 62, 150. 04 107, 554. 66 Texas . 418, 814. 36 40, 100. 00 Utah . 212, 668. 96 13, 750. 00 6, 000. 00 45, 302. 61 69, 305. 77 Vermont . 135,500.00 734, 744. 95 Virginia . . 516,468.00 969, 801. 31 15, 000. 00 227, 675. 57 Washington . 175, 000. 00 450, 500. 00 11, 985. 19 103, 500. 00 38, 542. 56 139, 646. 00 West Virginia . 90,000.00 Wisconsin . 302, 000. 00 1, 466, 830. 89 282, 000. 00 365, 300. 00 Wyoming . . . 152, 455. 00 9, 268. 46 33, 728. 36 Total . 14, 325, 794. 30 58, 944, 137. 61 2, 287, 917. 98 5, 994, 037. 61 i \ ,.-v ii " - ■■' . ■ . . ^ . . ' . . . . - ...- ; ■ ' . * • : CHAPTER XXV. ]M1SCELLANE0US EDUCATIONAL TOPICS. Contents. — The Indian Territory, by Hon. Henry L. Dawes. — Backward children in the public schools.— Engineering education in the United States, by Ira O. Baker. — St. Jean Baptiste de la Salle.— The development of public libraries, by C. A. Cutter. — The Hugo Grotius celebration at Delft, by T. J. McCormack. — When and why pupils leave school, by C. M. Woodward. — How can the business man of the future be best educated, by Arthur T. Hadley.— Elastic grading, by W. H. Pa jme.— Expedition of Cuban teachers to Cambridge, Mass. THE INDIAN TERRITORY.^ By the lion. Henry L. Dawes, LL. D., Formerly United States Senator from Massachusetts, and chairman of the Dawes Commission for the Five Civilized Tribes. In order to understand the purpose for which tlie Commission to the Five Civilized Tribes v/as created, and the present condition of their work, it will be necessary to refresh our memories as to the conditions which caused its appointment. So much of the past of these tribes as is essential for this purpose is briefly this: These tribes are the Cherokee, the Choctaw, the Chickasaw, the Creek, and the Seminole, num¬ bering about 64,000 at the last census. Seventy years ago they were living on their own lands in Georgia, North Carolina, and Mississippi, and to induce them to surrender these lands to the white men of the States Avhere they were situated the United States gave them in exchange the Indian Territory. In the treaties made with them we conveyed the title to the lands directly to the tribes for the use of the people of the tribes, to hold as long as they maintained their tribal organizations and occupied them. This stipulation prevented their parting with them without the con¬ sent of the United States. We stipulated in these treaties that they should have the right to establish their own governments without our interference — such governments as they pleased, not in conflict with the Constitution of the United States. We also covenanted with them that we would keep all the white people out of their territory, tiaving thus set them up for themselves in a territory far west of any of the States, beyond all further trouble, as it was thought, we left them to do as they pleased for forty years. During that time they set up governments after the pattern of our own, at least on paper, with a chief magistrate chosen for a fixed term, a legislative council, and courts. They were more advanced in civilization than any other Indians in the country, though hardly enough so to justify the name by which they have been dis¬ tinguished from the rest of the race. The expectation upmi which these transactions were based was that they were sufficiently civilized so that thus isolated they would go on under the influence of our example to the attainment of our own civilization and our Government in all essential characteristics. This expectation was far from 1 This paper was read at the Lake Mohonk Indian conference. 1337 1338 EDUCATION EEPOKT, 1899-1900. being realized, for during that time they had made little, if any, progress. They had become sla veholders, and thereby made all labor of the master disreputable, and idle¬ ness worked its natural results. A few grew rich, while the less intelligent many in consequence grew poor. Their governments in all departments fell under control of these same few, who used them for their own gain, and their children every year, for lack of training and proper education, fell back of their parents in all the quali¬ ties essential to progress in civilization. At the breaking out of the civil war they had made but little, if any, progress, and in many respects their condition was less hopeful than in the beginning. They cast in their fortunes with the Confederates during the war, and were the victims of spo¬ liation to a terrible degree by the armies of both sides. At its end they were well-nigh beggars, stripped of everything valuable, and wretchedly helpless. We then entered into new treaties with them with some modifications of the old ones, not changing, however, the nature of their title to their lands. Slavery in the Territory was abol¬ ished by these treaties and the tribes stipulated to receive their freedmen into per¬ fect equality of citizenship, with the right to an allotment of a specific number of acres of their land whenever their lands were allotted. On this new basis they began anew in 1866, but under conditions and amid envi¬ ronments still less favorable to any development of well-ordered governments. They were no longer isolated from outside influences. States, as well as these Indians, had moved westward and were pressing upon their very borders. Their lands had become valuable Iry the discovery of vast deposits of coal and other material. Cotton fields of great extent and promise were developing, and vast areas of grazing lands were tempting the herdsmen of Texas. In the new treaties they had consented to the building of a railroad from north to south across their Territory, and the INIis- souri, Kansas and Texas road was built through its entire length from the north to its southern boundary, bringing in its train white employees at every station, and with them all necessary supplies, breaking down beyond repair all treaty obligation to exclude white occupation. Besides all this, white labor had taken the place of slave labor. In short, more than 300,000 white noncitizens had, under various conditions, taken up permanent residence in the Territory. These people had no legal status or right among them. Some were there on invitation, some had come as hired laborers, and some were there on sufferance. They had come to stay, and the obli¬ gation of the treaty to keep them out had become a dead letter. Yet these 300,000 had no title to a foot of land, had no voice in the government under wKich they lived, and no protection from its officials or laws, were excluded from its courts and their children from its schools. They built towns on land to which they had no other title than a x)ermit of no legal value, for which they x:>aid tribute to some irre¬ sponsible holder, and governed them as best they could. Thirty thousand white children of school age were being left without any other x:)rovision for education than such as could be afforded from the scanty earnings of the pioneer. Then came a worse evil into their midst. The Territory became a refuge for fugitives from the justice of neighboring States. Warrants of arrest could not follow them across the line, and no provision of the Constitution or of law required their extradition. It is not necessary to enlarge upon the deplorable condition into which these ele¬ ments v/ere sure to plunge the Territory, from which its government, such as it w^as, in the hands of comparatively a handful of the population, could have no power to relieve it. And we had bound ourselves to stand aloof and not interfere, whatever might take i)lace. That such a government should exist in the midst of the States of the Union independent of us, yet under the same flag, was an imjDossible anomaly of itself. It also contained elements of discord which under any circumstances made the maintenance of i)eace and orderly government within its owm borders for any length of time next to imxrossible. It had become peopled by two races in which the one owning the soil and having control of all the functions of government was THE INDIAN TEEIIITOKY. 1339 to tlie other race as less than one to three, making certain sooner or later an oml^reak for relief, violent and bloody, like all other conflicts of races for power. Under these conditions it was that in 1893 the Government felt compelled to undertake the removal of this menace to its own peace as well as to that of the Ter¬ ritory itself by an effort to induce these anomalous governments with their com¬ munal land titles to exchange them for political institutions and land tenure in harmony with our own. The task was to obtain their consent to so great and radical a change, for all these conditions were titles vested and guaranteed by treaty, wdiich could not be changed without their consent. It was for this purpose that the com¬ mission was created in 1893, and for which it is still engaged. The first task before the commission, and that which has proved the most difficult, 'was obtaining agreements with them that any change at all should be made. In addition to the traditional pertinacity with which the race clings to its own customs and ways it encountered adverse interests and business investments that had grown up and been fostered under existing governments, as 'V\'ell as distrust so natural and constant in all negotiations wdth Indians and the difficulty of comprehension of the full meaning of the proposed change. A recital of details would not be profitable. Suffice it to say, that after repeated failures and after repeated rejections of agreements signed, sometimes by the tribes and sometimes by Congress, agreements have finally been signed and ratified with the Choctaws, Chickasaws, and Seminoles, providing for the allotment of all their lands, except such as are reserved for town sites and public uses, among such persons as shall finally be found by the commission to be citizens, the substitution of United States law^s and courts for those heretofore in force in these tribes, the expenditure of their revenues by United States officers, and the supervision of their schools by officials appointed in Washington. A time in the future is also fixed in each when the tribal governments shall give place altogether to governments Territorial in character. The Cherokees and Creeks declined to treat with the commission at all for a long time, till the patience of Congress w^a,s exhausted, and in 1898 a law was enacted requiring to be done substantially the same things m these tribes that had been agreed npon by the others, excepting the allotment of their land in fee, which could not l^e done wdthout their consent. Instead the commission was required to allot the use of the surface only. It w^as provided that any change in the provisions of this law might be effected by agreements duly ratified by both Congress and the tribes, respec¬ tively. Accordingly agreements w'ere entered into during the last winter wdth both these tribes substantially like those already effected with the others, but too late to be ratified before the adjournment of Congress. There is every reason to believe that they will be duly ratified at an early day. When that is done there will be agreements with all the tribes for the changes desired, in substantial uniformity in all essentials and in harmony with the institutions and laws of the adjacent States. These agreements require much work still to be done in carrying out their pro¬ visions. These agreements require the commission to allot the lands of the tribes to citizen Indians alone and make it the judges of the question wdio are such Indians, subject to an appeal by aggrieved parties to the United States courts. They are required in so determining to strike from all existing citizenship rolls all names in their opinion wrongfully there, to add all names wrongfully excluded, and to admit all new^ applicants entitled, in their opinion, to citizenship according to the laws and usages of the respective tribes. This requires of them a judicial determination on evidence offered on every name in the whole roll of citizens in all the five tribes about wdiich there is question, and on all new names of applicants. The impression got abroad that blood, however attenuated, without regard to the other requirements of the law^s and usages of the tribes, entitled one to admission to citizenship. Accord¬ ingly crowds of applicants came from all the adjacent States, and even from North¬ western States, for the first time into the Territory, claiming citizenship ui3on some 1340 EDUCATIOJSf REPORT, 1899-1900. claim of Indian blood in their veins, regardless of residence and citizenship elsewhere all their lives. The commission was compelled to pass judicially upon more than 7,500 such claims, embracing in classes and families, relying on the same facts, very many thousand more up to the close of the last liscal year. In the vast majority of these cases the evidence failed to disclose Idood enough to sustain anything beyond imagination or pretense. Through all this maze and this labor the commission has completed the roll of the Seminoles and nearly so of the Choctaws and Chickasaws, the much larger part of the Creeks, and are beginning the like work among the Cherokees. After this they are required to allot these lands to such only as appear on these rolls. But this is to be done in a manner quite different from that of the government on the reservations, where little more is required besides setting off a given number of acres of land of uniform quality to each Indian found on the agency roll in such part of the reservation as seems best to the allotting commissioner. Such a method of allotting the Indian Territory in its present condition would be manifestly unjust. The construction of railroads through its length and breadth, the influx of 300,000 noncitizens building large and flourishing towns and inaugurating business enter¬ prises of great imj)ortance, and the discovery of coal deposits of great value, all these have contributed so to unsettle relative values that the greatest injustice would be inflicted if allotment were to be made by equality in acres. All citizens have an equal right in the value of their lands, and when allotted that equality must be pre¬ served. Yet an allotment of 50 acres near a railroad station, or near the town of Ard¬ more or Muskogee, or in the neighborhood of a working coal mine, would be worth more than one of 200 or 300 acres situated in some parts of the Territory. Therefore it is required that allotment shall be made by equality of value as near as possible, taking into consideration the fertility of the soil, location, and all other elements of value, so that when completed each allottee will have his equal share in value with¬ out regard to the number of acres. This just requirement has imposed upon the commission the most difflcult and perplexing of all its labors. It requires a personal knowledge of the conditions affect¬ ing the value of every acre of land in a territory as large as the State of Indiana, if it is to be of any service in such an adjustment, and an instinct to distinguish between real and fancy values. This has been its endeavor in its efforts to discharge this important but exceedingly difflcult portion of their duty. They have completed that work also in the Seminole country, so that now all preliminaries to final allot¬ ment to the members of that tribe are completed. The final allotment there will be commenced at an early day. In the Creek and the Choctaw and Chickasaw tribes good progress has been made in the same work, and its completion there also is near at hand. It will be undertaken in the Cherokee tribe as soon as the necessary force now engaged elsewhere can be liberated for that purpose. There is much other detail connected with this work which it would be neither interesting nor instructive to recount here. What has been described will enable the conference to form an estimate of the character and progress of the work. That so much time has been spent by the commission and such care taken in mat¬ ters preliminary to final allotment has arisen from the belief that a just and wise sys¬ tem of land tenure is the basis upon which the superstructure of a prosperous State must ultimately arise, and the conviction that any misstep here would be attended with irreparable injury. It lias, therefore, been the especial endeavor of the com¬ mission that no mistake in these preliminaries which it could avoid should jeopard¬ ize success. It is now carrying on the work under conditions more favorable and encouraging than at any time heretofore. A great change has, since the beginning, come over the attitude toward them and their work of the people most affected by it. Distrust has disappeared and opposition ceased. In their place hearty cooperation of those influential in the control of affairs is helping to push on the work. Most able BACKWARD CHILDREN IN THE PUBLIC SCHOOLS. 1341 and earnest men are at the head of their respective governments, giving effective aid in securing a wise and si^eedy solution of the difficult problems before them. Within a few weeks past the chief magistrates of two of these tribes, the Chickasaws and Creeks, have delivered their annual messages to their respective legislative coun¬ cils, treating largely, and in the most hopeful tone, of their future, and urging wise measures in view of the new conditions confronting them. These messages would w^ell become the governors of the oldest of the States in the propriety and ability as well as temper and style in which they presented matters concerning the welfare of their people. The guidance of such men is full of promise that statehood in the near future is sure to come to a Territory so rich in all the elements of a healthy growth. BACKWARD CHILDREN IN THE PUBLIC SCHOOLS.^ 7i-bstract of report of committee on compulsory education, presented to the Civic Club November 18, 1899, and to the Public Education Association of Philadelphia December 4, 1899. Present need. — The Pennsylvania law compelling attendance at school now excepts children physically or mentally disqualified, and the nonattendant books of the enumeration of 1899 show 111 children mentally incapable of attendance at school. In the ordinary elementary school, where each teacher has from 30 to 100 children, it is indeed difficult to see how a defective child can secure the individual attention necessary to his progress, yet defective children may be found to-day on the back seats of many of our schoolrooms, where their attendance is a serious hindrance to the progress of the class, and they themselves derive little benefit. English report. — Last March a report of the English education department was received, of which the authority and thoroughness were such as to make its recom¬ mendations important, and the conclusions of the report are that special day schools or classes for educable defectives between 7 and 16 years of age should be establislied by local school authorities as part of the regular school system. Philadelphia school. — Following this report, a beginning w^as made in July, 1899, by the compulsory education committees of the Civic Club and the Public Educa¬ tion Association in the Philadelphia School for Backw^ard Children. The board of public education allowed the use of the Hollingsworth School, Fifteenth and Locust streets, and of two manual-training benches. Funds have been subscribed privately. Methods. — Blank forms w'ere made up into a record book for each child, the last three forms being used only for successful applicants: Form A: Characteristics and attainments of the child at time of nomination. Form B: Medical examination. Form C: Medical recommendation. Form D: Life history and family history of child. Form F: Progress in special class. Form F: Subsequent medical examination after six months in special class. These forms serve as the basis of admission and later for a review of i)rogress. Teachers are invited to apply for such educable backward children as have been in their charge not less than six months and are, in their opinion, fit for special classes. Pupils W'ere originally secured through those in charge and through the press. Instruction. — During the summer the instruction was supervised by Miss Bancroft, Miss Cox, and Miss Williams, principals of the Haddonfield School for Mentally Deficient Children. Two teachers were in charge, wuth an average attendance of 17 pupils. The instruction covers manual training, physical exercise, and mental work of primary grade. Hours of instruction are from 9 to 2, with rolls and milk or 1 Reprint from The Teacher for December, 1899. 1342 EDUCATION REPORT, 1899-1900. soup at noon. Two public drills have been held; also there have been five excur¬ sions — to the Zoological Garden, through IMiss Cox; to the Haddonfield school, to the home of Miss Mary T. Mason, to Horticultural and Memorial halls, and to the exposition, by pass through IMr. Raborg. By the courtesy of Dr. Tidball the school was reopened in October in the basement of St. Luke’s Church, Thirteenth street below Spruce street, where it is now in session. Medical supervision. — IMedical supervision is essential to the education of defective children, and the success of the work is largely due to Dr. C. W. Burr, chief medical adviser, and to Dr. A. F. Mitmer. The latter visited the school almost daily at first, and prescribed the physical exercises. These consist in the use of a broom, walking ladder, beam, board, sloyd work, and Swedish movements. Special mem¬ oranda were tabulated for each child for the teacher’s use, and a special dietary recommended to parents in many cases. Farerds’ rneetiwjs. — Two jjarents’ meetings have been held, with great interest and success. The first w’as a talk by Miss Bancroft, telling what could be accomplished for backward children \vhose parents v/ere courageous. The second was by Miss Lyndall, of the Girls’ Fligh School, on tlie especial need of backward children for nutritious food, and how to secure it. Fesidts. — Tabulated questions as to tlie improvement of childreji have been sent to the parents, and show highly gratifying results. More than one writes, ‘‘Friends, ignorant of - ’s attendance at the school, have remarked general improvement.” Aims. — Before commencing even to organize the work the proposition was outlined to the superintendent of schools and the president of the board of public education. Both expressed interest, and it is our hope that as with the kindergartens, with sew¬ ing, cooking, and the vacation schools, the initiative of the voluntary societies may find its proper sequence in the weeding out by the board of public education of the backvvard children now' in the regular schools, and their instruction in special classes or schools. In Philadelphia public x^rovision for backw'ard children is as yet institu¬ tional only in character. Institutionalism has its faults, and there are many back¬ w'ard children for whom removal from home is either unw'ise or imi:)0ssible. Education for these children is imiDerative. The value of competition and compan- ionshi}) is as great among backward as among normal children. The alternative is between j^reventive x»rogress and a degeneration that leads in many cases to the alms¬ house, the asylum, or the prison. The hojie of si^ecial day schools for backw'ard children is to make self-supx^orting members of society, as has been done abroad. Already some of the children in the Philadelphia schoql show' special aptitudes, and it wdll be our effort to cultivate these aptitudes as a means of self-support. Other cities. — Of similar schools in this country. Providence, R. I., started the first in 1894. She now' has four schools wdthin the public-school system, as is Boston’s one school. Chicago has one, under the auspices of the university. Both the latter were simultaneous wdtli the Philadelphia school. Other countries.'^ — In Eurojoe Germany w'as the x>ioneer, in 1867. Norw'ay follow'ed her lead in 1874, and England in 1892, besides Sw'itzerland and Austria. In Prussia, since 1880, the establishment of special classes or schools for defectives has been obligatory upon tow'iis of 20,000 population. Admission is limited to chil¬ dren who, after tw'o years at a public elementary school, have proved themselves unable to do the w’ork. The duration of attendance is usually six years. The aux¬ iliary schools, as they are called, are usually in the same buildings w'ith other schools, or near them. To x^revent possible disturbance the times of ox^ening and closing are fifteen minutes later than in the regular schools. The cost is borne by the tow'ii. Teachers receive from |25 to $100 a year supxjlementary to the regular salary. Of the children that left at Easter, 1893, the follow'ing percentages w'ere capable of earning a living: iRep. of Eng. Educ. Dept., Com. on Defective and -Epileptic Children, 1898, 2 vols., and later reports. ENGINEERING EDUCATION. 1343 In Aix, 68 per cent; in Diisseldorf, 80 per cent; in Cologne, 87 per cent; in Bruns- v/ick and Crefeld, 90 per cent; in Dresden, Halberstadt, and Hanover, 100 per cent. Out of 71 who left Elberfeld in 1893, there were 17 artisans, 4 errand boys, 1 clerk, 5 unknown, 13 housework at home, 4 domestic servants, 12 factory hands and day laborers, 15 without v/ork, owing to illness. In Norway children tested in the special classes are (a) returned to the regular schools if they make suthcient progress, or (b) they rema,in in the auxiliary classes the whole of their school lives, or (c) are sent to an institution for mentally deficient children if their condition prove too low for special day schools. In England, as on the Continent, the proportion of children in need of special instruction is found to be 1 per cent of the total school population. In June, 1899, London had 43 centers, with 85 classes, and an average attendance of 1,289 children receiving special instruction. Average attendance to one teacher there is 15. The average on the roll in London is 20;* in Germany, 21; in Switzerland, 19, and in Norway, 12. In London there is a special superintendent and assistant for these classes. Some of the girls attend laundry and cooking classes, a few boys are taught cooking, and a few swimming. In England special instruction of backward children was made permanent in August, 1899, by a law to regulate the establishment of special schools or classes and to bring defective children within the j^ro visions of the compulsory-attendance statute. Soluiion for Philadelphia. — Medical inspection of schools and reports from teachers will show the number of backward children now in our schools, and already one attendance officer (first district) has referred one child to the Philadelphia school. In special public schools Nos. 1 and 2, for truant and incorrigible children, the prin¬ cipals report a number of cases in which the cause of irregularity is mental deficiency. Superintendent Brooks presented the subject to the committee on elementary schools of the Philadelphia board of public education in October last, and his report is still before them. He stated his opinion that the act of 1876, authorizing special schools for the deaf within the public-school system, might serve as a precedent. On November 29, 1899, the Civic Club authorized a resolution to the board of public education, urging the separation of the backward children in the regular schools into special classes, to be located in schools where there are vacant rooms. Appeal. — Contributions to the Philadelphia school up to November 9, 1899, were $699.50, and the balance in the treasury $215.75. Contributions to the Philadelphia School for Backward Children will serve to maintain it as an object lesson until the city undertakes the work. ENGINEERING EDUCATION IN THE UNITED STATES AT THE END OF THE CENTURY. Address by Ira O. Baker, president of the Society for the Promotion of Engineering Education. Reprinted from “Science.” * * * Technical education, the application of the sciences to the needs of man, is a growth entirely of this century. Apparently the first technical school in the world was the Ecoie Poly technique in France, established in 1794 to train men for the artillery and engineering corps of the army. The United States Military Academy was founded in 1802, and for more than thirty years thereafter v;as the only organized agency for engineering education in America. For three-quarters of a century a surprising proportion of the grpxluates of this institution practiced engineering in civil life, not because the education there given was what would now be called engineering instruction, but because it was the best preparation for engi¬ neering practice that could then be obtained. Apparently this fact has been over¬ looked alike by friendly and unfriendly critics of this noted institution. In 1825, at 1344 EDUCATION REPOET, 1899-1900. Troy, N. Y., was organized the first institution in the world for giving instruction in engineering not military. Apparenth^ at the time of the founding of this institution the term civil engineering had not been coined, the word engineering being synony¬ mous with military engineering. For thirty years after the establishment of the engineering school at Troy — i. e., from 1825 to the close of the civil war — only four engineering schools were founded, of wliich only two were really entitled to the name engineering. During this time the engineering schools gave but little technical instruction; most of the so-called engineering part of the course consisted of mathematics and elementary science. In 1862 Congress passed an act giving to the several States public lands for the benefit of “instruction in the arts and sciences relating to agriculture and the mechanical arts.” Shortly after the close of the civil war many of our engineering schools were organized under this act. Never was there a movement more timely or more successful than this, since it has resulted in the establishment of 64 technical colleges — at least one in each State and Territory. Fifty of them give instruction in one or more branches of engineering. The number of institutions at present giving instruction in engineering is shown in Table I. The institutions are classified with reference to their requirements for admission according to the scheme presented by the committee on entrance require¬ ments (see the annual report of the society for 1896, pages 103-104). The report of the committee includes 110 institutions, but the writer concludes from a careful study of their catalogues that at least 12 of these have no engineering course. The writer has received no report from seven of the United States institutions listed by the com¬ mittee, nor from the two Canadian engineering schools. Table I. — Institutions giving instruction in different branches of engineering in 1898-99. Table II shows the number of students in the several branches of engineering for the year 1898-99; and Table III the number of graduates for the year 1899, These data were collected from the institutions for this purpose. A few schools were not heard from, but in each case they w^ere small ones having few, if any, engineering students, which fact probably accounts, in some cases at least, for their failure to report. Therefore, Tables II and III may be considered as representing the total number of engineering students and graduates for the year 1898-99. During the decade 1889-1899 the number of students increased from 3,043 to 9,659, or 317 per cent; and the graduates increased from 483 to 1,413, or 242 per cent. However, in this connection averages are misleading, since the rate of growth for the different courses vary greatly. For example, from 1889 to 1899 the increase of civil engi¬ neering graduates was 56 per cent, and of mechanical 117 per cent; while the entire growth in electrical engineering is practically a matter of the past decade. E]^rGmEERmG EDUCATION, 1345 Table II. — Students in different branches of engineering in 1898-99. Number offering courses in — iilbOitUliUliS. C.E. M. E. E.E. Min. E. Arch. Nav. A. S.E. Total. Class A . 1, 359 794 1, 579 1, 405 245 366 54 19 5, 027 Class B . 435 510 313 20 2, 072 1,902 503 Class C . . . 463 919 299 298 3 Class D . . . . . 10 337 156 Class E . 41 23 27 4 95 Total . 2,667 3,293 2,397 860 389 54 19 9, 679 Table III. — Engineering graduates in 1899. Table IV presents some interesting statistics as to engineering education in com¬ parison Avith the so-called three learned professions — theology, medicine, and law. The data for the first three columns of Table IV were compiled from Bulletins 7, 8, and 9 (Professional Education in the United States) published by the University of the State of New York. The data in Table IV concerning the length of high-school course required for admission to engineering schools must be regarded as only roughly aiAproximate. It is difficult for one not acquainted with all the facts to determine from the catalogue just what the requirements are; and the need of these data was not foreseen vrhen those in the preceding tables were asked for. Further, the value of a year of high- school study varies greatly even within the limits of a single State, which adds materially to the difficulty of making a correct general statement as to the conditions for admission. Table IV. — Professional education in the United States. {Data for 1898-99.) Item. Number of schools . . Growth since 1878 . . . Number of instructors . . Number of students . Growth since 1878 . Number of graduates . . Requirements for admission: College degree . Completion of junior year . . . , Completion of freshman year. 4-year high-school coiirse . 3- year high-school course - / 2-year high-school course _ 1-year high-school course - Comm.on-school course . . None or indefinite . . . . . Total reported . . Length of course: 4- year course . 3-year course . Less than 3-years . Total reported . Average length of yearly session. Theology. Law. Medicine. a Engi¬ neering. per cent.. per cent.. 165 32 1,070 8, 099 87 1,193 86 144 970 11, 833 294 3,110 156 82 6, 416 26, 088 142 5, 725 89 21 9, 659 516 1, 413 .per cent.. 62.3 cO.7 cl.l .per cent. 11 4 1 11 17 3.5 14 13 9 30 28 8 4.1 2 24 3 51 62 17 19 . 1 4 per cent.. 100 100 100 100 .per cent.. per cent. . . . month . . 24 . 70 c51 4 43 91 6 3 98 1 1 94 100 7 100 8.7 a Does not include dentistry, pharmacy, and veterinary. h Require college work. c Per cent. ED 1900 — VOL II - 5 1346 EDUCATION KEPORT, 1899-1900. There are several matters in these tables that invite discussion. For example: 1. Why do so few institutions offer instruction in architecture? (See Table I.) Why so few students in architecture? (See Table II.) 2. The significance of the fact that more than half of the engineering students are receiving their education in Class A institutions, i. e., those having the highest requirements for admission. (See Table II. ) 3. Are the number of graduates more or less than required to fill the ranks of the profession? 4. Is the number of engineering graduates greater or less, in propor¬ tion to the demands of the j^rofession, than law and medicine? 5. Do the data in Table IV justify the usual classification of schools of law and medicine as postgradu¬ ate and engineering as undergraduate? In this connection the fact must not be over¬ looked that some of the students in law and medicine have more or less college training before entering upon their professional course, and the same is true in engineering, but to a much less extent. Time forbids a consideration of these ques¬ tions here. But statistics can not represent the most important developments in engineering education in the last third of the closing century. Immense strides have been taken in ])oth the method and the scope of instruction. At the close of the civil war there were nominally only six institutions giving any grade of instruction in engineering; and for ten or fifteen years thereafter the engineering instruction offered by tlie ].)est institutions is hardly deserving the name in comparison with that offered by many institutions at tlie present time. During this period some of the engineering instruc¬ tion vras practical and not scientific, and some was scientific and not practical; but none of it consisted of the principles of scientific engineering, nor of the relations of the sciences to engineering problems. Text-books Vv^ere fev/ and poor. The equip¬ ment of the schools was inadequate. Then the student went to college to learn details of practice and to fill his notel^ook with formulas; he was reluctant to give his best efforts to the acquisition of fundamental principles and to the development of the ability to see straight and to reason correctly. Happily uoac all that is changed, and the schools of America are now offering unexcelled facilities for the acquisition of the fundamentals of an engineering education, and the students are laboring heroically to ground themselves in the principles of scientific engineering. Twenty-five years ago xiractitioners had doubt as to the value of a technical train¬ ing for young engineers and distrusted the engineering graduate, but now general managers and chief engineers jirefer technical graduates, since they have been trained in scientific methods of working, and have a knowledge of the fundamental princi- X)les underlying all engineering x)ractice, and look out upon the world of truth from the view i:»oint of a man of science. The national engineering societies now give credit for training in the engineering school toward the requirements for admission to membership. The most cordial relations now exist between j^ractitioners and the schools of engineering. V/ithin recent years, largely, if not mainly, through the influence of the technical schools, engineering has ceased to be traditional and has become scientific. The technical school met with no welcome from the older colleges and universities. In the beginning the devotee of the nontechnical subjects was not willing to admit the study of engineering as being upon the same high jilane as that of literature, history, and pliilosophy. Now all who know the facts are ready to admit that the engineering student secures greater advancement during his college career than any other undergraduate. This result is due to the definiteness of the aim of the engi¬ neering student, to the stimulus of xirofessional iireparation, and to the nature of the study. One of the most important advances in engineering education has been the intro¬ duction of the laboratory method of instruction. Now all the better institutions have extensive and well-equqiped laboratories fitted up especially for experimental work, in which the student receives instruction of the very highest value. In this El^GmEERmG EDUCATION. 1347 respect our American schools are unrivaled in the world. In Europe, particularly in Germany, are some notable and well-equipped engineering laboratories which have done much to advance engineering science, but which are used by experts in research and commercial work and not for purposes of instruction. Although our engineering laboratories are maintained primarily for purposes of instruction, a considerable amount of research work is performed in them. The curriculum of the engineering college at present consists of about 10 per cent of English or modern foreign languages, usually the latter; 30 to 40 per cent of indirect technical studies, as mathematics, physics, and drawing; and 50 to 60 per cent of technical work. The tendency is to make the engineering courses as completely pro¬ fessional as are courses in law and medicine. Experience has shown that it is imprac¬ ticable to teach culture suUjects in a course with strongly marked technical tenden¬ cies, since the student devotes all his time to the latter and neglects the former. Very recently there has been a tendency to force some of the indirect technical sul)- jects, as advanced algebra and trigonometry, into the preparatory school to get more time in the engineering college for directly technical subjects. The effect of this is still further to curtail the culture studies of the engineering students by eliminating these subjects from the preparatory course. A number of institutions offer postgraduate instruction in engineering; but the num¬ ber doing postgraduate work in engineering is less than that in science or literature. In 1898-99 at 23 leading institutions the average per cent of graduate to undergraduate students in nonengineering departments was 9.94; in the engineering departments, 2.3; or, in other words, the per cent doing graduate work in nonengineering courses is more than four times greater than in engineering courses. In the above computations gradu¬ ates doing undergraduate work are considered as undergraduate students. But few, if any, Americans now attend European engineering schools, for it is generally con¬ ceded that the American schools, in equipment, methods, and scope of instruction, are superior to any European schools, at least for American engineers. There are at least three reasons for the relatively small number doing graduate work in engineering: {a) In many cases, if not in a majority, the chief object of postgraduate study is to secure the preparation necessary for teaching the subject. In many branches the whole range of study, both undergraduate and postgraduate, is purely academic • and can be obtained in college environments better than anywhere else. But in engineering the prospective teacher must secure a personal acquaintance with the conditions of practice, which can be obtained only by engaging in actual engineering work. In short, the future teacher of engineering prefers to engage in iwactice after graduation rather than to return to college halls for further study. (5) Probably many students pursue an engineering course chiefly because it prom¬ ises an early means of securing a livelihood, and not unnaturally feel that they can ill afford the means required for postgraduate study. Others who are financially able to continue collegiate v/ork beyond graduation are more anxious to have a part in the activities of the outside world than to pursue postgraduate study. At present the demand for engineering graduates is such that in ])oth of these classes, at least those that are really deserving find little or no difficulty in obtaining remunerative positions in practical engineering work. The engineering college is attempting to give a professional training to its graduates, and it is not surprising that they are anxious to apply in practice that which they have been studying in college. A few years ago many engineering students were unable to resist the seductive offers of positions in actual practice and left college before graduation. Becently the demand has been almost exclusively for graduates, and now a much larger proportion than formerly stay to graduate. When the competition of young engineers for ]§ositions becomes greater, as it doubtless will, probably a greater proportion will be willing to engage in postgraduate study. But this element may not become very effective in increasing the number of engineering students seeking advanced collegiate work, for 1348 EDUCATION EEFOKT, 1899-1900. some of them may prefer to serve for a time after graduation as apprentices at com¬ paratively low salaries. A.lready there are evidences of a considerable tendency in this direction. (c) The third reason for the less number of postgraduate engineering students is by far the most imjjortant. Ordinarily postgraduate study is irrimarily intended for independent research work; and this is properly so, for after a young person has been under the direction of tutors for fifteen or twenty years it is time that he should attempjt to blaze a road for himself. If this research work is really original, it will insjfire the highest ambition of the student and will secure his utmost efforts. This class of work will always attract. But departments of study differ greatly in the opportunities for original research. The less fully developed branches of study doubtless have many unsolved problems waiting for investigation, and some of these are such that a recent graduate may reasonably be ex])ected to solve them, or at least to collect part of the data required for a subsequent solution. Engineering x>ost- graduate study offers fewer opportunities for this class of work than many other departments of collegiate work because of the more fully developed state of most branches of engineering knowledge. Again, the nature of the investigations in many departments is such that they thrive better in a college atmosphere than anywhere else. This is not true, in general, of engineering investigations. Finally, and most important of all, original research in most departments of study is carried on only because of the enthusiasm of the investigator or by public or private benevolence; while in engineering most of the research work is done in connection with practical work at the expense of individuals or corporations or municipalities having a direct financial interest in tlie result. Many engineers devote a large part of their time to original research work, and nearly all practicing engineers have more or less of such work. The life of an engineering student before and after graduation is much more nearly continuous than that of a student in most other departments. The ambitious engineering student knows that shortly, if not immediately, after graduation he can secure actual engineering practice of high educational value, and many choose posi¬ tions chiefly with reference to the v^alue of the experience to be obtained. The salary, the educational value of practical experience, the possibility of promotion — . all draw the engineering student away from postgraduate study. In other words, the study of engineering is essentially graduate work, and there will probably never be any considerable number who will pursue engineering studies beyond the present four-year course. But there are sufficient reasons why adequate provisions should 1)6 made for the competent and ambitious few who seek truly graduate instruction in engineering. All the preceding is intended to show in rough outline the present state of engineer¬ ing education, and particularly the rapid growth. The present phenomenal rate of progress promises still larger things for the future, and lays upon this society impor¬ tant responsibilities in directing the future development of engineering education in America. In this connection there are severe,! matters which invite the careful atten¬ tion of individual members of this society, and possibly are worthy of official action by the society itself. 1. Is any general movemeni for increasing the requirements for admission desir¬ able? The standard has been rising quite rapidly within the past five years, jjarticu- larly in mathematics, English, and foreign languages, but even now comparatively few of the engineering departments of the universities have as high requirements for admission as the literary departments. Is this justifiable? 2. Is it wise to require a-dvanced algebra and trigonometry for admission to the engineering courses? Is it wise to require prospective students to take these subjects in secondary schools to the exclusion of subjects in science, literature, or history? Will the forcing of these subjects into the curricula of the secondary schools handi- ca,p them in discharging their just obligations toward students who are not seeking ENG PEEKING SDEOATION, 1349 an engineering education? Which subject can the preparatory school teach the bet¬ ter? Which school will teach the mathematics the better? 3. At some institutions a considerable number of engineering students liave had previous collegiate training. Can anything be done to increase their number? 4. Engineering courses have become so highl}^ specialized^ that frequently students of one course receive no instruction in the fundamental technical subjects of a closely allied branch of engineering. This practice is burdensome upon the school and is j)robably not of the highest advantage to the student. But the colleges are not likely to retrace their steps, and therefore the highly specialized course is a condition to be reckoned with. Should anything be done to prevent further specialization? Some students correct the defects due to high specialization by remaining a fifth year and pursuing the allied course. Can anything be done to increa-se the number wlio do this? 5. The engineering course of to-day is so loaded with required technical and scien¬ tific work that the student has little or no time to cultivate those subjects, indefi¬ nitely, but not inappropriately, called the humanities. Engineering students, more perhaps than any others, need training in such subjects. Those who follow the other learned professions deal constantly in their technical work with the relationships of their fellow-men, while the engineer in his professional work deals mainly with the inanimate world. The engineer has little opportunity to come into intimate rela¬ tions with men either through tlie study of history, economics, and sociology, or through personal contact. The engineer usually possesses strong character, sound judgment, thorough knowledge of his business, but frequently, because of a lack of that knowledge wliich other men consider essential in a liberal education, he is ranked as a relatively uncultivated man, and therefore is unable to exercise the influ¬ ence his training justifies, and fails to secure the reward his abilities merit. Can the instructors in engineering create in the mind of the engineering student such a hun¬ gering for a knowledge of the humanities that he will secure it after graduation by private study and personal intercourse? Such, then, are the conditions and the problems of engineering education as we stejr into the tvventieth century. The present conditions have l)een determined largely by the engineering colleges themselves in advance of the demands of the engineering profession and of the general public, and often in opposition to such demands. Chiefly through the influence of the engineering college the engineering profession has developed during the past third of a century into a truly learned pro¬ fession. There was never a time in the history of tiie world when the questions of general education were more carefully considered than at the present, and there was never a time v/hen this country was more concerned with the work of the engineer than now. The nation, just awakening to a consciousness of its power and responsi¬ bility, is taking its place among the nations of the earth, and is seeking to decide the destiny of the peoples of the earth. W e are now sending our manufactured products to all parts of the wnrld, and if y/e are to have part in the commercial conquest of the earth, it will be because of the ability, the foresight, the wisdom of our own engi¬ neers. The only agency seeking to prepare engineers for their work is the engineer¬ ing college. Their work in molding and directing the engineering education of the future will l^e no less important than in the past. They enjoy the respect and confi¬ dence of the public, and a still wider field of influence and responsibility lies open before them. May the deliberations of this society continue to be a source of strength and inspiration to the engineering colleges. May the engineer of the twentieth cen¬ tury have better technical training, broader culture, and nobler aspirations. May the iDrofession of engineering come to occupy a still higher position in the esteem and respect of the public. ^ 1350 EDUCATION EEPOKT, 1899-1900. ST. JEAN BAPTISTE BE LA SALLE, FOUNDER OF THE CONGREGATION OF BROTHERS OF THE CHRISTIAN SCHOOLS— HIS LIFE AND WORK.^ St. Jean Baptiste de la Salle was bom at Rlieims, France, April 30, 1651. His parents were of noble lineage and distinguished piety. His father was judge of the presidency of Rheims, and several of his relatives filled eminent positions in the church and kingdom. Nor was the spirit of chivalry and adventure foreign to his family. It shone conspicuously in IMarquette, the pioneer of American explorers, and in three young soldiers who fought with our continental troops in the war of independence. Young La Salle was a child of grace from Ids earliest years. At the age of 8 he entered the University School of Rheims. His progress in study was rapid and pro¬ nounced. He stood among the leaders of his class. His father, who had destined him for law, was now convinced that his son would one day win a distinguished place in the magistracy. But Providence had ordained otherwise. The tastes and inclinations of the youth were for a higher state of life. When informed of his son’s desire to become a priest, the father, though disappointed and chagrined, allowed him to follow the vocation to which he felt himself called. He received the clerical tonsure March 11, 1662, in the archiepiscopal chapel of Rheims; he was in his eleventh year. At 17 he was named cannon of the Cathedral of Rheims; at 19 he comi^leted his course of philosophy and graduated from the University of Rheims. To pursue his theological studies he was sent to the Seminary of St. Sulpice, Paris. After five years he went up for his licentiateship in theology and obtained it. He now prepared for ordination. On Trinity Eve, 1672, he received the order of subdeacon- ship, three years later that of deaconshij), and on the eve of Easter, 1678, that of the priesthood. Still he discontinued not his studies. He prolonged his labors into the night in order to consecrate more time to jirayer and study. At the age of 30 he brilliantly defended liis thesis before the faculty of the Rheims University and was admitted to the doctor’s degree. All the biographers of St. de la Salle have not failed to admire his deep learning and penetrating genius. Few have endeavored to account for his extraordinary mental acumen. The secret of his great inteliedual strength lay in his intense piety and angelic xmrity. S2:»eaking of his studies at the University of Rlieims, Abel Gaveau said: “His purity of body gave untold brilliancy to his mind, enabling him to seize upon and appreciate the nicest distinctions in controverted questions, the choicest thoughts in literature, and the pivotal points in historical studies.” As a priest St. de la Salle was untiring in his zeal for souls. He had the gift of touching the most hardened hearts and of bringing them to God. Pie was always kind to the poor, but in the confessional his tenderness and compassion knew no Tiounds. To all he was a father and friend. When at the altar, his face became as radiant as if he had already enjoyed the vision of God. Frequently after holy com¬ munion he was seen to remain in ecstacy. His mortifications and penances were incredible. The haircloth, the discipline, his long fasts, whole nights passed in prayer bear witness that he realized the sanc¬ tity of his vocation. With true apostolic zeal he was always ready to take up any work in which there was question of saving souls. His spiritual director. Father Roland, had founded the sisterhood for the education of poor girls. Feeling his end near, he confided to the care of this young priest the /isfng Institute. Well and faithfully did he acquit ’ " iFiom the Catholic Miri-'?!!-,-' November 24, 1900. ST. JEAE" BAPTISTE DE LA SALLE. 1351 himself of his new charge. Having assured the existence of the institute and its schools hy letters patent from the King, he handed them over to the sisters. The time had now come v*"hen he himself v/as to establish a congregation of Christian teachers. As yet La Salle had no intention of founding a society of teachers. He merely assisted in the establishing of schools. By degrees the work grew upon him. Soon he finds himself surrounded by a number of young men, many of whom have just finished their classical studies. They had been struck by his zeal and self- sacrifice and they offer to become his disciples. He takes them to his own home, draws uj) rules for their government and begins to train them in the art of teaching. Thus was virtually established the Institute of the Brothers of the Christian Schools. Ill 1681 La Salle opened his first schools. Their success was beyond his most sanguine expectations. The uniformity of method and discipline strikes the people with admiration. The fame of the schools spreads far and wide. Enlightened men favor their development and in a short time La Salle’s schools are found in every important diocese of France. Several of the clergy in the towns and villages apply for a single brother to take charge of their schools. This the founder could not do. He had made it a rule that not less than two brothers teach in any school. At once he conceives the project of establishing training schools for lay teachers in country dis¬ tricts. In 1684 he established two such schools. The pupil masters were received gratuitously, but a strict examination preceded their admission. Those only were admitted who showed aptitude and talent for teaching. A similar institution was established for city teachers. These were the first normal schools ever founded. Up to his time Latin was the basis of all elementary education. Children learned their mother tongue through Latin. The _first book put into their hands was the Psalter. Not till children read Latin fluently were they permitted to study their native tongue. La Salle was not slow to perceive the absurdity of such an illogical system. Imme¬ diately he oj)ens the reform. Throughout all his schools he orders that “the first reading book given to the children shall be in French. Only those who can read this well will be allowed to read Latin.” In this way he appealed to the intelligence of the child and prepared the way for the study of national literature. Previous to La Salle’s day the individual system of imparting instruction was gen¬ eral. With true scientific insight he devised a method Vv hich to this day has not l_)een surpassed. It is known as the simultaneous system. Speaking of this system, origi¬ nated by La Salle, Cousin, the great French thinker, said: “I regard simultaneous teaching as the only method v/hich is suitable to the education of a moral creature.” La Salle’s genius v/as prolific and far-reaching. He wished education to be uni¬ versal; that it should extend to all the faculties, to all periods of life, to all classes of society, to all sexes. For this purpose he wrote and published treatises on education and methods; established primary and secondary schools for the poor; academies and boarding schools for the wealthy; technical schools and schools of design for apprentices; marine schools for sailors and their children; professional schools for young men over twenty, desirous of continuing their studies; agricultural colleges; public lectures in science and arts; seminaries for country teachers; normal schools for city teachers. Nor did he rest here. He drew up the courses of study for the respective schools. When compared with the curricula of simnilar schools at the present day. La Salle’s suffer not by the comparison. What strikes one most about his courses is their practicability. For instance, in all his schools, beginning with the primary, he required: Beligious instruction, reading, writing, grammar, rules of etiquette, arithmetic, bookkeeping, drawing, singing, and the copying of civil acts. In the secondary schools were added history, geometry, algebra, surveying, cos¬ mography, hydrography, pilotage; in the boarding schools commerce, finance, archi¬ tecture, mathematics, and military art were also added. In the technical and the 1352 EDUCATION BEPOET, 1899-1900. professional schools, particularly those at St. Yon, the course includes history, physical geography, literature, rhetoric, science of accounts, geometry, architecture, natural history, hydrography, mechanics, calculus, cosmography, and several lan¬ guages. The students had a botanical garden, a irhilosophical laboratory, and a valualde library. As an educator La Salle was far in advance of his day. Poi)e Pius IX aptly remarked that De La Salle’s work is ‘‘rather destined for our day than his own.” Many improvements which we consider new were anticipated by him, such as object lessons, grading, special libraries for students, free lectures in science and art, the elective system of studies, summer schools, etc. He was the first to assert the exclusive right of the teacher to devote his whole time to his school work. Before his time the schoolmaster’s duties were multifari¬ ous. If he were a layman he generally acted as sexton; if a seminarian he had his own studies to get up for the priesthood. In either case it was impossible for the master to give undivided attention to his class. La Salle j^erceived this and inserted in his rule a clause forladding his disciples to aspire to the ecclesiastical state. He was not a believer in double vocations; neither did he believe in making the teach¬ ing profession a stepping-stone to the priesthood. In his views La Salle was liberal and expansive. He was wont to see in the march of events the guiding hand of Providence. He was never opposed to his disciples giving the higher education, as his own life and work attest. Nor was he averse to receiving the sons of the wealthy. After the opening of his second boarding school he writes thus to the procurator-general on the subject. He says: “ I believe that Providence intends w'e shall take the sons of the wealthy and give them a thorough Christian training in our boarding schools.” No man has ever exercised in pedagogics an influence equal to his. For forty years he labored in the science of teaching, and as a result of his work he has left a living monument, in which are embodied all the principles l^y which he revolutionized education. After four decades of unwearied devotion to the cause of Christian education, this noble, saintly soul went to his reward. Posterity has classed him among the greatest benefactors of the race, his country has raised his statue, and the church, mindful of his virtues and heroic sanctity, has placed on his pure Imow the aureola of sainthood. THE DEVELOPMENT OF PUBLIC LIBRARIES. ^ By C. A. Catter, of Forbes Library, Northampton, Mass. In the first year of the nineteenth century the FTnited States, with a population of five and a third millions, had 64 libraries intended for popular use, or, if we call the parochial libraries founded by Dr. Bray public, and assume that most of them survived the Revolution, there were 100 libraries containing perhaps 50,000 volumes in ail. In the last year of the century there were over 10,000 libraries owning 40,000,000 volumes, half of these libraries having over 1,000 volumes each. Thus, while our territory is less than four times as large and our population is only fourteen or fifteen times as large, there are one hundred times as many libraries containing eight hundred times as many books. There is no means whatever of ascertaining how many volumes reached the read¬ ers of 1801 , but it is unlikely that the output exceeded the stock, for it was a time of solid books and slow readers. In 1900, 50,000,000 volumes were issued; that is, the circulation has grown a thousamdfold. From the New York Evening Post, January 12, 1901. THE DEVELOPMENT OF PUBLIC LIBKAPIES. 1353 Americans have always been a bookish people. The very first colonists brought books with them from Europe. There were books, few but prized, in many house¬ holds, and in time some private libraries of size and fame. Public li])raries have a history almost as old. The Puritans had hardly landed when they founded a college and with it a li])rary. Harvard College Library, born in 1638, v/as followed in 1700 by two others, Yale and V/illiam and Mary; and by twelve others in the following hundred years, so that our century began with 15 college libraries. It is ending with over forty times as mavny. Joint stock libraries, imj:»lying cities and a certain amount of wealth, were of later origin. The first w'as founded in 1731 (twenty-seven years before the first proprie¬ tary library was established at Liverpool, England). By the end of the eighteenth century there were 32 such libraries. There are many more now, for they spread gradually throughout the country, often under the name of athenmum in the cities and of social library in the country. But they are not flourishing as a class, for the free public libraries are slowly ousting them. People in general will not pay for reading when they can have it for nothing. A few, either from old habit, or Irecause they dislike the rush and bustle of a public library, or because membership is regarded as a social distinction, wull frequent the proprietary library and pay their yearly dues, but the receipts from this source are too small for its whole support. With a large invested fund it may survive; without one it is doomed either to be dissolved or to be absorbed by the free library. In those States, to be sure, where the latter has not gained a foothold, the proprietary lil)rary continues its good work, and new ones may spring up. They are then very useful in showing the people what libraries are and in prej)aring the way for the adoption of permissive or compulsory library laws. Many were founded in tire decade before and the decade after the civil w^ar; yet in 1896 only 57 were reported that had over 1,000 volumes apiece. The libraries of 1801 were small in a degree hard to realize, with our present ideas of necessary size. The oldest of them. Harvard College, had in 1790 only 12,000 vol¬ umes; the largest, the Philadelphia Library Company, after absorbing three similar libraries, had in 1807 only 18,391; in 1793 the Nenv York Society Library had 5,000; in 1791 Yale College had only 2,700; in 1811 the Charleston Society Library had reached 7,000, and in 1809 the Boston Athenjeum, founded only two years earlier, could report 5,750. These were the giants; no other library had 2,500; not half a dozen had 1,000; the average was 500. The character of the libraries w-as much more solid, or, if one pleases, heavy, than now — necessarily so, for the books of thaJ day were in greater proportion serious. The college libraries w^ere of course designed to be learned, for the use of the professors chiefly. In them thelogy naturally hehl the leading place, as the colleges had been founded mainly to educate ministers. So in the Harvard College Library catalogue of 1790, 150 pages out of 350 are filled with theology, 10 with the Greek and Latin classics, 4 with books of travel, but only three-fourths of a page with periodicals. In literature, however, one finds Chaucer, Shakespeare, Spenser, Milton, Hryden, Pope, Gay, the Gentleman’s Magazine, Pabelais, La Fontaine, A^oltaire, Boccaccio. In 1765 Yale College v-as “well furnished with ancient authors, such as the Fathers, Historians, Classics, many and valuable wmrks of divinity, history, philosophy, and mathematics, but not many authors who liave written within these thirty years.” The social libraries were different. The Library Company of Philadelphia, whose selection probably was largely determined by Franklin’s taste, no doubt was imi¬ tated by other proprietary libraries. It had scarcely one theological book or contro¬ versial tract; politics was not prominent; history, travels, science, natural history, and especially the mechanic arts, formed the bulk of the stock (but it must be remembered that a dozen of our sciences and a score of our arts had no existence then). Polite literature was scantily represented, especially in the department of fiction, the library committee in 1783 having instructed its London agent that 1354 EDUCATIOlSr KEPOET, 1899=1900, though not averse to mingling the dulce with the utile, they did not care to have him buy any novels — a rule which has largely prevailed since. Art, which in the last decade has begun to hll so large a 2-)lace on our shelves, was not to be found in any of the early libraries. The Boston Athen?eum, however, received in 1838 from a generous pro^^rietor a large number of works of art, and became the j^ioneer of bibliothecal art develoj)ment. The character of the reading differed somewhat from ours. It v;as in larger pro¬ portion the reading of the man who is curious about some one branch of knowledge, or the reading of the man who in a general way wants to improve himself. Fiction, which supplies 75 per cent of the circulation of the modern town or city library, was not furnished by either the college or the association libraries. For that the readers went to the circulating libraries, which no doubt seemed to the Sir Anthony Absolutes in this country, as they did in England twenty-five years before, ‘‘an evergreen tree of diabolical knowledge.” But the proj^rietary libraries had been founded by ‘ ‘ gentlemen desirous of promoting the diffusion of useful knowlege and extending the means of information,” and as Duche Avrites in 1774, “for one j^erson of distinction and fortune there were tAA^enty tradesmen that frequented the library.” These men came there to learn. It may be doubted whether Avomen frequented the libraries at all. Amusement, the culture of the imagination, the culture of a loAm and apiweciation of beauty must haA^e been A^ery much in the background. The next variety of library to be estalAlished Avas the mercantile, Avith A\'hich are to be joined the young men’s associations, mechanics’ institutions, and apjArentices’ libraries. They sprang uja in connection AA’ith the marked educational movement of tlie second, and third quarter of the century, Avere designed mainly for young men AA'ho could not afford to jAurchase a share in the joint-stock libraries but could jAay a small annual fee, and they usually had classes for CA^ening instruction and courses of lectures. They AA’ere another step in cheaj)ening knoAvledge. Like the social libra¬ ries, they flourished for a time, and are still useful Avliere they have become solidl)^ established, or in States AAfliere the free-library system has not yet penetrated, but they are destined to giA^e Avay in time to their jAOAverful rival. They had an effect jArobably not in the least contemplated by their founders. Like all lil)raries, they Avere continually in Avaiit of money; they obtained it by extending their membershij) beyond the merchants and clerks of the original jAlan to anyone Avho Avould pay the annual fee. To attract the jAublic, it Avas necessary to jAroAude AAdiat the public AA'anted to read. Going into comiAetition AAnth the circu¬ lating library, they adojAted its tactics, and the mercantile became as much lighter than the social as the social Av^as lighter than the college library. So Avas the Avay jArejAared for the free jAublic library, both by a lessened cost to readers and by a mitigated austerity in book selection. The inadequacy of these lilAraries for any thorough investigation comiAelled the formation of special libraries — historical, theological, laAA’, medical, scientific, ori¬ ental, and society. The century came in Avith fiA^e or six of these, and closes Avith as many hundred. The private libraries AA’ere intended for the OAvner and his friends; the college libraries for the jArofessors and their students; the jArojArietary libraries for the stock¬ holders and their families; the mercantile, at least primarily, for the merchants and their clerks; the other libraries for limited classes. So far there AAnre none for all the peo^Ale, and none free. But in the Northern States all the people Avere beginning to Avant reading, and Avere rapidly becoming Avilling to tax themselves for it. AVith the second third of the century began a neAV era, AA’hich the little toAAUi of Peterboro, in NeAA' Hampshire, had tlie honor of inaugurating. At the instance of the Uni¬ tarian minister, a free library Avas founded in 1833 by an approiAriation that has been continued annually to this day. Thus America became the birthplace of the free library, for the leaders of the movement, AA'hich resulted in the library laAV of THE DEVELOPMENT OF PUBLIC LIBRASIES. 1355 1850 in England, liave said that they derived the idea from this country. But the town was in advance of its time. Thirteen years passed before another little town — Orange, in Massachusetts — ventured on the same step; four years later Wayland fol¬ lowed. Neither of these had any right to spend their money so, but their lawless¬ ness was not rebuked, and perhaps contributed to the passage of the acts by which New Hampshire in 1849 and Massachusetts in 1851 authorized any town to tax itself for a free pul:>lic library. A Bostonian has expressed his surprise that “Boston, a city with traditions of intelligence and education, gave no indications of considering this matter of free libraries till ” it was over two hundred years old. He might have added that she spent a long time in considering; there were eleven years between the first sugges¬ tion and the decisive action in 1852; but vrhen she finally adopted the idea there was no hesitation in carrying it out thoroughly. She has ended by collecting the largest stock, erecting the costliest building, and for the first forty years having the largest circulation of any city, in America. Nor is this all. The library was in the hands of men who felt that this new crea¬ tion had in it the potency of all libraries; that it might do the work of all that had preceded it and its own peculiar work besides. In other places some i)arts of a library’s function may have been l)etter developed, but nowhere yet lias the happy combination of private and public liberality made it possible to at once so thoroughly suffice for learned research even of the specialist, gratify cultivated curiosity, please the bibliomaniac and the dilettante, foster idle meditation, or stimulate vigorous thinking, while yet not neglecting to meet every want of the general reader, even tlie want of amusement and illusion, and, more than this, to attract to itself and to train adults who have never been in the habit of reading at ail and children who have not yet learned to read with profit. If in any way the library falls short, it has been in this latter work, which Western libraries have taken up enthusiastically and pursued most successfully. Another class of free institutions had its origin a little after the town libraries. In 1835 a law of New York permitted each school district to tax itself $20 to found and $10 a year to maintain a free public library. But as the x^eople would not tax them¬ selves, the friends of the measure persuaded the legislature in 1838 to appropriate $55,000 a year to purchase the books. Fifteen years later the libraries had over 1,600,000 volumes, but they were very little used, except in the cities, and the system was an entire failure. Eleven years later, after half a million more had been spent, there were half a million volumes less. A school district is perhaps too small a ter¬ ritory for a successful library, but the real cause of failure was that among a people who are not eager for it reading will not take root except by wise management, and the charge of these libraries v/as in the hands of men who were not interested in them. A library always suffers when ruled by a school board, persons who, if not chosen for political reasons, are selected for their ability to administer an institution which has this only in common with libraries, that it is educational, but otherwise differs entirely in aims, personnel, material, and methods. In this case there was not even the safeguard of a librarian to look after the library’s interests. The school trustees were often incompetent to select the books, and accepted any rubbish that booksellers might offer. Such libraries, of course, did not attract readers. In 1892 New York wisely separated school libraries confined to school use under direction of school authorities from town libraries for public use under direction of trustees. The century’s library history falls into tv/o main periods, the first three-quarters and the last quarter. The first is characterized by paucity, poverty, slow increase, slow development of purposes and methods, by conservatism, limitation, and restric¬ tion. The latter period shows an astounding increase in number and size, money given in an increasing ratio, library buildings going up all over the land, their suita¬ bility to their purpose improving, experiments making in administration, new 1356 EDUCATIOjST report, 1899-1900. channels of library influence constantly opening; the collection of hooks, though no longer considered the main ol)ject, going on more rapidly; the use of the books, nov/ regarded as the supreme consideration, daily spreading in all directions. The causes of this luxuriant growth are many. Chief, no doubt, is the increase in population and wealth, which has at the same time led to the foundation of hosts of new libraries and quickened the growth of those planted during the first period. Another cause is the spread of education and culture, furnishing an army of readers, with awakened minds. But it is to the librarians that are due the enlarged ideas of the library’s mission and the discovery of the quicker and more effective ways of w’orking which, by doubling the reach and power of libraries, have strengthened their hold upon popular favor and reenforced their appeal for philanthropic support. The change began when a hundred librarians met at Philadelphia during the Centennial Exhibition to exchange views and make one another’s acquaintance. The librarian of 1876 was busy in his own library, and seldom heard what others were doing. There is little spread of professional ideas and no* cooperation. The American Library Association, which was the result of the Philadelphia meeting, and the Library Journal, founded at the same time, have changed all that and brought improvement into every branch of library econom3\ A previous convention in 1853, though it promised well, came to notiling. The greater success of the meeting of 1876 was due in part no doubt to the ripeness of the time, to the elimination of the slaverj^ question, to the greater culture of the nation, but mainly to the efforts of a small group of men who did not allow their interest to die out. The es3a3^s b}^ the leading librarians of 1876, pulfiished in a thick volume by the Xational Bureau of Education, the papers and discussions at the conferences, and the otiier matter that fills the 13,000 pages of the Library Journal treat mainly of the five classes of subjects in which there has been the most progress— library establish¬ ment, the profession, the building, the management, and the methods of reaching the public. The trend of opinion is toward libraries established by legislation, supported by taxation, helped as far as possible by private generosity, managed by their own authorities, free to all — the library of the people, by the people, for the people. Such libraries are coming into existence fast. To assist their establishment seventeen State library commissions have been organized, the first in Massachusetts in 1890. They work differently, according to the different needs of the States, but they all aim to fan library zeal where there are libraries, to arouse the desire for them where there are none, to distribute public aid to poor towns, and to encourage private giving everywhere. But legislatures should take one more step and oblige towns to have and properly maintain libraries as they alreadj" require them to provide schools. The gifts to libraries, though far smaller than those to colleges, owing in part per¬ haps to the more effectual solicitation of college presidents, have been remarkably generous — at least $25,000,000 in the last ten jmars. The larger part of the greater gifts have come from men who had made tlieir own fortunes and desired that others should have the opportunities of learning Avhich the}’ had missed in their poverty- cramped boyhood. Many library buildings and some endowments have been given to country towns by farmers’ sons who, having migrated to cities and found success there, sent this token of regard to their old homes. Less, probably, has come from inherited wealth; how much less, statisticians have not stated. Most donors, it is found, prefer to give something material and visible — a building rather than a fund for buying books, books rather than a fund for making them useful. But there are a few laudable exceptions. The old writers on library topics were always prone to enlarge upon the qualities needed by the librarian. They would have him in business a hustler, in learning a scholar, in book buying a critic — but a broad-minded critic — in memory a Maglia- becchi, in languages a IMezzofanti, in tact a Metternich, in administration an organizer THE DEVELOPMENT OF PUBLIC LIBEAEIES, 1357 and a disciplinarian, in temper an angel, and every^Yhere an enthusiast, for tlie librarian who is indifferent is lost. But such prodigies must always have been rare, and even they could not alone have met the demands of a modern library. He needs assistants. It was early seen by the association tliat the best work could be done only by specially educated persons; that librarians were constantly losing time in training new assistants; that libraries were continually checked in their progress while librarians without experience were learning their trade, and that many were condemned to stagnation because the new librarian simply plodded on with more or less stumbling in the footsteps of his predecessors. The solution first suggested was apprenticeship; the next, more radical and more efficient, was a library school, cor¬ responding in thoroughness to tlie schools that tit men to be doctors, lawyers, and ministers. There are now four such schools, whose graduates are eagerly absorbed by libraries, to say nothing of the summer schools, which give those who can not afford a full course such a smattering of library knowledge as can be accpiired in six weeks. Besides this, a number of large libraries take apprentices, from whom their staff is recruited or the neighboring small libraries are supplied. As a natural result a change has come about in the appointment of librarians. Formerly it was too often the man who had failed in the pulpit, the court, the school¬ room, or even the shop, who got the votes of compassionate committees. It is an advance that these votes are often given now to men who have succeeded in some such occupation, with the idea that they will therefore succeed in a library. Nor are these api^ointments always unfortunate; after all, ability is the main thing; yet they leave something to desire, for though it is true that a man may guide himself by the practice of his predecessors, yet the greatest success does not rise from follow¬ ing precedent, but from knowing when rules can be disregarded and when they can not — a knowledge that comes only from a thorough acquaintance with the subject- matter. The next step will be for all appointing bodies to require, as many do now, both abilit}^ and experience. Architecture has lagged behind other branches of library practice, partly because the needs of a library have been expanding so fast, partly because libraries have been designed not so much for use by men who had used them and had learned tlieir defects as for show by committees and builders. Bad ventilation is common, bad lighting universal; one hears of libraries without class rooms for the public or work¬ ing rooms for the staff; they are continually made with no provision for enlargement, though nothing grows more surely than a library’s stock of books and number of readers. Some have been built too small even for the books that the library had already. Even for show they have not till very lately reached much success. We have not even found a characteristic style of arcliitecture. Everyone knows a church, a theater, a railroad station when he sees it. One seldom knows a library if it is not labeled. The ordinary library building might be taken for a .school, a ])ank, a court- liouse, or a municipal building. .Yet the way to a style was plain. A library has one need which should give rise to distinctive features. Its reading rooms, its study, and its workiiig rooms must be very light — much lighter than the rooms of a dwell¬ ing house. This necessity ought to show in the design. The stack must not only be light, but must be lighted in a peculiar way, which alone would mark the building as a library by a series of lofty, narrow windows, separated by still narrower columns or sections of wall, a difficult matter to treat without bareness and monotony, yet surely not beyond the capacity of the American architect. The library building of 1801 was in most cases one room, shelved around the walls. When too many books accumulated for the wall space, they were put into cases pro¬ jecting from the sides. The evolution of a century has differentiated this single cell into a score of different parts, each with its owui function — for wmrk, the packing, accessioning, cataloguing and classifying, binding, printing, mechanics’ rooms; for the personnel, the trustees’, librarian’s, staff’s, janitor’s rooms; for the public, the 1358 EDUCATION EEPOKT, 1899-1900. cloak and hat, toilet, charging, reading, current periodical reading, and standard read¬ ing rooms, and sometimes the dining room; for special kinds of stock, the rooms for bound periodicals, manuscrij)ts, maps, patents, public documents; for special classes of users, the study, class, lecture, art rooms, the photographing room (with a devel¬ oping closet), the music room (with a piano and deadened walls), the room for the blind, and the children’s room. All of these are needed in the largest libraries; many of them are already to be found in them; the children’s room is needed every¬ where. In the smaller libraries, of course, one room plays many parts. In the first years of the library awakening the most attention was paid, as was natural, to details of management — the length of shelves, the form of the accession book and the binder’s schedules, the size of cards and their ruling, to questions of movable or fixed shelves, movable or fixed location, stamping or embossmg title pages; in fact, the things which are now taught in the library schools — the a, b, c of the profession. This excited some ridicule, as also was natural. It was called pedantic; people said that too much time was spent in distinguishing tweedledum from tweedledee; that the loss of originality was too high a price to pay foradou1)t- fully desirable uniformity; that in absorption in mechanical details the things of the spirit would be forgotten. They were right and tliey were wrong. It was necessary that these questions should be settled before attacking the deeper problems. One must forge one’s weapons Ijefore one goes into the fight. It is best to be thoroughly familiar with one’s tools before one undertakes complicated work. Both dangers that w^ere feared are real, but against them stand American inventiveness, w’hich will not be made to halt at any one stage of aclnevement, and the missionary spirit, which can never be content with mechanics, but must be saving souls — in the lilirarv way. The leaders had no fears, and they were justified. In the last half of the last quarter of the century, great as has been library progress in everything else, the j)! ogress in ways of reaching the public has been greater. Go into a modern library, and see the steady stream of books flowing into the hands of every class in the city, their time of waiting reduced to aminimum; see hungup near the delivery desk lists of the best new books, made attractive by •])ictures and instructive by criticism; at the information desk watch the versatile clerk answering a constant succession of questions about the most diverse subjects, telling one where to look, rescuing another from a fruitless search, exjdaining the reference books, directing to the shelves, guiding the reading; see in convenient nooks the portraits of authors whose birth¬ day is at hand, hung over tables covered by their writings and the works about them, or look at other tables s^nead with the best that the library has on approaching anni¬ versaries, Christmas, Halloween, the discovery of America, at once showing the resources of the library, and suggesting to frequenters to read for some better object than entertainment or novelty; go into the children’s room, mark their satisfaction as they cluster round the shelves and discuss their favorite books, or sit absorbed, the older ones in magazines, the younger in picture books; see their friend the attendant helping them, or rather showing them how to help themselves, now and then jDutting in a word about their choice of books, but obtruding nothing; in a class-room see a school-teacher showing her scholars the books that illustrate their lessons; go into the exhibition room and see the lines of photographs illustrating some great painter, or the architecture and art galleries of some famous city, the dwellings and peasantry of some unknown country, the peaks and glaciers of a great range of mountains; hear in one room a man reading to the blind, in another a musician trying music, in a third see a photographer reproducmg manuscript documents; here a clerk is dispatching books borrov/ed by a distant library for one of its clients, there another is choosing books which are sent once or twice a week to a delivery in an outlying village; an intelligent assistant will go with them and, knowing all the borrowers, will recommend to each the book which will suit him best, gently leading him to better reading — a sort of pastoral care that it is not easy to give in the rush of the THE HUGO GROTIUB CELEBRATION AT DELFT. 1359 crowded central delivery room; note that this goes on ten or twelve hours every day in the year; that it is free to all; that if formerly libraries were for the learned, now it is certainly to the ignorant tliat the gospel of learning is given; and then say whether the public library is failing in its duty to the community. From time to time some one is alarmed at the extension of library activity and cries “ panein et circenses.” But the circenses, which being interpreted is novels, are so inextricably bound up with the educational work of the library, being the induce¬ ment to many m come and be taught, and they are as now written so largely educa¬ tional themselves, that their supply will stand or fall with the libraries. For the l^anem, the solid work of the library, vrhose paying for out of the public pocket seems to certain theorists of dangerous tendency, only to be justified on socialistic grounds, the extremest individualist admits the necessity of combining for the public defense, and it is abundantly clear that general ignorance menaces an attack not merely on the republic but on civilization. Moreover, it is the Anglo-Saxon way — and we are still largely Anglo-Saxon — to make theories after trying experiments. We are at present thoroughly committed to the experiment of universal education. We are hoping to find that it not only imparts information and sharpens intellects, but counteracts temptations and lessens crime, increases the earning power of the indi¬ vidual and the effective force of the nation. Few things can be made certain in sociology, but if after a time the prophylactic power of education appears probable the existence of libraries is justified, for there is no doubt that they are educative. They take up the work where the schools are compelled to lay it down for the majority of the community, and they carry it on through life; they are doing this v/ith greater and greater effect as the schools succeed more and moi’e fully in giving to their pupils their best gift— the power of self-education. THE HUGO GROTIUS CELEBRATION AT DELFT, JULY 4, 1899.^ Bj' T. J. McCormack. The appearance of the report of the Peace Conference at The Hague in 1899 l)y its secretary, Mr. Frederick W. TIolls, a member of the conference from the United States of America, recalls vividly to mind a notable festive ceremony which took place during the meeting of the conference and which lent a graceful historic sanction and significance to its proceedings. This was the festival in honor of the great Dutch jurist, scholar, poet, and statesman, Flugo Grotius (1583-1645), given on the day of our greatest and most sacred national holiday, the Fourth of July, in the historic church at Delft, as a tribute from the American people to the Dutch, in recognition of the many elements of our national greatness which we have derived from them and of the many reasons for which we owe them gratitude. The Dutch are closely connected with America by historical traditions. It was Hollanders that first settled on the banks of the Hudson (1609) and that founded the city of New Amsterdam (1614), now New York, and it was they who formed the backbone of our Revolutionary resistance in the Hudson River region. From Delft- Haven sailed the Mayfiower bearing the Pilgrim Fathers who brought to America the principles of toleration vrhich had grown up in them during their stay in the Nether¬ lands, and of which Grotius was an apostle. From Leyden through Delft- Haven and Plymouth Rock, and again through New Amsterdam, came the free public school. The Province of Friesland gave to our independence its first formal recognition, and it was a Dutch captain that first saluted the Stars and Stripes. l^Ioreover, the United 1 Reprinted from The Open Court. The addresses referred to in the present sketch are also to be found in a memorial pamphlet entitled: Proceedings at the Laying of a Wreath on the Tomb of Hugo Grotius in the Nieuwe Kerk, in the City of Delft, July 4, 1899, by the Commission of the United States of America to the International Peace Conference of The Hague. The Hague: Martinus NijhofE. 1899. 1360 EDUCATIOlSr REPORT, 1899-1900. States of America took their name from the United States of the Netherlands. Said the honorable Seth Low, the American Commissioner upon whom devolved the task of thanking the city of Delft for tlie hospitality accorded to the assembled guests: ‘‘ We have learned from you not only that ‘In union there is strength’ — that is an old lesson — but also, in large measure, how to make ‘ One out of many.’ From you we have learned, what we, at least value, to separate church and state; and from you we gather inspiration at all times in our devotion to learning, to religious liberty, and to individual and national freedom.” The festival.- — The merit of having inaugurated this distinctively American festival in honor of the great Dutch jurist, which the preceding considerations show to have been peculiarly a^ppropriate, was due to the Hon. Andrew D. White, chairman of the Commission of the LTnited States, our present ambassador to Germany, ex-president of Cornell University, and a historical scholar and publicist of wide erudition and culture. His commemorative address was delivered in the apse of the Grote Kerk of Delft, in front of the tomb of Grotius, and near that of IVilliam the Silent, before all the members of the peace conference, and all the members of the Dutch Govern¬ ment and the diplomatic corps accredited to The Hague, the deans of the law facul¬ ties of the universities of Leyden, Utrecht, Amsterdam, Groningen, the burgomaster and city authorities of Delft, and other distinguished visitors. The services were varied and elegant in character, embracing classical musical selections, magnificently rendered, and several minor addresses. M. Jonkeer van Karnebeek, the Nether¬ lands delegate, presided. M. de Beaufort, the Dutch minister of foreign affairs, thanked the Government of the Ignited States for honoring his countryman; M. Asser, president of the Institute of International Law, spoke of the contributions made by American statesmen to the development of the principles of international arljitration, and the Hon. Seth Low briefly and api^ropriately thanked all the persons v/hose kindness had maale the occasion possible. At the conclusion of his formal address Ambassador White deposited on the tomb of Grotius an exquisitely designed and permanent silver wrea,th bearing the inscription: “To the memory of Hugo Grotius in reverence and gratitude from the United States of America on the occasion of the International Peace Conference of The Hague, July 4, 1899.” M. de Beaufort, the Dutch minister of foreign affairs, then said: For the purpose of acknowledging the great merits of Grotius, a wreath has been placed, by orcler of the American Government, on his tomb. I sincerely hope that this fine and precious work of art will remain forever on the place where it is now fixed. jMay the numerous visitors to this church look on it with a sentiment of grat¬ itude and admiration. May it act as a stimulus for future generations in their exer¬ tions in behalf of still further reforms in the practice of international law, and, last not least, may this wreatli be an everlasting emblem of the friendly relations between America and Holland, and a guaranty of the unbroken continuance of that historical friendship of which America gives us on this memorable day such a splendid and highly valued testimony. lAfe and ivorh of Grotius. — Hugo Grotius was one of the most famed men of the seventeenth century, and, like his illustrious countryman Erasmus, was noted for the diversity of his accomplishments and his comprehensive literary power. He is one of the greatest prodigies in the annals of precocious genius, was a pupil of the cele¬ brated Scaiiger, and at an early age rose to the highest rank in his profession of the lave, in historical writing, and as a statesman. Becoming involved in the warfare of the theological factions in Holland (the Arminiansand Gomarists), he was imprisoned by Prince iMaurice, in 1619, at the Fortress of Lovestein, from which he escaped later, through the ingenuity of his wife, in a chest supposed to contain books and old linen. Fie proceeded then to France, where he wrote and published (1625) his immortal work De Jure Belli ac Pacis, which is the foundation of his fame. Says Mr. Pattison in the Encyclopaedia Britannica: Grotius’ s work, though not by any means the first attempt in modern times to ascertain the princiirles of jurisprudence, went far more fundamentally into the THE HUGO GEOTIUS CELEBEATIOH AT DELFT. 1361 discussion than anyone had done before him. Tlie title of the \York was so far mis¬ leading that the jus belli was a very small part of his comprehensive scheme. In his treatment of this narrower question he had the works of Albericiis Gentilis ( 158S) and Ayala (1597) before him, and has acknowledged his obligations to tiiem. But it is in the larger questions to which he opened the way that the merit of Grotius consists. His was the first attempt to obtain a principle of right, and a basis for society and government, outside the Church or the Bible. The distinction between religion on the one hand and law and morality on the other is not indeed clearly conceived by Grotius, but he Avrestles with it in such a way as to make it easy for those who followed him to seize it. The law of nature is unalterable; God Himself can not alter it any more than He can alter a mathematical axiom. This law has its source in the nature of man as a social being; it would be valid even were there no God, or if God did not interfere in the government of the world. These positions, though Grotius’s religious temper did not allow him to rely unreservedly upon them, yet, even in the partial application they find in his book, entitle him to the honor of being held the founder of the modern science of the law of nature and nations. And to quote a famous authority in i)olitical science, Bluntschli: The elegance of his diction, the pearls from classical antiquity with Vv^hich he adorned his pages, the temper of humanity which pervaded his argument, his effort to mitigate the horrors of tlie thirty years’ war in the midst of which he wrote, and the warmth of his general sympathy for a moral as opposeer- sistent attendance of St. Louis children twenty-one years ago. The hatched line , ACZ, represents the j^ersistent attendance of St. Louis children ten years ago. The double line ( ■■■■■), ADZ, represents the persistent attendance of St. Louis pulfiic-school children at the present time. The dotted line ( . ) , AEZ, represents the persistent attendance of Chicago j:)uljlic-school children at the present time. The line ( — o — o — ), AFZ, reiwesents the x^ersistent attendance of Boston xniblic- school children at the x^resent time. Both the table and the drawings x>rove what has been x:>roved before, viz, that Chi¬ cago children stay longer in school and get more education than do St. Louis children; and that Boston children stay still longer, and get still more. Xot only do I thus compare the work we are doing with what is done in the fore¬ most of American cities, but I comx)are what we are doing to-day with what was done in St. Imuis ten and twenty years ago. The above is an exceedingly interesting and valuable exhibit. It shows at a glance just where St. Louis stands, both as regards its former records and as comx^ared with the highest standards. We can x»oint with x^ride to our kindergartens and to the quantity and quality of the work done in ourxirimary grades. We have reason also to be well satisfied with the quality of our workmanshix) in the upx3er grades; it is only in regard to the quantity that we are disax:)pointed. Hence, while this exhibit wounds our x^ride, it is not wanting in suggestion and encouragement. It is gratifying to note that meas¬ ures adopted by the board of education have had a marked influence in imx^roving the attendance. The darkly tinted area between ACZ and ADZ shows tlie remark¬ able x^rogress w'e have made since 1890. It show's that our x^ux^ils remain much more generally through the third and fourth grades than formerly, and that there is some imx:)rovement in all the grammar grades. Our attendance up to the fifth grade is rather better than that in Chicago. Had we a truancy law, as they have in Massachusetts, I believe our show'ing ux) to the fifth grade w'ould l»e as good as that of Boston. While Chicago falls behind us in the third and fourth grades, she distances us in all the higher grades. Boston beats us at every point, and from the sixth grade to the third year of the high schools she beats us three to one.^ This exhibit has nothing to do with those who never come to the x^ublic schools; neither has it anything to do with the size of cities or the total numbers who enroll in the second grades. My figures and diagrams merely show the extent of school attendance on the x^art of the children who enroll as pux)ils, be their original nuni- Iier large or small. Let me hasten to say that I do not think this partial failure reflects ux:)on our teach¬ ers or our superintendent and his assistants. Does, then, the responsibility rest upon the board of education and upon former school boards? In a measure it does, as it does upon x^arents and the fathers of the Commonw'ealth. Certainly it is the duty of the board to see to it that the city does not suffer through ignorance of what means and appliances are reciuisite and adequate 1 There are special reasons for the sudflen fall shown in the fourth year of the Boston high schools which do not hold in St. Louis. WHEN AND WHY DUPILS LEAVE SCHOOL, 1371 for the proper education of the children of the city. The main ol^ject of this dis¬ cussion is to show where the work of our schools seems to fail of the best results, to point out some of the potent reasons for the failure, and to suggest definite and rea¬ sonable remedies. I think I have effectually accomplished the first part of my task. I have shown that, while our children persist in their attendance in a very satisfactory way up to and through the fourth grade, they then drop out and disappear to such a degree that it is a public calamity, since the inevitable result is too little education and a comparatively low grade of public intelligence. THE CAUSES OF THE SMALL ATTENDANCE IN THE HIGHER GRADES. It is not SO easy to point out the causes definitely and certainly. Individuals act from mixed motives, and when one comes to account for a popular movement the complexity of motives often baffles all analysis. However, in the present case, it is easy to eliminate some readily suggested causes and to establish the potency of others. No attempt will be made to give all the causes or to explain all the phe¬ nomena of school attendance, either in St. Louis or elsewhere. The most common excuse given for dropping out of school is that of poverty. Some parents consider themselves too poor to buy books and maintain the child, or that the child’s earnings are needed to help the family. I do not believe that St. Louis suffers more from this cause than other cities. Povert}^ is a cause to a certain extent in all cities, but the striking differences shown between St. Louis and other cities are not to be accounted for on the basis of poverty. I doubt if the patrons of the public schools in this city are financially or socially inferior to the patrons of the public schools of Boston. My discussion of the attendance reports has shown that the bulk of the withdrawals are from the two grades, the fifth and sixth, and that the pupils who withdraw are, as a rule, much older than those who remain. It goes without saying that such pupils are backward in their studies, the reason for which may be sickness or slowness or lack of interest. Certainly the older pupils, the retarded pupils, the discontented pupils, do not withdraw on account of poverty. If abundant means on the one side and penury on the other have any influence on the character, scholarship, and ambition of children in our schools, it is not seen in unusual diligence and ability produced by the former, nor in idleness, ina^bilit}", and lack of zeal produced by the latter. I suspect the excuse of poverty is often made a cover for criminal neglect on the part of a parent or a feeling of discontent on the part of the child. I reject all suggestions which base our slim attendance in the higher grades upon poor teaching, unwholesome schoolrooms, or the rivalry of private schools. The high quality of our teaching corps is everywhere recognized; our schoolrooms are bright, comfortable, and well ventilated; our private schools are not at all unusual for cities of the first class. Whatever their quality, the number of their pupils is very small in comparison to the army of withdrawals. When the truants are found, they are not at school anywhere — they are in factories, department stores, “ helping at home,” or on the street. It is not necessary to deny that there is any lack of mentaj capacity on the part of our youth; they are not forced out of school because they are dull or slow. St. Louis boys and girls are as bright and alert as the best. There, is a reasonable loss from the higher grades in every city. There is a certain death rate, a certain amount of pinching poverty, and a certain amount of incapacity which practically shuts out pupils. I am not complaining of such losses. My deliberate conclusion, after a careful study of the matter, is that the prime causes for the abnormal withdrawals are: First, a lack of interest on the part of the pujiils; and secondly, a lack on the jiart of iiarents of a just appreciation of the edu¬ cation now offered, and a dissatisfaction that we do not offer instruction and training of a more practical character. 1372 EDUCATION KEPOET, 1899-1900. The pupils become tired of the work they have in liand, and they see in the grades above them no sufficiently attractive features to invite them. They become discon¬ tented and neglectful; failure follows, they get behind, and then they stop. As for the boys from 12 to 15 years old, their discontent is not unnatural. They are conscious of growing powers, iiassions, and tastes which the school does not recognize. They find the restraints of the school room and grounds very irksome. Many of the things they are required to do seem petty and trivial, and frequent repetitions make them intolerable. Their controlling interests are not in committing to memory the printed page; not even the arithmetic serves to reconcile them to school hours and school duties. They long to grasp things with their own hands; they burn to test the strength of materials and the magnitude of forces; to match their cunning with the cunning of nature and of practical men. This applies to girls as well as boys. Such boys and girls may be saved to school, to the community, and to themselves, by manual training and domestic science and art in their school curriculum, and by the offer of a high-school training suited to their tastes and situated conveniently near. This is the conclusion of careful observers of educational progress the country through. The dissatisfaction of parents springs from several sources. A parent counts the cost of the books he must buy from the time his child enters the fifth grade. This brings in the question of “free books,” which I shall discuss later on. The discon¬ tent of the boy or girl contributes to the feeling that the cost of books and the loss of a child’s labor are too great a price to pay for what the child is getting. As for going to the high school, it seems to the parent to be out of the question. The school is too far off, too costly in books, in dress, and car fare, and not sufficiently practical in its course of study. Now, since there appears to be no chance of the child’s going to the high school, there is no need for him to complete the grammar grades; so out drops the child with the consent of the parents. This is the h.istory of thousands of cases that occur every year. Of course, it is easy to see that the above reasoning upon the part of the parent is faulty; but it is equally easy to see tjiat it is not altogether without justification. A parent is entitled to the feeling that his child is sufticiently interested in school work to make fair progress, and that the training given is suited to his prospective needs, and that it is worth ail it costs. Undoubtedly tlie immediate cause of a great falling off in the attendance at the end of the fourth grade is due to the necessity of buying text-books, since “ free books” are not sapi)lied beyond the fourth grade. I call attention again to the diagrams on page 1369. The improvement observed in the curve for 1900 over the curve for 1890 is largely, if not chietiy, due to the free books supplied to the primary grades. THE INFLUENCE OP FREE BOOKS. Originally I was opposed to free books, for the reason that the lioard could not afford the expense — that is, I thought the money the books would cost could be spent to greater advantage in other ways. But wise or unwise, the policy of free books has been ad O}) ted, and the favorable effect upon attendance can not be gainsaid. The attendance has improved (as shown by the shaded area) in all the grammar grades; but the improvement is jremarkable only in the second, third, and fourth. In Chicago they have no free books. Boston has free books in all the grades. It is possible that our plan of free books for the primary grades only lias some¬ times an unfortunate and misleading effect upon parents. In point of fact, text-books are very cheap, and the board delivers them to patrons at cost, yet to a parent accus¬ tomed to the idea of “free schools” and “free books” the demand for money with which to buy a full set of books in the fifth grade seems an imposition, and it irri¬ tates and antagonizes him. He makes haste to claim that lie is too poor to buy the books, and he delays sending the money till the child is shamed into dropping out of school, and the evil is done. WHEN AND WHY PUPILS LEAVE SCHOOL. 1373 It is possible that oiir present plan gives the impression that we do not count upon the further attendance of the great mass of children. The board seems to sanction the idea that on the completion of the fourth grade the ‘"plain people” have had schooling enough; so the children are withdrawn and put to work as a matter of course. Parents appear to have acce^rted the end of the free-book period as the goal for which a workingman’s child should strive, and they have agreed that having reached that point the pupil should withdraw. This practice must be broken up if it is possible to break it. Text-books must be “free,” at least till the high school is reached — perhaps through the high school, as is done in every city in Massachusetts. This would have a very beneficial effect upon the “ persistence ” in the higher grades. ST. LOUIS LACKS MODERN FEATURES IN THE HIGHER GRADES. I have yet to account for the striking way in which both Chicago and Boston beat us after the fourth grade. Of a hundred children who were together in the second grade, Boston shows 85 in the fifth grade; Chicago shows 71; St. Louis, 49. In the sixth grade Boston shows 75; Chicago, 52; St. Louis, 29. In the eighth grade Boston shows 44; Chicago, 26; St. Louis, 14. What are the attractions and inducements to persistent attendance in other cities which the St. Louis public schools lack? This question is easily answered. Of course, there is a sentiment in both cities, more especially in Boston, in favor of education; but it is that sentiment that I am to explain. In the first place, in all the higher grammar grades in those cities the course of study is enriched by the introduction of manual training and domestic science. These departments have been well established, and their wholesome, attractive nature is well understood and counted upon. In the second place, the most potent factors in their influence on the attendance in the higher grammar grades are the numerous and well-appointed high schools scattered through each city. Boston has 11 and Chicago has 15; each has a manual-training school for boys that is over¬ crowded, and each is planning for more. Every pupil in the lower grades in those cities can look forward from attractive work to still more attractive work in a neigh¬ boring high school. Kansas City has nearly doubled its high-school attendance by the establishment of a manual-training high school for boys and girls. That St. Louis has for white children but a single high school, the same as slie had twenty years ago, is a fact at which all the world except St. Louis marvels exceed¬ ingly. I repeat, the great mass of people in this city seem to have settled down to a confirmed habit of letting their children stop in the middle of the district-school course. To stop this practice the board of education, the teachers, and all the friends of public education should bend all their energies. All obstacles to continuance in school should be removed, and all reasonable allurements should be held out to induce a new habit, viz, that of completing the entire jrublic-school course. REMEDIES PROPOSED. To have pointed out the causes of the insufficient attendance in our higher grades is almost to have suggested the remedies: (1 ) Free books must be furnished through all grades of the district schools; (2) the course of study in the higher grammar grades in every school must be enriched by manual-training and domestic science; (3) a system of high schools, including manual-training schools, must be established. These three remedies would, in my judgment, lift St. Louis to a position on the highest plane. In a very modest way the work in manual training and domestic science has been begun by the board of education. The larger part of the pupils in the last two grades of the district schools are given weekly lessons and practice in manual train¬ ing; the boys in drafting and the elements of woodwork; the girls in needlework, 1374 EDUCATION REPOET, 1899-1900. cooking, and household economics. A single lesson a week is indeed a minimum, but that lesson has brought in a new interest and has opened a most attractive field. In a thousand homes boys and girls are now talking about these weekly exercises. What do the parents think of them? Does it seem to them that the time and money thus spent are wisely spent? Are the forty lessons per year likely to prove valuable subjectively, in mental growth in the direction of correct observation and sound judg¬ ment; in the formation of hal)its of system, precision, and honesty; and in the acquisition of executive skill — objectively, in the knowledge the pupils gain of very practical affairs; and, incidentally, in the new interest with which the whole pro¬ gramme of the school is invested? Would a little less of some other things be more than compensated for by a little more of these new features in the still higher grades? Would such things, in the estimation of pupils and their parents, help to make more school education worth the while? A long and intimate acquaintance with parents and pupils, and a wide observation of the influence of the laboratory method of education, enables me to anticipate the answers to my questions. What the board has already done is heartily indorsed; what more we can do along the same lines will be looked upon with favor. The work now in progress in the seventh and eighth grades must be extended. Most and best of all, a manual-training high school should be built immediately, capable of receiving 1,500 boys and girls who have completed the lower grades. The value of such a school to St. Louis would be beyond estimation. It would stimulate the grades with a new ambition and hope; it would create an entirely new high-school constituency.’^ Our Central High School meets a strong demand, and it should be reenforced and maintained generously; but it satisfies less than one-third of the community. The city needs four high schools, two literary and classical, and two scientific and manual. Thus they would complement and balance each other, and the public-school system would be complete. I do not hesitate to predict, basing my prediction on what I have irersonally seen, and on the experience of a score of American cities, that were these several remedies applied the attendance in our sixth, seventh, and eighth grades would be doubled, and the high -school attendance trebled, within a very few years. I can think of no greater boon to St. Louis. HOW GAN THE BUSINESS :MAN OF THE FUTURE BE BEST EDUCATED? ^ By Dr. Akthcr T. Hadley, President of Yale rniver.sity. IModern business has expanded itself to such a degree and has grown so great that it is impossible to-day for a man to take at once the large leadership of the whole and the small oversight of the details. He must look to see which thitigs are worth doing; must know how to measure his power; know which are the great things that lie must do and which are the small things he must leave to others. You know of the man, probably, who objected to the reputation for wisdom which Solomon had. He said he did not think that Solomon was so wise a man, after all, and they asked him iTbe Kansas City Manual Training High School was opened in September, 1897. The enrollment for the present year, 1900-1901, is as follows, boys and girls: First-year class . , . 621 Second-year class . ; . 361 Third-year class . : . . 261 Fourth-year class . 140 Post graduates . 39 Total . 1,422 It is most remarkable that 621 pupils should enter this new school froih the highest grammar grade. The population of Kansas City is 163,752; that of St. Louis is 575,238. 2 From the Philadelphia Times, Dec. 2, 1900. EDUCATION OE BUSINESS MEN, 1375 why, and he said that in the Book of Proverbs he kept slipping up, and they asked him where, and he said: '"Well, for instance, he made a terrible mistake in that verse, ‘ Take care of the pennies and the pounds will take care of themselvesd ” We have got to train men who shall see which are the large things to attend to, to understand organization, to understand division of labor in its broad sense, to understand the ox)portunities vdiich lie before them, and to select those opportuni¬ ties for which they are fitted. Now, I can only indicate a few ways among many in which this can be done. In the first place, our men must learn to use their time — to divide their time. As business is done to-day, we do in five minutes what the past generation took five hours to perform. If a man attempts to make those five minutes— to repeat those five minutes all through the day — he will kill himself. He must have outside interests, both in work and in play. Not the least part of modern education is the education to honorable enjoyment of things outside of work. Nor is it that alone that makes us all-round men. The modern business man must learn to have enjoyment of the great things of literature and history. Now, all of you, I think, in the midst of your busy life work have felt the need of this and have accomplished something of it. But there is a tremendous advantage to the boy who in the years when his character is most plastic can come into contact with the great deeds of other times recorded in past history and with the great ideals of all ages recorded in poetry; can learn their spirit, can see that the present life is not all; and a college education, in the very things that seem most useless for money making, gives to the boy this power of getting outside the jjresent world — gives the sense of XJroportion by which his life work is not the whole for which he is striving, but a part of the larger whole, lasting for centuries past and through centuries in the future; an idea which ennobles his business and ennobles him. And this is important in the present day more than it has ever l^een in the past, for as business becomes larger it takes more and more the character of a trust. The whole, as it is applied to our large manufacturing combinations, is but an accident, and yet in its application to the great work of production and distribution in the world to-day it has the profoundest of meanings. Business is a trust. It is a thing which a man does not for himself, but for others. He has in his hands the destinies of hundreds and of thousands and of hundreds of thousands of people. There is in the swaying of these lives an element of moral responsibility to wNich the com¬ mercial world is slowdy but surely aw'akening. The education which shall fit men for the business of the future must be one in all its lines that shall show the young men of the country that moral character, that essential responsibility that is connected wdth the possession and use of money. The children must learn from their early years wdiat the fathers are slowly and gradually learning. We are told, and told rightly, that each new- generation is on the basis to w’hich its fathers have lifted it. We have lifted ourselves — are still lifting ourselves — to this sense of moral responsibility. Nowg the great defense of our existing social life, that Avhich protects it against the dangers of revolutionary socialism, is the recog¬ nition by the leaders of commerce of the fact that money-getting is not a means of avarice, but a means of power to be used by others. That education is best and highest wdiich most fully brings home to the l)oy, by illustrations of history, by inspiration of literature, by the teachings of the every¬ day life of the xjresent time, that none of us liveth for himself; that possession means power, and that power means duty. Whatever form the education of the next generation may take — a,nd there are many unsettled questions before the w^rk of our colleges — of this one thing we may be sure. They will a,nd they must educate men to take the leading places wdio will have from the beginning the conception which has been attained in business life of business success as a trust, of power and influence in the country as a duty to the country and to God. 1376 EDUCATION EEFOIIT, 1899-1900. ELASTIC GRADING. By Dr. Vt'. H. Payne, Cliancellor of Peabody Normal College. Whatever may be the advantages of individual instruction — and there are two sides to this question — it is evident that children must be instructed in masses; and it is further evident that these masses must be classified in order that a large number of children may receive instruction in common. All the members of a class must par¬ ticipate in the lesson, and to this end there must be such a degree of equality or same¬ ness in them that they may respond to thd requirements of the subject. If there is a pupil in the class who through lack of knowledge or of ability is not able in some good degree to appropriate the instruction that is offered, he is out of his place, he is wrongly classified; or if there is a pupil whose knowledge or ability makes it unneces¬ sary for him to participate in the lesson, he, too, is out of his place and is wrongly classified. Both piq^ils should be reclassified, one taking a lower place and the other a higher. The fact of this inequality and the difficulty, if not the impossibility, of providing for it I understand to be the stock objection to the graded school. As a matter of fact, as schools are sometimes administered there is marked ine¬ quality of membership, and it is not removed by prompt and wise reclassification; but this is rather a fault of administration than of system, and is a difficulty which will disappear under skillful suj^ervision. Absolute sameness of ability and knowledge is neither possible nor desirable, there being no two children exactly alike in either of these respects, and slight differences not preventing a due appreciation of the lesson. The only requirement is that the lesson and the exposition shall be fairly within the range of all the members of the class, no pupil being unable to profit by it and no pupil too proficient to need it. IVithin this limit suppose there are inequalities of ability and attainment, what will happen? Simply this: the poorer pupil will appropriate less than the better, but both will gain from the lesson all they are capable of approi^riating. Two persons may be able to read the same j^oem; this poem may tax the best efforts of both, but the relative amounts appropriated may be as 5 to 1, A thousand persons may listen to a concert, a sermon, or a lecture; all may be profited or entertained, but perhaps in a thousand different degrees. The error lies in supposing that a lesson is a fixed quantity and that its value can only be gained or lost; but, in fact, most lessons are elastic or indeterminate quanti¬ ties, responding in their values to the capacities of those who study them. The question, then, is not whether all the members of a given grade or class are gaining an equal amount from their instruction, but whether each pupil is gaining from that class or grade more than he can gain from any other in the school. If he is, he is in his right place; but if not, he should be reclassed. In what has preceded I have tried to illustrate the fact that within a given class or grade there may be inequalities in ability or attainment that do not at all defeat the ends of classification; that most lessons have an indefinite content, and that all the pupils of a class may derive from it all that they are capable of appropriating, and that under this condition of things all the members of the class are in their right place, even though they manifest considerable differences in ability. I come now to consider what I think to be the most important question in graded- school management: How can the need of reclassification during the year be avoided, or, if it is not wholly avoidable, how can this need be reduced to its minimum? I speak from many years’ experience when I say that it is quite possible to administer a graded school in such a way that there will be very few occasions for transferring pupils either to lower or to higher places in the school. How does it happen that a change in classification becomes necessary? I can con¬ ceive of but two reasons for such a change: (1) The pupil has either been classified EXPEDITIO^T OE CUBAN TEx4.CHEES TO CAMBEIDGE, MASS. 1377 unskillfully, or (2) has discovered some marked ability or inability which is an essentially nev\^ factor in his case, as it was not apparent when he was originally clas¬ sified, at the beginning of the year w^e may sui)pose. Nt)w, it is exceedingly improbable that a pupil who has been accurately classified will prove himself so incompetent or so brilliant that his classification must be changed at any time during the first three-fourths of the year. Prolonged absence from illness or other causes excepted, the appearance of such unexpected factor in a pupil’s history is so improbable that cases of this description may be ruled out of account, and the only reason that will explain any considerable number of these cases where regrading is necessary is improper classification on the start. The real question, therefore, becomes this: How shall pupils be classified so that there may be no i:»robability that they will need a different classification during the year? It is a universal custom, so far as I know, to determine at the end of each school year the place each pupil is to occupy at the opening of the next year. More cor¬ rectly stated, the question is this: What pupils in the school are able to undertake and prosecute the studies of the next higher grade? This cpiestion must be deter¬ mined on evidence, and the best obtainable evidence in this case is the average qual¬ ity of the jmpirs work during the year. Plealth, industry, regularity of attendance, mental ability, etc,, are all concretely represented in this final result, and it is to be assumed that these v»dll remain constant factors in the pupil’s history, and that they will affect his progress during the coming year as they have affected it during the year of which inquest is being made. This test, the average quality of a pupil’s work during the j^ear, is manifestly a fair one, for the work has been done under normal conditions and has extended over such a long iDeriod that an average has every chance of being trustworthy — it is a generalization based on hundreds of individual instances. To make a final examination the vote test is manifestly unfair, for the pupil’s work is not done under normal conditions; there is usually a degree of nervous excitement and feverish unrest that does not accomi^any the ordinary recitation; and there are many chances that the examination paper may involve matter with which the pupil at the moment is not sufficiently familiar to enable him to make a fair record of his real scholarship. In most cases the knowledge involved has been acquired slovvdy, and over in the next grade it will be required only little by little; but ?d this exam¬ ination it must be produced on short notice, and there are many chances that the result may not be a i:)roof of the pupil’s real ability, I am far from believing, however, that stated examinations should be abolished; they are a motive, a test, and a discipline; and on each account they are invaluable if they are wisely employed and properly estimated. Their misuse does not justify their disuse. It is perfectly proper that a pupil should be made accountable for what he has had the opportunity of learning, and the result of such an inquest maj^ properly constitute one factor, but a minor element, in the final estimate of his fitness for promotion. Connected with this subject are several questions of detail which it has not been my purpose to discuss at this time. EXPEDITION OF CUBAN TEACHEES TO CAMBEIDGE, MASS,i The expedition of Cuban teachers to Cambridge in the summer of 1900 originated in the following letter dated February 6, written in Habana, and signed by Ernest Lee Conant (A, B, Harv, 1884, LL. B, and A, M, Harv, 1889), who had been practic¬ ing law in Habana since the end of the war with Spain, and Alexis E, Frye (LL. B. From annual reports of the president and the treasurer of Harvard College, 1899-1900, pp. 36-49. ED 1900 — VOL II - 7 1378 EDUCATION EEPOET, 1899-1900. Harv. 1890, A. M. Harv. 1897), who had been for a few weeks superintendent of schools for Cuba by military appointment; Headquarters Division of Cuba, Habana, . February 6, 1900. President Charles W. Eliot, Cambridge, Mass. Dear President Eliot: We are planning to carry as many Cuban teachers as pos¬ sible (perhaps 1,000 or more) to the United States next summer, and as alumni of old Harvard and with the firm belief that our alma mater offers the best facilities, we naturally turn to her for help. These teachers will have for their object hard study as well as a tour of observation through our country. The general plan will be as follows: The party will leave Cuba on Government transports or on chartered steamers about the last of June. It is our wisli that the steamers may land us directly in Boston, and that the teachers may attend the Harvard summer school for six weeks. The next four weeks will then be given to travel and visits to the great cities, perhaps crossing the continent to San Francisco. AVe are sure that this brief outline will tell you the whole story. You can readily see what tremendous results would follow with 1,000 intelligent men and women (after such a broadening experience) scattered over the island, * * Of course the one great item is expense. Can it not be arranged so that the instruction for six weeks at Harvard shall be free? With this as a starting point, we shall organize a committee in Cambridge and Boston with a view to securing free accommodation in homes during the six w^eeks. We shall ask various cities to plan temporary entertainment. If we can not secure Government transports, it may be possible to secure some appropriation in the island to pay the cost of steamer travel. The teachers are poor; they need this summer’s outing and work. They need it for themselves and they need it for the sake of our own comitry. The school laws of Cuba (see article 23 of decree sent you) require courses of sum¬ mer study from the teachers. This will be one of the great means of educating teach¬ ers now in the schoolroom and who can not attend normal schools, IMany of these teachers lack even the elements of education; many of them have hardly been beyond the limits of their own towns. We can not carry normal schools to every town and city; but we can carry the teachers to educational institutions, and we want the best, namely, Harvard. AVe want the teachers to breathe the atmosphere of the greatest school in America. AA^e want them to feel the history and associations, to enjoy the facilities of libraries and laboratories. AVe want them to come in contact, not oidy with the strong minds of the professors, but also with hundreds of the brightest and best teachers in America who will this summer be in Cambridge, We want these teachers to have the culture that comes from travel; we want them to carry this cuh tnre back into the Cuban homes and the Cuban schools. AVe want these teachers to know our country, to know our people. AA^'e want the ties between the two countries drawn closer, so that all feeling of antagonism may melt away, in order that our country may do a higher and better work for Cuba. * * * Of course we know that the work ordinarily done in the Harvard summer school would need to be adapted to the teachers of Cuba. The work is of too high a grade in general, and the subjects as a whole are such as are not taught in the public schools of Cuba. AA^ithout interfering in the slightest degree with the summer school, could you not plan a parallel school with a course specially fitted to the needs of the Cuban teachers? More than nine-tenths of these teachers can neither speak nor understand English. There are enough, however, with a knowledge of English to form a medium for transmitting the work of the summer school to the others. * As soon as we know whether Harvard University will extend this invitation and will do this grand work we will bend every energy to complete the plans, and we shall succeed. \A^e have submitted the proposition to General AVood, and it goes almost without saying that he will give his powerful support to the movement. Sincerely yours, Ernest L. Conant. Alexis E. Frye. APPROVAL OF the PLAN. This letter, which was received in Cambridge on the 12th of February, was con¬ sidered on the 13th at a special meeting of the president and fellows; and the presi¬ dent was then authorized to reply in the affirmative, if General AA^ood favored the plan. A few days afterwards a telegram was received from General AVood strongly indorsing the project, whereupon the following telegram was sent to Superintendent EXPEDITION OF CUBAN TEACHERS TO CAMBRIDGE, MASS. 1379 Frye: “ Frye, Habana. Yes. Eliot.” Notices of the project and of the affirmative answer of Harvard were thereupon published in the Cuban newspapers, and an active discussion immediately arase as to the feasibility of the plan. It was contended that it would be impossible for young women to go on such an expedition, in viola¬ tion of the social habits of the Cuban people; the Catholic Church in some places manifested opposition to the project; and at first the general sentiment of the people ■seemed to be adverse. Superintendent Frye was at some disadvantage, because he had not traveled over the island, and was personally known in Habana and the immediate neighborhood only. Nevertheless, in the course of a month it became evident that there was so much interest in the project that itw^as expedient to devise the arrangements for the expedition in detail, and to announce them as soon as pos¬ sible. Thereupon, Mr. Frye visited Washington and Cambridge about the 1st of A23ril. In Washington he secured, the cordial cooperation of Secretary Root, who subsequently expressed his approval in a cordial letter to President Eliot, dated May 8. SUBSCRIPTIOXS POE THE CUBAN SUMMER SCHOOL. When Mr. Frye began to discuss the details of the expedition with the Harvard authorities, it soon appeared that the university would really become responsible for the health and safety of the members of the expedition while in Cambridge, and that it would, therefore, be expedient for the university to supervise the lodging, feeding, and protecting of the members of the exp^edition during the six weeks of their stay there. It also appeared that the regular summer school would not be suitable for the Cuban' teachers, and that special courses of instruction would be needed. Thereupon, a public meeting was held in Boston to describe the objects of the proposed expedition and call attention to them; and a circular was issued by the president and fellows of Harvard College asking the community for the means of paying all the expenses of the expedition during its six weeks in Cambridge, includ¬ ing board, lodging, instruction, excursions, and entertainments. Subscriptions began to come in before the end of April, and continued to flow^ in until the middle of August. The sum asked for was $70,000; and that sum was ultimately provided, and a little more, the total subscribed being $71,145.33. The subscription list is an interesting one because of the large number and the variety of persons who took part in it. It was emphatically a popular subscription, and represented all classes of the community. Very little personal solicitation was necessary. The circular was distributed widely, and the newspapers from time to time called attention to the state of the subscription. One large contribution came by order of the court from the unused balance of the fund raised near the outbreak of the war with Spain to provide means of caring for the sick and wounded among the troops in Cuba (the volunteer aid fund). When this fund was distributed in accordance with the order of the court $20,000 of it came to the subscription for the Cuban teachers. PLAN OP INSTRUCTION. The plan for the instruction comprehended (1) two lessons a day in English; (2) a course of eighteen lectures in Spanish on physiography, illustrated by as many excursions to different points of geographical interest in the neighborhood of Boston; (3) two courses of lectures in Spanish on historical subjects — one on the history of the United States, the other on the history of the Spanish colonies in North and South America; and (4) lectures on free libraries, on the organization of the Ameri¬ can schools, and on imitation and allied faculties in children. Through special gifts received from Mrs. Quincy A. Shaw, a course of illustrated lectures on the kinder¬ garten was provided for the Cuban women teachers, and a workshop course on American sloid for a selected number of Cuban men. Laboratory instruction in physiography being out of the question for so large a number of persons, field study 1380 EDUCATION EEPOKT, 1899-1900. was adopted as the best substitute. The instruction in English was to be given in 40 sections — 20 for men, and 20 for women. The teachers selected for these sections were in general young graduates and undergraduates of Harvard College and Radcliffe C'ollege. Each teacher of English was to give two lessons a day to his or her sec¬ tion — one from 8 o’clock till a quarter before 9, and the other from half past 11 till 1 2. The lectures were all to come between these two English lessons, and no lesson or lecture was to be more than three-cpiarters of an hour long. Sanders Theater was to be used for all the lectures; and the English lessons were to be given in 40 rooms, all of which were in the college yard. The afternoons were to be devoted to excur¬ sions, each Cuban teacher being provided with at least three excursions each week. Sundays and evenings were to be left free. ARRAXGEWEXTS IX CUBA AXD IX CAMBRIDGE. On the 16th of IMay a circular was issued by Superintendent Frye in Habana, set¬ ting forth the ])roject as fully as was then possible, giving all details concerning the transportation of the teachers to Boston on Government steamers, describing the arrangements made in Cambridge for the accommodation of the visiting teachers and the probable advantages of the trip. The circular also gave instructions concerning clothing, baggage, medical attendance, health certificates, vaccination, and other details. The university had limited the number of Cuban teachers to 1,450, which is the capacity of its largest lecture room, vSanders Theater. Moreover, the two dining halls would not accommodate well more than 1,450 persons in addition to the regular summer school. Superintendent Frye was therefore obliged to provide means of selecting these 1,450 persons from the 3,500 teachers who were already at work in the public schools of Cuba. The selections were made by Cuban authorities exclusively — in general liy the school lioards already established all over the island. As soon as Superintendent Frye’s circular had lieen distributed through the Cuban towns and villages, the work of selection began. In the meantime, the following arrangements had been made in Cambridge: Students occupying rooms in college dormitories offered their rooms in sufficient number to accommodate all the Cuban men teachers. Booms enough were then engaged in houses within half a mile of University Hall to accommodate all the women teachers in groups of from 8 to 16 in a house. Each householder undertook, for a ju'ice agreed upon, to receive a certain number of teachers, provide them with furnished rooms, and give them a simple breakfast. The use of three houses was given without rent; and several others vrere offered but not accejited because they were too far from the yard. It was necessary to engage a business agent who should have charge of all the arrangements for the accommodation of the visitors in Cam¬ bridge; and his first task was to provide rooms for the women teachers. Since many of the students who offered their rooms in college dormitories were unwilling that tlieir beds, linen, and blankets should be used, it was necessary to hire these articles in large quantity for six weeks’ use. It Avas decided that the Cuban Avomen should eat their luncheons and dinners in Memorial Hall, the capacity of Avhich is 756 seats; and that the men teachers should eat all tlieir meals in Kandall Hall, a portion of that hall, hoAvever, being reserved for the regular summer school, Avliich consists of both men and Avomen, the Avomen being in the majority. In both halls the Cuban teachers Avere to be provided Avith a bill of fare for each meal arranged by the steivard, and every teacher AA^as to take Avhatever he or she Avanted from that bill of fare. In Bandall Hall, the members of the regular summer school followed the ordinary rule of that hall, Avhich is to order by the xilate and pay for exactly Avhat is ordered. Tavo methods were in use, therefore, at eA^ery meal in Bandall Hall — one for the Cubans, the other for the American summer school. By the end of June the business manager, Mr. Clarence C. Mann (A, B., Harv., 1899) had comxileted his arrangements, and had oxiened an office in Holden Chaiiel EXPEDITION OF CUBAN TEACHEES TO CAMEEIDOE, MASS. 1381 as headquarters for information — in fact, for all the business of the expedition. He had also engaged about twenty chaperons to live in or near the houses in which the women v/ere lodged, and a large number of clerks and guides, most of whom were Harvard students in the law school, the college, and the scientific school. All the chaperons, and most of the guides, spoke some Spanish. In addition, a few inter¬ preters were emx)loyed. Subsequently it became necessary to engage an additional number of chaperons. These ladies lived in the houses vdth the Cuban women teachers, ate with them at Memorial Hall, helped them with their English lessons, went shopping with them, adjusted their difficulties, attended to their a,ilments, tried to prevent overwork and overexcitement, directed them gently, and befriended them heartily. The success of the expedition, so far as the women teachers were con¬ cerned, was largely due to these ladies. THE EMBARKATION AND VOYAGE. The embarkation of the Cuban teachers took place at 14 different ports on the north and south sides of the island, and began on the 22d of June. Some of the teachers from inland towns were as much as a week in getting from their homes to their ports of embarkation, such are the difficulties of travel in inland Cuba. Some of the transiiorts touched at four ports, others at but two. On one transport only w'omen embarked; on another only men; on the other three came both men and women. The vessels, being intended for the transportation of troops and supplies, had to be especially fitted up for their new function, and even then they were far from providing the ordinary comforts of ocean liners. Fortunately, the sea was smooth, and the weather fine, though hot. Up to the last moment there was grave doubt how many teachers would actually sail on the five transports. A printed list prepared in Secretary Frye’s office in Habana about the middle of June contained the names of 1,397 persons; but nobody felt sure that all these persons would actually embark. The first positive statement of the number of persons to be entertained at the university came by telegraph from General Wood as follows: Habana, June 29^ 1900 — 2.19 p. in. President Eliot, Harvard, Boston: Transports left Cuba as follows * * June 25, McPherson from Gibara, 110 males, 96 females; total 206 * * * June 26, Crook from Matanzp.s, 295 males * * June 26, Buford from Cienfuegos, 51 males, 67 females; total 118 * * * June 28, Sedgwick from Sagua la Grande, 428 females. Total 1,047 so far. McClellan leaves from Nuevitas. As soon as her departure is reported wall ware you. Wood. Habana, June 30, 1900 — 11.56 a. in. President Eliot, Jlarvard, Boston: In addition to my telegram of yesterday, McClellan left from Nuevitas 29th with 156 males, 70 females; total 226 * * Total teachers sailed to date, 612 males, 661 females; total 1,273. Wood. The expedition was, then, 177 persons short of the maximum number named by the university; but in a country where the means of communication are few and difficult it was a remarkable feat to get 1,273 teachers on lioard the transports within six weeks of the issuing of the first circular letter of instructions from Superintendent Frye’s office. THE arrival at CAMBRIDGE. The first transport reached Boston rather earlier than was expected, on the after¬ noon of June 30, and the last arrived on Wednesday, July 4. The transports landed their passengers at the navy-yard, where excellent arrangements were made to pre¬ vent the intrusion of any inconvenient public. With the aid of two Spanish-speaking guides in each car, the transportation of the teachers to Memorial Hall in Cambridge 1382 EDUCATION KEFORT, 1809-1900. vr?vS managed rapidly and safely. Other guides had charge of the transportation of the baggage and its distribution in Cambridge. At Memorial Hall each teacher received a pin bearing a number, by which number the teacher was thereafter to be recognized as a member of the expedition. At the same time each teacher received a map on which were marked all the college buildings and all the houses in which any Cuban teachers were to live. An excellent map of the vicinity of Boston, furnished by the Appalachian Mountain Club, was also placed in each teacher’s hands, and, finally, a table in Spanish of all the lessons, lectures, and excursions of the first half week, arranged by days and hours. By the employment of thirty or forty messen¬ gers and guides, most of whom could speak some Spanish, the distribution of the teachers to their several quarters was accomplished with reasonable dispatch. At first it was necessary to conduct the teachers — especially the women — from their rooms to the dining halls and to Sanders Theater, but in a day or two they learned the way. HOSPITALITIES AND EXCLUSIONS. The first lesson was given on the morning of Thursday, July 5, when the division of the whole body into 40 sections was made at Memorial Hall, and each section was guided from the hall to the recitation room which that section was to occupy through¬ out the six v/eeks. The first excursion, which started on Thursday afternoon, labored of course under some difficulties, because the meeting places were unfamiliar and most of the teachers knew nothing about electric cars, but in two days the whole machinery of the Cuban school was in operation, and thereafter it ran with remark¬ able smoothness. The excursions were of three kinds; The geographical excursions, which formed a portion of the instruction in geography; the excursions to several characteristic manufacturing establishments, and the excursions of a social nature. Only one of these last was provided by the university, but there were many others that were arranged by private persons. The Catholic societies of Boston and Cambridge had made arrangements, with the cooiieration of the university, to offer to the Cuban teachers facilities for reading and writing in rooms provided by the university within the college yard. For the men. Harvard 1 was devoted to this purpose; for the women, rooms in Phillips Brooks House. In both places the Catholic societies kept their representatives throughout the day and evening, and were enabled to show the Cubans very acceptable hospi¬ tality. The Catholic societies also gave two concert dances each week for the Cuban teachers in the Hemenway Gymnasium and took all the responsibility for the man¬ agement of these entertainments. Three concerts, which were very largely attended and were much enjoyed, were given in Sanders Theater— one by the Baptist societies of Cambridge, one by the Catholic, societies, and one by the Cubans themselves. Each week a programme in Spanish was issued, in which all the lessons or lectures and all the excursions were carefully described, and the numbers assigned to each excursion were given (see pp. 1386-87) . At the Catholic church on Holyoke street, St. Paul’s, special services were held for the benefit of the Cuban visitors throughout their stay, and these services were well attended. Through the good offices of Archbishop Williams, Father Fidelis, a graduate of Harvard College in 1861, who had become familiar with the Spanish language through long residence in South America, was brought to Cambridge for the express purpose of attending to the religious wants of the visiting Catholics. The attendance at the English lessons was excellent, hundreds of the teachers being very regular in their attendance. At the lectures in Spanish in Sanders Thea¬ ter the attendance was not so good, and yet it was creditable, particularly at the lectures on physiography, which were handsomely illustrated by means of lantern slides. The lessons in sloyd were followed eagerly; and the kindergarten lessons were well attended, considering that hours could not lie found for all of them which were altogether free from other appointments. The attendance at the excursions EXPEDITION OF CUBAN TEACHEPS TO CAMBRIDGE, MASS. 1383 was about 60 per cent of the whole number of teachers. The weather was hot much of the time, and the Cubans were not accustomed to walking any distance. Those excursions which demanded much walking were not pleasurable for them, and were attended as a matter of duty. PHYSIQUE OF THE VISITORS. The physique of the visitors necessarily attracted the immediate attention of those who were responsible for their w^elfare. The ages of the Cuban teachers ranged from 16 to 60, but the extremes w^ere not numerously represented. The selecting bodies in Cuba had selected too many elderly people, who were, of course, incapable of learning English, or indeed of absorbing readily new ideas. About 10 per cent of the men were over 44 years of age, and about 10 per cent of the women were over 38. To the Cuban authorities, how^ever, it may have seemed expedient to select for the excursion some persons of influence or high standing in their several communi¬ ties, whose presence wmuld be a safeguard for the younger members, and who would be able to impress their view's on their own people after the return of the expedition. There at first seemed to be too large a proportion of delicate and feeble persons, but the very favorable physical experience of the expedition shows that this feebleness^ was more apparent than real. It was obvious at first sight that the Cuban men were decidedly shorter than the American men, and Dr. Sargent subsequently confirmed this general observation by the measuring of 479 of the Cuban men. He found that the medium height of the Cuban male teachers was 64.3 inches — a height surpassed by over 90 per cent of American male students. The Cuban w'omen were also decidedly shorter than American women; thus, only 20 per cent of the Cuban women attained a stature of 62,2 inches — a stature which is surpassed by 50 per cent of American women students. As to w'eight, although the Cuban teachers were older than American students, more than 90 per cent of American male students surpass in weight the 114 pounds attained by only 50 per cent of the Cuban teachers. The medium wmight of the American female student is 114.6 pounds, and the medium weight of the Cuban female teacher was 102 pounds. Eighty per cent of American female students surpass the medium w'eight of the Cuban female teachers. Physic¬ ally the Cuban wumen seemed decidedly superior as w'omen to the Cuban men as men; and this appearance was borne out by the measurements taken by Dr. Sargent, the Cuban w'omen comparing more favorably with the American wmmen than the Cuban men with the American men. Most of the Cuban teachers gained steadily in w'eight w^hile they w'ere in Cambridge, and many returned to Cuba in a better con¬ dition of health than when they came thence. This gain of wmight may have been due to the fact that they were much more active while in Cambridge than they are habitually in Cuba. The men had to wmlk to and from all their meals and to their language lessons and their lectures, and there wms some walking on the excursions. The women wmlked from their rooms to luncheon and dinner and to their daily lessons and lectures, and many of them went on from twm to three excursions per w^eek. Going up and dovm stairs w'as also an unwanted exercise for most of the visit¬ ing teachers, rural Cuban houses being in general only one story in height. HEALTH AND CONDUCT. Of the 1,273 members of the expedition, not one died during the entire absence of the expedition from Cuba; and when the transports landed their iiassengers at the 14 ports from which they had taken them every person wns able to wa.lk ashore. There w'as no serious accident to any member of the expedition. The health and safety record is certainly remarkable, considering the strong climatic change v/hich the w'hole expedition had undergone, and the unw'onted fatigues and exposures of their life in Cambridge and during the fortnight of travel which succeeded their stay in Cambridge. 1384 EDUCATION EEPOUT, With the rarest exceptions the Cuban teachers were habitually gentle and polite to each other and to all the ximericans who were brought in contact with them. The men gave no trouble whatever in the College dormitories, and both men and women were neat in their persons and tidy in the dining halls. The men smoked incessantly. Only very few of the women smoked at all, and those in private. WHAT THE CUBANS LEAEXED. The chief result of the expedition was the opening of the minds of these 1,300 intelligent people to a flood of new observations and new ideas. There was a great diversity among them as regards education and capacity. As General Wood said in a letter written from Habana on the 24tli of February to IMaj. Henry L. Higginson, “You will find all classes among them, from the highly educated to those of very limited education, but they are all enthusiastically interested in edu¬ cational matters, and to these people and to the children they are teaching we must look for the Cuba we hope to build up. These men and women will come back to Cuba with vein’ many new ideas and very much better fitted to teach. ’ ’ A fair proi^ortion of them learned much English and got a new conception of science teaching and history teaching, l)ut many of them were too old to learn a new language, or, indeed, to acquire much intellectual training of any sort, yet all saw with tlieir eyes the Amer¬ ican ways of living and the outside, at least, of many American institutions, such as schools, hospitals, asylums, libraries, churches, and theaters. They made two voy¬ ages on the ocean; they had a hasty view of New York, Philadelphia, and Wash¬ ington; they caught a glimpse of the country on their rides through New Jersey, Pennsylvania, and Maryland, and they became well accpuainted with Cam] )ridge and the neighborhood of Boston, from IMarblehead on the one side to Point Allerton and Nantasket on the other. They came in contact with a considerable number of Amer¬ ican educated young people and found them serviceable, cordial, and friendly. Ydien the expedition was about to leave Caml)ridge for the fortnight’s journey, the Cubans wished to have the young men who had worked for them and with them in Caml)ridge accompany them on their journey, and Superintendent Frve so arranged it; and it was v/ith real regret that the guides and the guided parted at Philadelphia, whence the transports sailed for Cu])a. It is to be obsei'ved tliat the men and women who did the real work for the Cubans in Cambridge were for the most part decidedly young in years — most of them were from 19 to 24 years of age. These young people worked with zeal and energy in a long-sustained, alert care taking. On some occasions the clerks and guides worked all night without relaxing the labors of the day, and this in unusuallj^ hot weather. THE EXPENSE ACCOUNT. Tlie ■expedition spent six weeks and a half in Cambridge; and the total cost, includ¬ ing instruction, entertainments, board and lodging, transportation on excursions, medical care, and the cost of clerks, guides, chaperons, and interpreters, was $68,105. A l)alance of about $3,000 still remains of the money raised by subscription. If, how¬ ever, the full number of 1,450 had reached Cambridge, the money raised would hardly have sufficed. The details of the expense account include some curious par¬ ticulars. Thus, the women in Memorial Hall, with their chaperons, cost fully 25 per cent more than the men in Kandall Hall, although they took but two meals in IMernorial Flail while the men took three in Eandall. The numbers in the two halls were about 700 in lilemorial and 600 in Randall. The medical care cost over a thousand dollars, although there was no case of very serious illness, and in spite of the fact that three Cuban physicians accompanied the expedition, whose services were always at the disposition of the sick. For the better treatment of slight indispositions it was found desirable, before half the stay of the expedition in Cambridge was over, to hire a house as an infirmary, and to provide the i:»atients with a resident woman EXPEDITION OF CUBAN TEACHERS TO CAMBRIDGE, MASS. 1385 physician and a trained nurse. The lodging of the women in private houses cost more than twice as much as the lodging of the men in the college dormitories, because the students gave the use of their rooms, whereas the Cuban wmmen’s rooms had all to be paid for. One month’s salary was paid to the Cuban public school-teachers while they were in Cambridge. There were 1,181 of them, the remaining 92 being teachers in the University of Habana and the institutes, private school-teachers, and Cuban chap¬ erons and interpreters, together wdth three physicians and two priests. The bursar paid with perfect jorecision these 1,181 persons $60,257.70 in a little over two hours. In order to offer safe-keeping for the moneys which might be in the possession of the Cuban teachers, the university proposed to receive temporary deposits of money, to be returned to the depositor on demand. This offer was an expedient one; but the Cuban teachers did not avail themselves of it, only $485.50 being deposited by them during their stay in Cambridge. The Cuban teachers paid for the two books wdiich were used in the English courses, and for their own laundry w'ork; they rode to and from Boston on their own errands at their own cost; but all their other expenses were paid from the subscription so long as they were in Cambridge. The visitors expressed very vvarmly, both in public and in private, their sense of obligation for the hospitality they enjoyed at the university, and for the educational and social privileges which had been provided for them. In general, they seemed interested and light hearted. The dining halls resounded wdtli their rapid and lively talk during all the meals, and every evening after dinner the women lingered long in the vestibule of Memorial Hall, to v/hich men were admitted. Nevertheless, there w'as a very -[pathetic side to the whole experience. Many of the members of the expedition had gone through severe sufferings and anxieties; they had lost friends and members of their own families in the long-continued lighting; they had been sick and half starved, and in all sorts of peril; and they were wholly uncertain concerning their means of livelihood, their ax:)pointments as teachers being but teinporary, and expiring soon. The contrast between these experiences and their situation at Cambridge was sharp and profound; and then they were to return to their imj^overished island, where both the industrial and the political situation are full of grave anxiety. None of them were sure of reappointment to their places as teachers; all were to be examined anew not later than December, In short, though the present was enjoyable, the future was anxious. It was natural that they should bid good-bye to prosperous and friendly Cambridge with mingled sentiments of gratitude, pleasure, and sadness. The expedition fulhlled to a remarkable degree the enthusiastic expectation of good expressed in the letter of February 6 from Messrs. Conant and Frye, and the good bids fair to be abiding. 1386 EDUCATION REPORT, 1899-1900. Harvard Universifi/ — Cuban summer school, 1900 — Prograrna cle insiruccion 2mra la scmana. 8.30-9.15. 9.30-10.15. 10.30-11.15. 11.30-12. Julio 9 Lunes Ingles Sever Hall University Hall Geografia Sanders Theater Ingles Sever Hall University Hall Julio 10 Martes Ingles Sever Hall University Hall Geografia Sanders Theater Kindergarten Lower Mass. Maestras solamente Num. 1 d 190 Ingles Sever Hall University Hall Kindergarten Lower Mass. Mae.sti'as solamente Niim. 381 a 1836 Julio 11 Miercoles Ingles Sever Hall University Hall Historia de las Colonias Espanolas Sanders Theater Kindergarten Lower Mass. Maestras solamente Num. 191 a 380 Ingles Sever Hall University Hall Kindergarten Lower Mass. Maestras .solamente Niim. 1037 a 1999 Julio 12 J ueves Ingles Sever Hall University Hall Geogi’afia Sanders Theater Kindergarten Lower Mass. Maestras solamente Niim. 381 a 1036 Ingles Sever Hall University Hall Kindergarten Lower Mass. Maestras solamente Nvim. 1 d 190 Julio 13 Yi ernes Ingles Sever Hall University Hall Geografia Sanders Theater Kindergarten Lower INIass. Maestras .solamente Num. 1037 a 1999 Ingles Sever Hall University Hall Kindergarten Lower Mass. Maestras solamente Niim. 191 d 380 Julio 14 Sabado Ingles Sever Hall University Hall Historia de las Colonias Espanolas Sanders Theater Ingles Sever Hall University Hall EXPEDITION OF CUBAN TEACHEES TO CAMBKIDGE, MASS. 1387 Harvard Umverslty — Caban summer school, 1900 — I'rograma de insfraccion para la semana — Continued. Tarde. Julio 9 Lunes Bea ver Brook. A. [Salida 2. 35 Xumeros J 1 a 240 1 [Vuelta 6. 25 Salida Y. Jledford. D. [Salida 2. 20 Numeros J 720 a 960 1 [Vuelta 5. 55 X. Ginn & Co. Salida E. [ 961-1000 1. 15 1001-1040 1.30 Numeros ll041-10S0 1.45 9614 1200 11081-1120 2.00 1121-1160 2.15 Z. [1161-1200 2. 30 Julio 10 Maries Beaver Brook. B. [Salida 2. 35 Numeros | 241 a 480 '] [Vuelta 6. 25 Salida Y. Bedford. E. [Salida 2. 20 Numeros J 9614 1200 1 [Vuelta 5. 55 X. Ginn V F. 1 Numeros J 1201 4 1999 1 Z. 0 Co. Salida [1201-1240 1. 15 1241-1280 1.30 11281-1320 1.45 11321-1360 2.00 1361-1400 2.15 [1401-1999 2. 30 J Lilio 11 yiiereoles Beave C. Numeros 1 481 a 720 Salida Y. r Brook. [Salida 2. 35 [Vuelta 6. 25 Medford. F. [Salida 2.20 Numeros J 1201 4 1999 1 [Vuelta 5. 55 X. Gmn cC- Co. Salida A. f 1- 40 1. 15 41- 80 1. 30 Numeros J 81-120 1.45 1 4 240 [121-160 2.00 161-200 2.15 Z. [201-240 2. 30 Julio 12 J ueves i Atlantic. D. [Salida 1. 35 Numeros J 721 4 960 1 1 Vuelta 7.01 Salida Y. Cambridge clays. A. [Salida 3. 00 Eunj-oxOS J 1 4 240 1 ^ [Vuelta 6. 14 Ginn A Co. Salida B. [241-280 1.15 281-320 1.30 Numeros 1321-360 1.45 241 4 480 [361-400 2.00 401-440 2.15 Z. [441-480 2. 30 i 1 Julio 13 Yiernes Atlantic. E. [Salida 1.35 Nvimeros j 961 a 1200 1 [Vuelta 7. 01 Salida Y. Cambridge clays. B. [Salida 3. 00 Numeros J 241 4 480 1 [vuelta 6. 14 X. Julio 14 Sabado Atlantic. F. [Salida 1. 35 Numeros J 12014 1999 1 [Vuelta 7. 01 Salida Y. 1 Cambridge clays. C. [Salida 3. 00 Numeros J 481 4 720 1 [Vuelta 6. 14 X. Es de absoluta necesidad el reunirse en los lugares de salida para las exeursiones a la bora desig- nada. Los carros saldran exactamente A la bora sebalada en el itinerario 6 tabla de boras. £n caso de Iluvia no babrd exeursiones. Si se cambiase 6 transfiriese el dia de la excursion se colocara a la bora del almuerzo un aviso en un tablero colocado en el Memorial y Randall Hall. Se suplica A los maestros que al reunirse en los lugares de salida para las exeursiones, se colociuen alineados en companias de A einco en fondo y en orden numerico. X, Oalle de Cambridge en frente del Memorial Hall. Y, Cruce de la calle Broadway y Cambridge. Z, Harvard Square enfrente de la Sociedad Cooperativa de Harvard. Vease el mapa. WP-M ■■ V r f i \ E«^; » TTj M K CHAPTER XXVI. EDUCATIONAL MATTERS OF INTEREST IN VARIOUS STATES. ALABAMA, ADDKESS OF HON. J. L. M. CUKRY, LL. H. Before the Alabama Polytechnic Institute, Auburn, Ala., June 14, 1899. * * -X- Education is a vague and indefinite term. As a panacea, it has been too partial as to the number reached, too exclusively intellectual, too little adapted to the varied needs of our population. Ethical and practical culture should be allied to mental; a due acquaintance with a wdder knowdedge of civic affairs is indispensa¬ ble if wm would restore respect for authority, obedience to law, prevent gigantic frauds, political corruption, oppression of the iioor, extortions of corporate ivealth, governmental fostering of beggary and mendicancy, and save the Republic. To develop the whole man education must have & moral and industrial basis. As ranks of habitual ciiminals are recruited from the young, it is manifest that an active force of social corruption must be at work, nullifying the influence of education in dimin¬ ishing crime. On the 20th of June, 1837, Victoria ascended the throne as Queen of Great Britain and Ireland. Ten days afterwards the royal assent w-as given by commission to bills wdrich were the first to become laws in a reign yyhich marks an era of wonderful development. It was an auspicious and prophetic beginning that among the bills was one abolishing the pillory. * * * Sidney Smith, the wutty but liberal dean, preached a sermon in which the duty of educating her people was enforced on the young sovereign. National education was postponed in England until 1870. The Government has at last recognized the man in man and the civil obligation to enable every subject to attain high development. Education is the paramount obligation of a republican representative government, the first duty, the only v/ise policy of a democracy. There is no other agency through which democracy — may I not say civilization and Christianity — can work out rational, logical, and beneficent results. Plato said a man not sufficiently or properly tiained w'as the most savage animal on earth. This education should be free, universal. State controlled. State supported, reaching all classes and every child, and kept scrupulously apart from political par¬ tisanship and religious sectarianism. IVhile this rudimentary education for all can not safely be neglected or posti^oned, it would be a criminal and dangerous error to limit it to primary forces. Higher education is intimate^ associated with and indis¬ pensable to a country’s glory. Great reforms in politics, in science, in iiiA^ention, in sociology have generally come from bold speculators, from radical thinkers, departing from the beaten paths — from men whose intellects have been broadened and quickened by thorough culture. Illustrations in theology may be found in Paul, in Augustine, Aquinas, Calvin, 1389 1390 EDUCATION EEPOKT, 1899-1900. Luther; in science, in Galileo, Volta, Tyndall, Carpenter, Spencer, Darwin, New¬ comb; in politics, in Burke, Jefferson, Hamilton, Calhoun, Stein, Bismarck, Cavour, Gladstone. These men of thought have directed the course of civilization, have decided for the world its destiny. The light thrown upon questions from the work¬ shop of the scholar has made the world richer and nobler; the cool-headed students control results, but they, as well as the world, are often benefited by those who have boldly propounded theories “at the risk of seeing them adjudged fallacious or even chimerical.” To eliminate false, inadequate hypotheses is often the main step to sound discoveries. It would be interesting to trace or describe the great trans¬ forming hifluence of advanced education hpon the thought and institutions of the world. The attitude of minds, critical, comparative, inquisitive, projective, often converts knowledge into wisdom, adjusts old truths to new situations. In the Cyclo¬ pedia of American Biography is a list of 15,000 names, over one-third of whom were college men. Lawyers, doctors, engineers, preachers, teachers, authors, artists, sci¬ entists, inventors were the directive power over their fellow-men. Dr. Harris has wisely said that tlie commonplace intellect has no adaptability, small power of read¬ justment in view of new circumstances, and furnishes that large restless and discon¬ tented class of people who mistake revolution for reform. Their isolated scraps of information, immature and imperfect knowledge, of w'hich they are so boastful, fail of application in important human affairs. “A hobby or a fad is some fragmentary view of the world set up for the central principle of all things.” We have in the immediate future gigantic problems, the solution of which presses heavily upon the best culture of our country, and our educated young men, instead of shirking the cpJls of patriotism, must be leaders in “the battles of the future.” Taking an active shave in human affairs is the highest earthly desire of the refined mind. “We are brought into contact with alien nationalities and alien forms of civilization in remote islands.” There are home problems, social and political, requiring for their study the best intellect of the best men and the best women. Problems of material devel¬ opment, of the proper settlement of social, political, financial, racial questions appeal vcith crushing responsibility to patriotism and culture. * * * Talleyrand, in a report in favor of uniformity in weights and measures, made 30th of April, 1790, to the French National Assembly, suggested national commissions from the Academy of Science in Paris and the Royal Society in London to fix on some natural unity for measure and weight applicable to England and France, and added: “ Perhaps even we may be x>ermitted to foresee in this cooperation of two nations, together interrogating nature to obtain from her an imxrortant solution, the princix^le of a x^olitical union, brought about by the intervention of the sciences.” We have lived to see international conferences at Paris, Geneva, Berlin, and The Hague negotiating on disarmament and arbitration, and i:)eoples kindred in language, law, institutions, religion drawn into alliance stronger than treaties. Lord Bacon, no less a statesman than a man of science or philosopher, claimed as the attribute of men of science or letters that when they do give themselves up to public affairs they caiTy thereunto a sj^irit more lofty and comi^rehensive than that which animates the mere politician. The gravest social i)roblems have been solved by the eager and sym])athetic utterances of the poet, who may raise himself to heights which the reflections of sociologists do not attain. Mrs. Browning’s Cry of the Children for compassion, humanity, and justice and to forbid employment of children and young girls in mines and factories was heard at least in civil and penal codes. Perhaps the most gratifying aspect of our higher institutions of learning, of the new education in its broader scope and greater thoroughness, is the admission of girls to their advantages. Twenty-five years ago woman’s ability to master ordi¬ nary college or university studies was disputed. The “female” mind was con¬ demned as miable to master pure mathematics and metaphysics, or follow the induc¬ tions of scientific investigation. To-day, there is a truer concei^tion of women’s ADDEESS OF HON. J. L. M. CUEEY. 1391 possibilities and rights, and eight-tenths of the colleges and universities are open to women students. In my boyhood sewing and knitting were almost the sole means of livelihood for women, and now increasing avenues of industrial labor are open to them. Like good Samaritans, or angels of the Red Cross, our women are seen defying hardships and carrying to sick and wounded ministrations of comfort and health. He who gazes into the eyes of both young men and young w'omen engaged in coeducative work, with the best facilities and the most improved methods, is look¬ ing far forward into the future and realizing the significant fact that these universi¬ ties and colleges, as well as our public schools, are the glory of American democracy. Who can contemplate what centers of culture, of pow'er, of high influences, the homes of our land will be when presided over by women of purity and cultivated intellects ? A correlative and equally advantageous reform in modern education is the larger introduction of science and its application to the affairs of everyday life, to useful arts and comforts. The scientific schools with elective or graduate courses are largely multiplied. In 1872, in the United States, there Avere 198 students engaged in post graduate courses; in 1897, 4,919. These graduates, through scientific studies, have a greater command over the powers of nature. By discipline, by original investiga,- tion, they push their researches into new fields and make new and practical discov¬ eries. If in the laboratories men had not Avorked out the truths of physical science, or studied the theory of infinitesimals, if idle stargazers had not Avatched long and carefully the motions of the heavenly bodies, our modern astronomy Avould have been impossible and our courses of navigation Avould haA^’e been far inferior to the present. Ages of thinking people liaA^e brought the modern Avorld into being, and modern science is the product of the thought-dreamers, of those stigmatized as ATorthless doctrinaires. The aaUoIc art of sanitation is modern and confined in the highest and most useful forms to a feAV cities and countries. The Avant of it, breed¬ ing disease, pestilence, contagion, is painfully discoA^erable, eA^en to-day, in the cities and toAvns of our neAvly-conquered territories. Typhoid germs have not been banished from the best families, not even from palaces. This institution, of comparatively modern origin, is a striking illustration of improved education and of the study of the laws of nature. The study of science requires appliances both for instruction and research, and a basis of lil^eral studies as a means of mental discipline and for better understanding of the main wurk of the institution. In the twenty-seven years of the life of the college there have been nearly 4,000 students and 552 graduates and 90 post graduates, Avho are leaders in productive industries, in directUe thought, and energies. Hoav much these young men have contributed to the Avealth of the State and to higher ciAulization it is impossible to estimate. The catalogue of a sister agricultural and mechanical college shoAVS that of 84 alumni in the last five years, 68 have secured honorable and remu¬ nerative positions, and the technical institutes in Boston and Worcester show a larger per cent. The NashAulle American says: “The South has mills and factories to be built, railroads to be surveyed, machinery to be manufactured and put in shape, knowledge of steam, electricity, and engineering to be applied in the opening of its mines, the cultiA^ation of its fields, the building of its cities, and the extending of its commerce. There must be trained heads to do this work. Will they be imported from the North and Europe, or shall Ave develop them here from among our own people? ’ ’ It is an entire perversion of the object and end of technological education to infer that because it is of the highest practical Aulue it does not require thorough discipline of the mental powers and accurate acquaintance Avith the studies of the literary and classi¬ cal course. Every scheme of education may have tAVO distinct points-of vieAV : First, to qualify the student for the particular work of life which he has to do and the special 1392 EDUCATION BEPORT, 1899-1900. ])usiness he proposes to follow. In this materialistic, breadwinning age, how to make a living is of supreme importance. Secondly, the general educational results, at which a sound educational system must aim. The broader aspect, which every kind of educa¬ tion should include, is the development of the general faculties, the whole being, so as to make a man or woman a complete citizen, with all faculties developed to the highest possible degree. The technical side is to awaken the creative spirit in work and secure intelligent skill for the profession or pursuit in life the student has chosen, or which angusta res domi has forced upon him. Some one has said there are but three ways of living; by working, by begging, or by stealing. Education should help to work to find food, clothes, shelter for ourselves and families. Lord Brougham would have every peasant a student of Lord Bacon; Cobbett thought it more important to have bacon for dinner. Information should go along with practice, for as man becomes wiser, when what he knows becomes a part of himself, his work will be more productive and remunerative. The science Vv'hich the workman masters will make him not only ‘ ‘ a wiser man l)ut a better workman, and will often lift him, if he is ambitious, to a higher plane, or make him more intelligent and valuable if he remains where he is.” The acquisition of technical skill, blended with conscience and character, has great practical advantages, but, in addition to that knowledge, a student should carry av.’ay something of more importance. He should carry away ‘‘a broadened knowl¬ edge of the laws of nature and of the progress of science, vdiich is not less liberalizing and of not less value in tlie highest sense of education than the most accurate knowledge of the grammar of a dead language, or the work of an ancient civiliza¬ tion.” Quoting further the language of Dr. Broun, the distinguished president, ‘‘Our contention is that for all that gives an educated man power in practical life, that gives self-reliance arising from a consciousness of trained executive ability, that gives true manhood, that looks to life in its wider aspects and not to seif for culture’s sake, that the education given by the scientilic and technical schools holds no inferior, but for many vocations a superior rank.” The achievements of science during this century have l)een marvelous. The possibilities of electricity no imagi¬ nation can comj)ass. Almost every morning journal tells of discoveries of the Roentgen rays, of the liquefaction of air or hydrogen, of the automobile, of wireless telegraphy, and of other valuable discoveries. Each new discovery opens the door for yet more wonderful disclosures, and all demaTiding a new activity of mind and increasing the necessity of its culture. Mr. Balfour, who turns aside from his official duties to discourse on science and scientilic education, notes that only in the latter ha,lf of the nineteenth century the absolute necessity of thorough scientific grounding in connection with industrial enterprises has been recognized. Every advance in theo¬ retic science has, in lade years, been reflected in a corresponding advance of industrial enterprise and is followed by growth in some industry dependent on that science. The pr.cmtical application of science results in new scientific conceptions and in new improvements. It is almost an axiom that the study of pure science goes before and produces some new industry. Sir Isaac Newton’s great advance in the methods of mathematical investigation, in discoveries in physics, had little practical bearing upon the industries. On the contrary, the discoveries of Kelvin, Dewar, Pasteur, Edison, Newcomb, and others, have found immediate echo in some practical advan¬ tage to the industrial world. Extraordinary additions in the spheres of theoretic knovvdedge have had applications of incalculable value in commercial production, in navigation, medicine, agriculture, home comforts, expanse of knowledge. Barriers seemingly interposed for hostile separation have been converted into easily traveled highways. An English statesman once gave as a reason wdiy a closer union with the colonies was impossible, that Canada, the nearest of them, was divided from the mother country by a waste of rolling water, and that what God had placed asunder it was vain for man to try to join. Distance has been annihilated by steam and elec¬ tricity. The most delicate machinery determines rapidly and accurately in the bank ADDRESS OF HOFT. J. L. M. CURRY. 1393 of England the weight of a feather and of a ton of gold. The incomparable president of the Johns Elopkins says that in a battle ship — how she is designed, constructed, propelled, armed, equipped, navigated, carried into action, and brought out of the terrific fire unscathed and victorious, how her range is determined with consummate accuracy, the guns are sighted, projectiles are liurled — you will see the results of applied science more impressive than in any of the seven wonders of the world. A printing press is one of the greatest achievements of mechanical invention as the news¬ paper is one of the greatest civilizing forces of the times. A New York daily in an hour will use up 50 miles of paper of the ordinary page; print, fold, cut, and count 90,000 copies of an eight-page paper in an hour, 1,500 in a minute, and 25 for every second ticked off by a watch. The discoveries of Watt, Stephenson, and Morse have altered the relations of every country not only with the neighbors, but with the most distant portions of the globe. Inventions have decided battles and the fate of nations. Our Union wa.s consolidated thereby. Germany obliterated the dividing line of centuries and conquered a unity for its people — the military strength and prestige of France, claimed to be invincible, being crushed under blows quick and concentrated, to which modern discoveries and contrivances had exposed them. It Vv^as by a triumph of naval and military science that our thrilling victories were won at Manila and iSantiago, and that Kitchener defeated the dervishes at Obdurman and Khartoum, rescued the Soudan from the Khalifa’s black flag, and made possiljle an early railway from Cairo to Cape Town. The mere enumeration of discoveries of science in the last fifty 3^ears taxes cre¬ dulity, but they do not surpass the progress in the art and science of teaching, in the study of child ncdure, of psychology as related to pedagogy. In the teaching of arithmetic, geography, grammar, the methods and the philosophy have been revolu¬ tionized. Oh, how tedious and tasteless the hours when the pupil groaned in agony over Murray and Kirkham, over Daboll and Smiley! What school board or parent would have then tolerated the idea that arithmetic could be illustrated by concrete objects, that vulgar and decimal fractions and percentage were but different forms of ratio which could be made intelligible and fascinating by means of simple solids or cardboard surface? You will comprehend, young gentlemen, that education is not an end, but a means, an instrument for doing good, and that you are to care for manifestations and meanings of life, not simply in the aggregate, but in the individual soul, wdiich is a Vvdtness to the Divine. “Precious is the soul of man to man,” the personal soul, not measured in terms of propertjq in the bank book, but in noblest manhood and wmmanhood, in the spiritual life. This would not be if man were a mere machine. You are heirs of all the ages — citizens of the wdiole wmrld. As German universities conquered at Sedan, so you are to wdn victories on broader and more useful spheres. There are heroes, prophets, seers, martyrs of learning and science as well as of v/ar and religion. Questions of incalculable value and importance, grave problems of finance and economics, corporate wealth and power, social and labor and race prob¬ lems, immigration, municipal government, demand men and women of the most advanced scholarship, researches of the most varied and comprehensive character. To lift the masses to higher intellectual and moral altitudes, nearer to ideal citizen¬ ship, demands an advanced intellectual and moral life. * * * It is needful to elevate in human eyes the conception of the state and exalt the methods and maxims of government, to increase homage for the law and respect for the judiciary, to raise citizenship to be a jDartnership in every virtue, in justice and right and veraciousness, in equality, in laws and opportunities. Obedience to law, resi^ect for authority, the dignity of the magistracy are fundamental to our security and welfare and if incorporated into life and thought would stop the 10,000 annual murders, the 38,572 suicides, and the 118 lynchings. The epidemic of crime, the insecurity of life, the ready resort to lawlessness, the substitute of passion for reason, . ED 1900 — VOL II— - -8 1394 EDUCATION EEPOKT, 1899-1900. j I are poor evidences of a high civilization. The State of Alabama needs, and all our ^ Southland needs, that young men should be taught ‘‘not so much dogma as deed, | not so much creed as conduct, correct conduct, pure morality, right living, with all i the sweetness and light that shed their radiance about the teachings of the gospel ! of Christ.” * * ' I Reference has been made to the influence of the poet upon human laws, and so | the poet interprets human life and deduces lessons of practical wisdom from human : experience. Moore shows that one may pursue a fleeing form, delightfully fair and attractive, and yet find, altliough so eager to embrace the tempter, that on lifting ; the veil a hideous, grinning skeleton disgusts him. Another poet makes voices from sirens come from a smiling island, white arms and golden harps seducing from the weary oar, l)ut on landing the tempted and unwary discovers the fair enchantress to be a slimy' fish wdiich slays and then gnaws his bones. Preserve, then, a clean heart and an honest purpose, habits of industry, integrity, and independence, and let no lust of pleasure, fortune, place, or power, no unholy amV)ition, cause you to swerve one hair’s breadth from the strictest rule of honor and right and truth.. Cultivate a courageous obstinacy that will not be bribed nor coaxed nor bullied out of the road in which you know you should walk. Forget the things which are behind. Con¬ vert dreams into realities. A great preacher said, “Visions and task must go | together.” The power of education, capacity, is to be utilized in a large and noble way. Knowledge is to be transmuted into character. liigh aims, ideals, enthu¬ siasms, are to be embodied into achievement. Knowing and doing crystallize into being. Let not the sharp stones in the path stay you in the race. More men fail from w'ant of moral character than from mental deficiency. Parnell, with master¬ ful party leadership, was a dominant figure for ten years in English politics, and then fell disastrously under the impulse of illicit passion. So fell Arnold and Burr. Shrinking from duty relaxes the moral nature. “ The forces in the long run go with the virtues.” As to such as you is intrusted our country’s weal, see to it that that country growls in culture, refinement, honor, freedom, and let it never be forgotten that “freedom consists in keeping willingly Avithin the limits God has traced, and anything except that is not freedom but license, and, at bottom, servitude of the most abject tyx)e.” Your capacity and spirit for the work laid on your shoulders, to be done not for love of gain, nor hope of praise or selfishness, ])ut for the joy of doing good, of successful accomplishment, are shared by thousands of colaborers from other colleges, striving earnestly for building up the true and the right. As Kipling said: Go to your work and be strong, halting not in your ways, Balking the end half won for an instant dole of praise, j Stand to your Avork and be Avise, certain of sworcl and pen, } Who are neither children nor gods, ]jut men in a AV'orld of men. | As an eminent college president has said, “AVhatever the task to which you are appointed, take large vieAA’s of it. Whatever the duty that awaits you, make it noble by the spirit in Avhich you go to meet it. ” Forenoon and afternoon and night, Forenoon and afternoon and night, Forenoon, and what? The empty song repeats itself. No more? Yea, that is life. Make this forenoon sublime. This afternoon a psalm, this night a prayer. And time is conquered and thy croAvn is AAnn. SERMON BY THE ET. REV. THOS, J, OONATY. 1395 33ISTRICT OF COFFM33IA, SERMON BY THE RIGHT REV. MGR. THOMAS J. CONATY, D. D., Rector of the Catholic University, at the dedication of Trinity College, Washington, D. C., November 22, 1900.1 “With thy comeliness and thy beauty set out, proceed prosperously, and reign. Because of truth and meekness and justice; and thy right hand shall conduct thee wonderfully.”— Psalm, xliv, 5. It is no ordinary occasion which could gather here the most eminent ecclesiastics of our country, the accredited representatives of many nations, men and women from the highest ranks of life, all to unite in begging God to bless these walls dedicaled to religion and science under the invocation of the Holy Trinity and the instruction of tiie Sisters of Notre Dame. To establisli a Catholic college for young women is of the utmost importance to church, and state, for it means not only additional opportunities for liberal culture, but what is of more vital import, it emphasizes that liberal culture to be of value must find its soul, its informing and vivifying principle, in religion as made known to us by Jesus Christ through the church which He established among us. In an age when intellectualism is being unjustly and rudely divorced from the supernatural, when religion is asserted on so many sides to be a vague, indeterminate, unessential quality in advanced knowledge, it is important that Christian schools of higher study should be established for the training of women along the lines of an intellectual development, which is strengthened and safeguarded by the piety and simplicity of intelligent Christian faith. , Intellect has been given to men and women for the same purpose, to be cultivated, that both may acquire that knowledge which is necessary for the attainment of per¬ fection in one’s station in life. Human nature, whether in manor woman, demands instruction, enlightenment, and development. God’s gifts are not to be hid in the napkin, but to be used, and woman, as well as man, has a duty to cultivate them. There can be no question as to the necessity of a cultured vromauhood. St. Augus¬ tine so well says: ‘YJo creature to whom God has confided the lamp of intelligence has a right to behave like a foolish virgin, letting the oil become exhausted because she had neglected to renew it; letting that light die out that was to have enlight¬ ened her path and that of others, even though the latter be her husband and child only.” God has given to woman great responsibilities; on her largely depends the future of society. Sheis the molding force of character; she indeed educates. Her views of life should be sound, as well as broad and deep. True, she should have the best there is in education. Domestic duties are hers, but home and childhood 1 There have been recently loca.ted in the northern suburbs of the city of Washington, in more or les.s qlose proximity to the Catholic University of America, a number of educational and other organ¬ izations of the church, the latest of which to go into operation is Trinity College, an institution for the higher education of women, founded by the Sisters of Notre Dame. The following statement regarding the opening of this college is taken from the Catholic Mirror of November 24, 1900. Through the courtesy of Monsignor Conaty the Bureau is enabled to print the sermon delivered by him upon that occasion: “Trinity College opened its doors to students November 6, and began work with 20 students in the freshman class. It is the intention of the college authorities to do no other than freshman work this year, and to build up the other classes from this first freshman one. While Trinity College is an organ¬ ization independent of the university, yet it naturally looks to the university for encouragement, direction, and instruction. The Sisters of Notre Dame are prepared to give all the regular instruction in the different class work of the college, and great hopes have been formed of the success which will attend their efforts. “The solemn dedication of the college took place St. Cecilia Day, November 22. His Eminence Cardinal Gibbons blessed the college building at 9.45 a. ra. His Excellency Archbishop Martinelli sang the pontifical mass, and during the mass Right Rev. Mgr. Thomas J. Conaty, D. D., preached the sermon. In the afternoon the ladies’ auxiliary boau-d hqld a reception in the new buildings.” 1396 EDUCATION EEFORT, 1899-1900. have obligations to education, and these obligations fall upon the mother as well as on the father. She owes to education the union of her intellectual and moral life, that she may do her whole duty to childhood. Intellectual culture, conducted on right lines, should not lead to the neglect of practical duties, but should aid to bet¬ ter improvement of them. Intelligence and piety lead to true culture; they lead to good judgment, strong virtue, true happiness. As Fenelon says: “A judicious woman, pious and earnest, is the soul of a great house. No x^ublic man can reach to effective good so w^ell as the man who has the aid of a good woman. The world is not a phantom; it is a gathering of families; and is not intelligence needed in that one in whose care are jjlaced the destinies of the homes of the land?” Woman should have the best there is in education that she may fulfill her duty to the home and to society. Educated intelligence is not alone for the woman of leisure, nor for the higher grades of society, but for all according to their oi')x>ortunities and the sx^here of intelligence in which God has i^laced them. W"ho will question the advan¬ tages which the college offers to vromen. Knowledge rather than ignorance is the guardian of x^i^^Y home training. The broadening of life, the clearer x'iercex^- tion of the relations of things, the more intelligent knowledge of religion, the more general insight into the history of nations, the close familiarity with the cultured nilAds of antiquity, the sound x^hilosoxrhy v*diich leads to God, the dis- cii:)line of mind and body tending to develox^ the will according to the laws of God — all these x^roduce the trained, cultured woman, who, as daughter, sister, wife, mother, is intelligent, comx^anionatble, and comx^etent to direct and lead in home education; the woman of intellect and X)iety> who is trained to see that the study of nature does not obscure the vision of God, but rather reveals the footprints of a great Creator whose loves and laws are fully made known by the revealed word. The college woman, the Catholic college-bred \voman, must be a force for truth and life and light. She must be an influence for virtue in all sx:)heres of endeavor. While keex^ing pace with the demands of an intellectual womanliood, she should be trained according to the x^rinciples of a x^hilosophy which believes in God, and a psychology which builds itself ux:>on belief in an immortal soul. We need women of culture, but in them should be found the goodness which comes from practical virtue. We need cultured women, but women whose culture is built upon and x^ermeated with religion, and finds its fragrance in virtue. Religion is the soul of all true cul¬ ture, illumines and ennobles natural refinement and advanced scholarship, infusing into both the sax) of sux)ernatural life which makes our lives like unto God. My thought on this occasion is not so much to discuss woman’s education, nor even 'what vcoman in general has on her x^art done for education; I wash rather for the i^resent to limit the scope of these questions, so as to consider what the Catholic Church h?.s done for the higher education of women and what Catholic wmmen themselves have done for education. Our study is a x^nrely scholastic one and limits itself to that phase of woman’s power which manifests itself in instruction, either as teacher or puxfih The Old Testament loves to dwell upon the names of women x^i’ominent in the instruction of the x^eople — Anna, the mother of Samuel, and Miriam, the sister of Moses; Judith at Bethulia, Esther at the court of Assuerus; Ruth in the fields, and the mother of the jMaccabees at the altar of martyrdom. These are a few of the great characters which influenced the Jewish j^eox^le. The deeds of three of them w'ere of sufficient glory to merit a record in special books of the Testament. In the Christian disioensation Anna taught Mary the law, and Mary unfolded to the youthful Savior the lessons of religion. Anna the Prox3hetess foretold His greatness, and Elizabeth prex^ared the Baptist for his life work. St. Raul constantly refers to the v/omen associated with him in apostolic work. He reminds us that St. Timothy, his disciple, learned the Scriptures from his grandmother Lois and his mother Eunice. Priscilla, -with her husband, Aquila, accomx3anied St. Paul to Ephesus, and “there found Apollo, an SEEMON BY THE ET. EEV. THOS. J, COHATY. 1397 eloquent and fervent man, and expounded to him the way of the Lord most dili¬ gently.” St. John wrote his Second Epistle to Electa, a lady eminent for piety and charity. The first centuries of the church are full of examples of noble women recognized a,s a force in instruction. St. Methodius, in his Banquet of the Ten Virgins, records an old tradition that the famous St. Theda, a disciple of St. Paul, was skilled in secular philos¬ ophy and in polite literature. One of the famous paintings in the Munich gallery com¬ memorates the preaching of the faith in Alexandria by St. Apollonia. A v/omaii, St. Catherine, of Alexandria, has long been revered as the patroness of Christian philoso¬ phers, and many significant legends have grov/n up about her name. Another ancient legend says that St. Barbara was instructed by the great Origen. As a matter of fact, two of the most illustrious Greek fathers, St. Basil and St. Gregory, of Nyssa, were in¬ structed by their sister, St. Macrima. In the legends of the Christian physicians Cos¬ mos and Demian they are said to liave been educated l:)y a wuman, Theodora. St. Ful- gentius, an African father, tells us that he was educated by his mother, who made him learn Homer and Menander by heart before he studied his Latin rudiments. St. Paula inspired St. Jerome to write his most important works; she was as well acquainted, he said, with Hebrew as with Latin and Greek. In letters written by him on the education of St. Paula’s daughter we may see the estimate placed by St. Jerome on the higher theological education of women. “ ^Vhen old enough let her read the wurks of St. Cyprian, the epistles of St. Athasius, and the writings of St. Hilary.” One can readily imagine what study this demanded. He said that he would be more honored by teaching the s^jouse of Christ than the i)hilosopher Aristotle in being pre¬ ceptor to the Macedonian king. St. Marcella, whom St. Jerome calls the greatest glory of the city of Rome, v/as often consulted by bishops and priests on biblical ques¬ tions, after St. Jerome, who had taught her, had left Rome. Paula, Laeta, Fabiola, Marcella, all Roman ladies, w'ere students of Scripture in St. Jerome’s school. St. Melania was of great assistance to St. Augustine in his struggles with the Pelagians and the Nestorians, entering often into open controversy with them. St. Eustochium, according to St. Jerome, v/rote and spoke Hebrew without any adulteration of Latin. Much might be said of the wmnen wdio were in constant correspondence with St. Ambrose, St. Augustine, and St. Fulgentius, both with regard to the programme of studies, as also to the system of studies. Valeria, Proba, Eudoxia, and Paula are names of Christian women associated wdth the establishment of educational systems for the training of young women. These are a few of the many facts which have come dow'ii to us from the Grasco-Roman period of Christianity. Volumes have been wuitten upon the wnrk of female monasteries in the history of mediseval education. The monasteries and convents wdiich sprang up throughout Europe following the development of Christianity, wure usually nurseries of learning. Intellectual activity wus often the test of a convent. St. Br^gid, at Kildare, in Ireland; Hilda, at Whitby, in England; Ebba, at Coldingham; Lioba, with Boniface, in Ger¬ many; Gertrude, at Nivelle, in Brabant, were the originators of great centers of knowd- edge wdiich aided in keeping alive portions of the ancient learning and culture which otherwise wnuld have surely perished. Mabillon recognizes that one of the glories of the Benedictine order w'as the learning of its nuns, and he recalls the names of learned religious wnmen in the monasteries, which then took on, in a way, the func¬ tions of normal schools. He adds that there was often emulation for study betw^een the monks and the nuns. St. Hildegarde of Bingen, known as the Sibyl of the Rhine, wwote curious miscellaneous treatises, anticipating, it is said, some truths of modern science. St. Gertrude, in the time of Dagobert, learned the Holy Scriptures by heart and translated them from the Greek. She sent to Ireland for masters to teach music, poetry, and Greek to the cloistered nuns at Nivelle. Montalembert tells us that lit¬ erary studies were cultivated in the monasteries for women in England during the seventh and eighth centuries, perhaps with more enthusiasm than in the communities 1398 EDUOATIOl^ EEPOKT, 1899-1900. of men. The Fathers of the Church, Latin, Greek, poetry, and grammar were in the schedule of studies, while many were devoted to the study of the Pentateuch, the Prophets, and the New Testament. Hrotswitha, a Saxon nun of Gandersheim, poet, dramatist, and historian, wrote Latin poems and stanzas, “ which prove,” says Bishop Spalding, “that in the institutes of learning of that day classical literature was extensively and successfully cultivated by women as well as men.” Hrotswitha gave the greatest reputation to Gandersheim, and her literary work has of late become the object of admiration among critics, as she by her dramas is thought to furnish the link between the comedies of classic times and the miracle plays of the Middle Ages. In this convent of Gandersheim the course of studies included Latin, Greek, the philosophy of Aristotle, and the liberal arts. In the twelfth century the Abbess Herrade wrote an encyclopedia which con¬ tained, says Pupanloup, all the sciences known in her day. St. Catherine of Sienna was privileged to address the Sacred College of Cardinals, and Padre Ventura says: “ This showed the power of eloc[uence and depth of wisdom of this young Christian heroine.” Ozanam writes of her: “ She shares the glory of the great writers.” St. Teresa wielded as strong a pen as any writer in S^Dain. Quedlinburg, in Germany, like Gandersheim, attained to a high standard of education. Both were called col¬ leges, because they were centers of learning and teaching bodies. Peligious and classical writers were studied, and even law was taught. St. Elizabeth of Schonau, an adviser of Emperor and Poi3e, was a Benedictine nun in the monastery of Schonau in the tvrelfth century. The Abbess Gertrude, known as St. Gertrude the Great, in her convent at Helfta, Germany, in the thirteenth century, was one of the great mystics, and she maintamed that the girls should be instructed in the liberal arts, for she said that if the pursuit of knowledge were to perish they would no longer be able to understand Holy Writ, and religion, together with devo¬ tion, would disappear. The Ca,tholic nun as an educational force is not a result of modern civilization, nor of modern educational demands; she is rather one of the forces which have made modern civilization possible, as she is also one of the sources of strength and grace workiug for the salvation of modern society. She has what Fenelon calls “that divinest characteristic of love, the forgetfulness of self, which spends itself without measure and gives itself without reserve.” “Si vis ainari, ama” — love is only won by love. But it was not in the convents only that the intellectual work of women in the Church found exijression. Learned women are frequently met with in the ranks of public life, among roya,l families, and in the quiet of the home circle. Editha, the wife of Edward the Confessor, taught grammar and logic. Queen Matilda, daughter of Margaret of Scotland, in her correspondence with St. Anselm showed wonderful knowledge of Latin and an acquaintance with Cicero and Quintilia,n, with St. Jerome and St. Gregory. Queen Radegonde, wife of King Glotaire I, was learned in Latin, Greek, and the Fathers, and established at Portiers the first great Christian school for women. She engaged Venantius Fortunatus, the last of the classical Latin poets, to train the nuns. Queen Mathilde, wife of Clovis II, was zealous for science and reli¬ gion, and established a monastery at Corbie, in France, which became famous because of its able masters. In Italy of the fifteenth and sixteenth centuries women held a high place in culture. ATttoria Colonna, for example, v/as a woman of broad culture, whose poetical gifts entitle her to high rank in the literary world. The daughters of Sir Thomas More, in England, and Anna Binns, in Flanders, are a few of the many women Avho in their day attained intellectual greatness. Anne of France, Blanche of Castile, Isabella of Castile, Elizabeth of LIungary, Margaret of Scotland, and many other royal personages might be cited to show the anxiety for higher education which was often rewarded by great literary excellence. It is well to bear in mind that SERMON BY THE ET. KEY. THOS, J. CONATY, 1399 among Catholic women this desire for education was at a time when war and rapine and worldly ambitions were more usual than concern for intellectual development. If we cast a glance at the history of universities v/e will hnd Catholic women asso¬ ciated with them, not merely as students but as teachers. The Chronicles of Richard of Poitiers, speaking of Manegoldus, remarks that his wife and daughters were highly educated and taught sacred Scriptiu-e at the school of Salerno. The seven¬ teenth and eighteenth centuries have some remarkable illustrations of the position held by women in university life in Bologna, Padua, and Pavia, world-famed uni¬ versities of the church. Among the teachers of Bologna we find the names of Pros- perza de Rossi, who taught Scripture; Marietta Tintoretto, daughter of the first Tintoretto, who taught irainting; Elizabeth Serani, a famous painter, who taught painting; Novello d’ Andrea, who took her father’s place in class and taught canon law for ten years; Anna Manzolina was professor of anatomy; a woman succeeded Mezzoranti, at Bologna, as teacher of Greek. Statues are erected to two women who taught botany in Bologna and Genoa. Maria Amoretti taught at Pavia. One of the famous teachers of the University of Padua was Helen Cornelia Biscopia, who proved herself worthy of the title of doctor of philosophy, which she received pub¬ licly in the Cathedral of Padua in 1678. Maria Agnesi, of Milan, who has given her name to the mathematical curve known as the witch of Agnesi, was elected to the Bologna Academ}^ of Sciences; Pope Benedict XIV declared that she w’as without question among the very first professors of analytics. The Pope, in 1750, named her professor of mathematics at the University of Bologna, and when she demurred he assured her that Bologna ha,d often heard, in its chairs, persons of her sex. Mile. Legardiere vrrote a v/ork which Guizot sajs is the most instructive now extant on ancient French law. Plautilla Brizio, a woman architect, built the chapel of St. Benedict in Rome. In the eighteenth century women took degrees in jurispru¬ dence and philosophy in the papal universities. Laura Bassi received the doctor’s degree at Bologna and was appointed professor in the philosopliical college, where for twenty-eight years she delivered public lectures on experimental philosophy, until her death, in 1778. Vittoria Bolpliiiia, Christina Roccatti, Veronica Cambera, and Tarquinia Molza are a few of the many women honored by university degrees. These are but a few names selected at random from the long list of noted women whose learning was equaled by their sanctity of life, and whose inspiration was in their Catholic faith. The story is interesting when we consider some of the deeds of women in the encouragement given to education by their interest and generosity. St. Elizabeth, of Portugal, induced her husband to found a university at Coimbra. The first regular professorship at Cambridge, the chair of divinity, was founded in 1502 by Lady Margaret, Countess of Richmond, mother of Henry VII, and of the Tudor line. She founded St. John’s College, and also Christ’s College. Pembroke College was endowx-d in the fourteenth century by the widow of the Earl of Pem¬ broke. Clare College was endowed and named by the Countess of Clare in 1338. Queen’s College w^as founded in 1448 by Margaret of Anjou, Queen of Henry VI, who had founded King’s College in 1441. Elizabeth Woodville, Queen of Edwurd IV, and a friend of Margaret, completed her work. Under the patronage and inspiration of the German princess Matilda, daughter of Crowm Palatine Louis III, the Univer¬ sity of Freiburg, in Breslau, was founded by her husband, Albert of Austria, and that of Tubingen by her son, Eberhard von Wirtemberg. Apropos of those deeds of generosity, it may not be amiss to recall that the first founder of the Catholic University of America, and tlie donor of Caldwxll Hall, was Mary Gwendolin Caldwell, whose magnificent gift made the University possible. Trinity College is a monument to the generous deeds of ilie noble-hearted Catholic women of America. For fifteen centuries, therefore, wx find a glorious record of Catholic women in education. It is true that most of it has gone unrecorded. The wmrld wull never kiiow^ how beneficent has been the simple, self-forgetful service of consecrated lives 1400 EDUCATION EEPOET, 1899*1900. to the glory of God a,nd the salvation of souls. Yet their works speak louder than words. We must not forget, moreover, the social and economic conditions which often precluded the possibility of a more general education of woman in the last few centuries. I pass on to another interesting phase of this history of female education. It is impossible at this moment to more than refer to the establishment of those religious institutes of women, which for two centuries have taken so great a part in the educa¬ tion of women. When the times demanded a more widespread education of the people, the Catholic Church gave inspiration and encouragement to Catholic women to aid in its revival and general diffusion. Tlie student of education and educational methods will find abundant food for study in the annals that tell the history of the founders of those great religious insti¬ tutes for women which have sent fortli into the educational life of the Church conse- crateresided over by a man who possessed the very highest scholar¬ ship, and was at the same time an executive the most energetic, xjushing, and pro¬ gressive. Yale was tlien a college where all that was best in the way of high scholarshi}), permeated with Puritanic severity- of discix)line and orthodoxy of reli¬ gious faith, was working out its fairest results. This, moreover, was the time when the old college curriculum, with its fixed routine of studies, was yielding to the demands of the elective system, and thus expanding to give entrance to the real university. The influences of this transition jreriod at Yale wrought powerfully on Mr. Johnston and others associated with him in stud}-^, who were destined to effect the most far-reaching influence in the university systems of our countr}^. * * Mr. Johnston joined a class which contained many men of marked, intellectual force and executive ability, such as Crapo, Gilman, McCormick, not to mention others. There were many who had had the careful training of the best New England preparatory schools, and by their two years of college work together liad acquired a class spirit and unity of action which v/as of a i3ermanent type, and to which those who entered, as he did, upon advanced standing, w^ere compelled in s'ome dmgree to conform. But he had enough of the personal equa,tion to assimilate what was good, and resist whatever could give a wrong trend to one wdio sought only that which is best in everything. He found at Yale a rigid disci j)line, administered by an unbend¬ ing will in President Woolsey, a man who had so much goodness and wdsdom that his course of action, if inflexible, was nearly, if not always, right. And the impress wdiich this x)rince among educators left on his i)upils w^as not lost on Mr. Johnston, and was a new factor in his preparation for his life work. * * Mr. Johnston’s course was marked from the start. When students join an advanced class in an institution where the recjuiremeiits are rigorous, the new'comer is likely to be somewhat hampered by an inadequate, or at least unequal, x^reparation. Though this was his case, he quickly rose superior to all handicax^s. His powder as a waiter was assured at once, and was maintained w-dth increased reputation until the end, as shown by x^rizes for writing and speaking. There w'^as an inimitable grace and smoothness, embodying at the same time clearness, of diction, which could not be misunderstood, and a vigor in style which forestalled opxjosition. His schol- arshi}), which had been somewhat inaccurate, owing to his frequent change of schools, now" became more thorough under such sticklers for accuracy as Vfoolsey, Thatcher, and Hadley; and his range of study, wdiich had already been w"ide, wms much extended during his residence at Yale. While he w^as not a hard reader, a pole, to use the college slang, he did wdiat is far better; he mastered the spirit of the authors he studied, making their thoughts his own and assimilating their substance, to be digested by his native x^ow/ers. * * * Desx3ite the considerable time sxrent by Mr. Johnston in_sociai life and his somewhat desultory preparation, he was able to master all his college work v»/’ith gratifying success, for he won a high grade among his many able and ambitious competitors — -as higlda gra,de as wus permitted by the strict usages of Yale in the case of those who enter as late as the middle of junior year. * * * Mr. J ohnston left college with the rex^utation of a highly talented and cultured man, of w"hom the world was soon to hear a good account. Immediately after gradu¬ ation he began the study of law at Louisville, Ky., which w/as his home more than any other place, and where he proposed to fix his residence for the future. In less than a year after his graduation at Yale — that is, from the end of July, 1852, to the end of March, 1853, which time he devoted to professional study — he was graduated from the law school of Louisville University and admitted to the bar. At once he began the x^ractice of this profession, for w"hich he had a manifest adaptation. His 1404 EDUCATIO^r EEPOET, 1899-1900. mind was eminently judicial. Calm, self-possessed, of clear judgment and native eloquence, lie had all the qualities fitting a man for success as an attorney, a coun¬ sellor, or a judge. He was a graceful and fluent speaker, and his transparent hon¬ esty carried conviction to the mind of judge and jury alike; hence the fact of his being retained in a case went far toward securing a decision in his favor. His large and influential connection in Kentucky, and, we may say, in all the South, secured for liim a clientage; and, this being backed up by elegant culture, he had every encouragement in his chosen work. A career of the most honorable sort was invit¬ ing him to enter in and occupy. Either legal practice, politics, or the bench offered him assured success. He did not cease to study law when admitted to the bar. And this certainly was necessary, if he expected to master the wide field before him, for liis professional novitiate had been very short — too short, vre think, for his best interests; certainly too brief for those less gifted than himself. But such was the usage at this time in Kentucky and most of the Southwestern States. A student could gallop through Blackstone, glance at Kent’s Commentaries, put a half dozen State codes on his shelves, and go to pettifogging — if any client would hazard a case in his hands. But Mr. Johnston was wise enough to know that he had but just begun the study of a profession which demanded patient industry continued through a lifetime, and acted accordingly. * * * Mr. Johnston remained at Louisville from 1852 till 1861, with frequent business visits of greater or less length to New York City, where the legal interests as well as the commerce of our nation centers. No doubt, had the country remained at jieace, he would have gravitated to this city, unless he had been elevated to the bench, for which he had the requisites in an eminent degree. But the mutterings of sectional discord were increasing in intensity, presaging the earthquake which iniist come to spend the forces which had been gathering since the Union was formed. For there was a disturbing element which could not be quieted, nor allow the different sections to be at peace. * * * Mr. Johnston, who had interests and affiliations of blood both North and South, deemed it his duty to ally his fortunes with that .section where he was born and had lived. Though the rea¬ sons and motives which led to this step were never discussed between us — -no doubt from a mutual desire to avoid a possible breach — still we feel assured that he did not take this momentous step without a careful consideration, and a conscientious regard for duty owed to God and man. One thing we do know', that after his dread appeal to the arbitrament of the sword had been taken, and the case w^as decided adversely to ids views, lie accepted the situation wdtli frank and full acquiescence, and became once more, in heart and action, a citizen of the reunited, the whole, country. Amid the wreckage caused by the civil war to the South, Colonel Johnston fell, but he lit on his feet. He had lost his property, his business, his health, and his bodily constitution. He had lost everything but his integrity, his courage, and his friends. He secured, through one of his classmates of influence at Washington, much legal work there; and his clients at Louisville had not forgotten him. His prospects were of the best for securing a lucrative legal practice, but his Pealth could not endure the strain v/hich comes upon a successful lawyer. Hence, when his friend, Gen. Robert E. Lee, became president of Washington and Lee Univer¬ sity, and urged him to join the work of building up that institution, the real trend of his character asserted itself. He now accepted the chair of history and English literature, for which he w'as, both by culture and inclination, preeminently fitted. He went to Lexington, Va., in 1867, and this brings us to the third period, that of his grand life w'ork, for which all his previous studies and experiences were simply preparatory. * * * ]Mr. Johnston had already gathered around himself elements of strength which made him a leading factor in the education of our whole country. The best things were not only hoped, but confidently expected of him. He was known, loved, and WILLIAM PRESTON JOHNSTON. 1405 honored, was welcomed wherever he went, with as much heartiness in the North, against which he had fought, as in the South, for which he had jeoparded his life and lost all that a noble man could lose. At this time Mr. Paul Tulane (whose name will stand out forever in the brilliant galaxy which includes Yale, Harvard, Dartmouth, Brown, Rutgers, Cornell, Johns Plopkins, Rockefeller, Stanford, was meditating the founding of a great university in the extreme South. He chose as the proper locality the commercial capital of the South, where he had made his fortune; a place near the mouth of the greatest river system in the world, and in the midst of a country whose fertility exceeds that of the delta of Egypt. His selection of locality was preeminently wise, characteristic of the singularly cool and clea.r judgment for which this merchant prince was noted. He foresaw that New Orleans would more and more give direction to the movements of education for the wdiole of the Gulf States, which contain greater possibilities in the way of undevel¬ oped wealth than any other equal area in the world. Besides, this city, as the edu¬ cational center for this section, as it has always been that of commerce, would be sought by students from Mexico, Central and South America, with the West Indies, because of its cosmopolitan population and interests. But klr. Tulane was wise, not only in the location of his projected university, but equally so in the selection of a man to organize the splendid foundation made possible by his munificence. After careful reflection upon many possible administrators of his bounty, he settled upon Mr. Johnston, whom he knew already, and who was strongly indorsed by the board he had named as the one who combined all the requisites for the organizer of a lit¬ erary institution of the first order. Pie had already, in 1880, become president of the Louisiana Stcite Agricultural and Mechanical College, at Baton Rouge, which was doing a good work, though v>^ithin narrow limits, but now, through his vuse management, was coming forward rapidly in importance, Vvhen Mr. Tulane’ s gift for the establishment of a university was received in 1883. Then the institution at Baton Rouge and the old State university iit New Orleans were incorporated together. Out of these different elements, united with Mr. Tulane’s foundation, an entirely new organization was x^erfected, so different in methods and so much wider in scoj^e that it must be considered a wholly different enterprise. P"or it had all the features of an original plan, and was henceforth to take on such a form as the genius of a i>resi- dent chose to give it. klr. Johnston was now 52 years old, in the full vigor of his intellect, and with a more varied experience, we dare say, than couhl be found in any other citizen of our country. He had been tried in many forms of administrative activity, legal, mili¬ tary, educational. He knew, from much service, both to command and to obey, to lead and to follow, to x>lan and to execute. His reputation for literature, for teach¬ ing, for delicate administration, was as marked as were his characteristics for dignity, grace, intellectual force, and unselfishness. His information on every subject of culture was truly encyclopedic and could not fail of being known wherever he might be. * * * Pie now appears in a new role, that of the founder and organizer of a great uni¬ versity. Here all the qualities of his philanthropic, executive, mental, and moral nature are brought into requisition. His work required more wisdom than the mere art of founding. But his exquisite tact and calmness of judgment were fully equal to the duties demanded of him, not only in disarming opirosition, but also in win¬ ning the cordial supjDort of those interests which were to be merged into the new enterprise. These qualities being recognized by Mr. Tulane, and his judgment in all matters pertaining to his work being approved by the administrative board, he was invested by the donor with plenary i)owers in the management of his munifi¬ cent gift. Hence President Johnston was in reality, as well as in name, the creator of Tulane University. Here his real life work began in earnest; and this institution is the monument which will remain, no doubt, for ail time as the tangible ex];)ression 1406 EDUCATION REPORT, 1899-1900. of his genius and labors. Henceforth Mr. Johnston lived, \yrought, prayed, and suffered for Tulane. But it must not be understood that he took any less- interest in the general work of education, for he was constantly engaged in writing, in lectur¬ ing, and participating in all sorts of movements for the advancement of culture. As a regent of the Smithsonian Institute he was brought in touch with and helped to direct the most important forces at work in behalf of the higher education. The Sopiua Newcomb College for Women, v/hich is, popularly speaking, a female annex of Tulane, owes to him its foundation and assured success. From Mr. Johnston’s wide relationships by blood, and his knowledge of all the leading factors in tlie moveinents of philanthropy and culture North and South, he was peculiarly fitted for advancing both male and female education. He thoroughly understood the wants of his twin institutions, because of his wide and hearty sympathy with their patrons, and knew where to apply for assistance. He was in close touch with the leading men of New Orleans, such as Dr. Palmer, T. G. Richardson, Senator Gibson, a near relative of his own. Judge Fenner, Justice AThite, and James McConneil, and could count on their energetic aid and wise judgment in carrying out his cherished purposes. Moreover, such was his hold upon the general community, grov*'ing out of his transparent honest}^ singleness of purpose, and unselfishness, that he could count on the full cooperation of the State authorities, no matter which political party might be in the ascendancy. For his reputation for integrity and clearness of judg¬ ment on all matters which claimed his attention were so well established that, no matter what might be the ill temper growing out of political excitement, he could carry a measure through any deliberative body, provided he was permitted to engi¬ neer it alone. For all who heard a statement and knew the man who made it were impressed with his thoroughgoing honesty and convinced by the lucid arguments with vv’hich he advocated a measure. Thus he had practically carte blanche for the realizing of his views in founding Tulane, so that this university is perhaps more emphatically his exclusive creation than any other of our numerous colleges and universities are of those great organizers whose names they bear. Hence it was felt by all who knew the real facts involved that Mr. Johnston’s life was a necessity to Tulane during its formative period. And therefore the uncertain tenure by which he held to life, and the extreme weakness from which he suffered, kept his intimate friends in constant anxiety. To say that he lived for fifteen years by force of will alone may seem extravagant to those who did not know his actual con¬ dition. Yet to such as witnessed the struggles through which his weak frame carried the burden of each university term this will be recognized as a true statement. He was never free from pain a single hour during that long period. * * * The cares and labors of Mr. Johnston after he went to New Orleans were inces¬ sant. Not merely the organization of the complicated scheme of a university in all its far-reaching and constantly expanding activities, but the details of the daily rou¬ tine must be carefully scrutinized. The letter of inquiry from anxious parents; the cases of discipline which must arise in any literary institution; the selection of a corps of professors; the supervision and friendly advice in the case of those called from abroad and v/ho were strange to the genius loci — for each university has its own usages, and each community where one is located its peculiar temper and traditions — to give quiet higgestions to young and inexperienced instructors, all these things constitute a weight of labor and harassing details, enough for the strongest and most elastic physique. How he did ail this is certainly marvelous. For he attended to the minutest details belonging to his office himself. Fie had, it is true, the good sense to enlist a large body of able colleagues to carry out his views. All great organ¬ izers have this distinctive faculty of working through other minds and of so impress¬ ing their own lines of policy upon those with whom they cooperate that the force of the driving wheel is distributed so appropriately that each cog and shaft seems to be acting by its individual behest. But though not present and seemingly not WILLIAM PEESTOK JOHNSTON. 1407 interfering, yet in reality the head examined every item of detail and weighed its ultimate effects on the whole system. * * * Thus it continued with him from the time of his dreadful sickness in 1862 till his death; but more especially during the twenty years preceding that event. For a stranger, to meet with him casually, and particularly if this occurred during one of his paroxysms of coughing, would think that that weak and tired frame would soon rest in its long sleep, instead of being the guiding povv-er in founding a great uni¬ versity and identified in an efficacious way with nearly every interest dear to Chris¬ tian culture. During his last year at Tulane (1898-99) he grew much vv eaker even than he had been previously. Such was now his prostration that he was compelled to remain in bed nearly all of this time. But he did not cease to work. From that couch of xrain still issued directions for the management of Tulane, and wise directions in regard to each of the numerous interests with which he was identified, besides long autograph letters to friends who had no other claim on his attention than that they loved him. Fie struggled through the year, presided at the commencement exercises in June, con¬ cluded his work in all departments, for this which v/as to be his last year, in his usual methodical manner. Then he set out for a retreat from the oppressing climate of Nev/ Orleans in summer, came North to visit his daughter in Pennsylvania, where he hoped by the high altitude and bracing air to recuperate, as he had often done before. But this time the hoped-for relief did not come. He grew still weaker, and with difficulty was removed to his beloved Lexington, Va., where he had spent so many happy years amid the excpiisite scenery of this charming spot. Fie came to the home of another daughter, and for a short time seemed stronger. He was uncom¬ plaining, cheerful, and even witty, as was his wont. The end came without premo¬ nition to himself or to those who watched beside his bed; and in the early morning of July 16, as the sun was peeping over the mountains and flooding the valley with light, he ceased to suffer. * * * Mr. Johnston vus so thoroughly honest, so wholly free from crooked ways, that wliPttever he undertook secured favor from those who did not take the pains to inves¬ tigate his methods, or had not the ability to comprehend them. In this way a noble character lays all men under contribution. It utilizes the forces of ignorant though strong characters, and enlists the cooperation of those who are bad at heart, but wdio v/ish the reputation for integrity to effect ulterior aims. The good are willing to follow' a leader who ahvays strives to do right, and the bad are shamed into acquies¬ cence by the force of public opinion; and thus a noble character drawls a.11 influences into the wake of its pilotage. A second factor of his influence w'as his courtesy in speech and action. This indeed seemed native, springing from the goodness and elevation of his hemt. Fie was popular in every age and position during life. In truth his character did not seem to be affected by considerations of time or place. He had the vivacity of youth and the wisdom of age at every period. This made him a favorite wdth young people, over whom he exercised a perfect witchery, without effort and, of course, unstudied. In his student days he w^as admired and loved by the h.umblest as warmly as by his own special coterie. This irresistible attractiveness was conspicuous in his manage¬ ment of students both at Lexington and New Orleans. A notable example w'as wdien there w*as a formidable rebellion at Tulane, v/hich, for a time, threatened peril to the whole institution. But he met the angry and desperate body of rebels wdth no sign of treiudation, and by a ferv firm but gentle words calmed all into cheerful obedience. He was not afraid of discipline, and those young men who wmre incor¬ rigible — fortunately very few^ in any of our literary institutions — wmre dealt with summarily. For any good officer of the law know^s that punishment, in order to effect its best results, must be summary in its execution and thorough in its reach. But sympathy with young men and wdiole-hearted devotion to their welfare prove such a potent factor in their control that punishment is rarely necessary. * * * 1408 EDUCATION REPOET, 1899-1900. MASSACIIITSETTS. THE EDUCATED MAN AND THE STATE. By Henky S3IITH Pritchett. 1 I ghould fail to do justice to my own feeling did I not pause for one moment to acknowledge the kindly greeting which has just been extended to me at the begin¬ ning of my life among you. Eor the words of encouragement which have been spoken, for the assurance of cooperation and support, for the cordial personal wel¬ come, I am more grateful than I can say. The response to such words and to such welcome is not to be made at this time and in thisj^lace. It can be given only in the years of service which lie before us. It was my fortune some years ago to pass from a university place to that of an execu¬ tive otiice of the General Government, to go from the work of training students to a cor])S of men who were recruite''d almost wholly from the ranks of college graduates. In the attempt to secure for the Government service men of the best training, the relation of the educated man to the Government, whether as an employee or as a citizen, has been a matter of immediate practical consideration. In such a position one studies the output, if one may use that term, of our universities and of our col¬ leges from a different point of view from that which the teacher occupies. He meas¬ ures the college man in comparison with other men, from the standpoint of his ability to do things, and not from the standpoint of his knowing liov; to do things. The two points of view are very different, and for this reason I have deemed it not entirely without interest to say a word to you at this time concerning higher education in relation to the Government, and more particularly to consider the part which educated men are to-day taking, and ought to take, in government; the obli¬ gations of the higher institutions of learning to the State; and, finally, to discuss briefly the question whether these obligations ar e being fairly and honestly and intel¬ ligently met. There is a saying which is current in the student talk of German universities to the effect that of those who enter the university doors orm-third breaks down and one- third goes to the devil, but that the remaining third governs Europe. Such expres¬ sions are oftentimes more apt than true; yet, on the other hand, they sometimes represent a popular conviction more correctly tlian formal tables of statistics, just as a bit of floating straw shows the direction of the current more truthfully than the powerful cruiser. Unfortunately, it is not easy to subject such a statement to accu¬ rate examination. The statistics of the unsuccessful are necessarily far more incom¬ plete than the statistics of those who attain prominence. The devil keeps no books; or, if he does, they are not open to the examination of the student. But it requires only a limited study to show that the last part of the statement is certainly true, at least so far as Germany is concerned. The educated man, trained either in the uni¬ versity or the polytechnic, governs Europe to-day. No one connected with the Government of the United States in any executive capacity can fail to see that the Government of this country is also passing rapidly into the hands of educated men. The population of the country at this time is approxi¬ mately 76,000,000 people. The number of college-trained men is perhaps less than 1 per cent of the population. From this small percentage, however, are filled a majority of those legislative, executive, and judicial places of the General Govern¬ ment which have to do in any large way with shaping its policy and determining its character. Not only in the ordinary positions of the Government service is this true, but the Government is calling more and more frequently upon the educated man for 1 Address delivered on the occasion of Mr. Pritchett’s inauguration as president of the Massachu¬ setts Institute of Technology, October 24, 1900. THE EDUCATED MAN AND THE STATE. 1409 the expert service for which his training is supposed to tit him, and this not only in the relation of scientific experts, hut in all other directions in v/hich the Government seeks the advice and. the assistance of trained men. On the other side of the Pacific a commission of five American citizens has under¬ taken the most delicate, the most difficult, doubtless the most thankless task in the establishment of civil government to which any group of our citizens has ever devoted its unselfish efforts. It is a significant fact that a majority of that commis¬ sion are college professors. The presence, in constantly growing numbers, of educated men in government service means also the displacement of an increasing number of poorly trained men. It is the old story of the untrained against the trained man, and to-day the world recognizes that the day of the untrained man has gone by. In the service of the Government, as in all other fields v/here intelligence and skill are factors, the educated man is displacing from the higher places the one who has no training or v/ho has a poor training. Whether v/isely or unwisely, Vvdiether for good or ill, it may be accepted as a fact that the Government of this country is passing rapidly into the hands of the ediicaded man. It is a matter of the highest x^ractical importance to inquire whether the man Vv ho is coming into this powder is worthy of it, and whether the training which he has received in the college or in the technical school is given with any purpose of fitting him for this trust. Before approacdiing this question it may he well to call to mind the attitudi-e of the Government of the IJnited States and of the State governments toward higher educa¬ tion and toward scientific investigation. Notwithstanding the crudeness of our legislation, it is still a fact that Congress and the State governments of the United States have been generous in gifts to higher education and to scientific vmrk. The gifts of the General Government have come from the sale of public lands. To the separate States has been left, heretofore, the power to lay taxes for the support of institutions of higher training. It is difficult to bring together the data for a trustvrorthy statement of the value of all these gifts, but they aggregate an enormous amount. At the present time the Federal Government is devoting more than ten millions annually to the work of the scientific depart¬ ments of the Government. At the very beginning of organized government in this Commonwealth the question of education was one of the first with wliich the State concerned itself. The xwincii3le of State aid to higher education, then recognized, has been since that time accepted by the General Government and by ever}" State government. In New England, liarvard and A^ale and other foundations of higher learning are now dependent ux^on private endow'ments, yet almost every one of these has at one time or another received State aid. Harvard was in reality a State insti¬ tution, having received- from John Harvard only £800 and 320 books. And while the more generous gifts to New England colleges have come from x^i’ivate sources they have never hesitated, in time of emergency, to come before the rex^resentatives of the people and ask for assistance. These petitions have never been disregarded by the State. The American Eexjublic may fairly claim to have adox^ted and to have- follow- ed out Macaulay’s motto, “The first business of a State is the education of its citizens.” In no land and in no time has the State responded so quickly and so generously to the demand for higher education as in the United States of America during the last half century. If this aid had been rendered by an individual, if one could imagine the spirit of the whole x”>eoi3le, both State and national, incarnated in a personal intelligence wdiich should take cognizance of the obligations of those w"hom the State had befriended, I can imagine that one of the most direct cxuestions which such an intelligence would address to those who direct the education of the youth would be,“ I, representing the whole x^eople, have given you freely of my national domain, the heritage of the whole people. I have founded and supported colleges and universities and technical ED 1900 — VOL II - 9 1410 EDUCATION DEPORT, 1899-1900, institutions. What direct return has l)een made to me for this assistance, and };iave those who control the training of the youth kept in view their obligation to me and the dignity and the needs of my sendee?” Tlie question is a perfectly legitima,te and a perfectly fair one. And, while it is easy to answer it in generalities, it is not so easy to give a reply of that definite sort which shall lead somewhither. The subject is too large and has too many ramifica¬ tions to be discussed on this occasion in full. Perhaps the best I can do is to call attention to the importance of the incpiiry itself and to the obligation which exists for a definite, full, and, most of all, an honest answer. In addition, I shall endeavor to point out certain directions in which, to my thinking, the ends of the Govern¬ ment have been well served in our system of education, and certain others in which, it seems to me, we need improvement. It seems to me that it may be stated as a general result that the State (using that term to characterize both the General Grovernment and the State governments) has been well served by the institutions of Iiigher learning. It can be shown satisfac¬ torily that in the main these institutions have not only served the general purpose of the dinusion of knowledge among men, that they have trained men in such a way as to make them more effective in the pursuit of their own fortunes, but also that they have given back to the State men well trained to serve it. Tliere can be no question that, judging by the general result attained, the expenditures of the State for higher education are justified by the result, and that the harvest cvliich the State is to reap from its investment has only begun. Notwithstanding this general outcome, there are certain directions in which the State may reasonably demand additional results. The State represents, as does no other agency, the whole peojjle; and, in considering the obligations due the State and the best method of discharging them, we must remember that the institutions of learning are attempting to serve, in tlie most direct and at the same time in the broadest way, the whole body of citizens. One thing which the Government has a right to expect of tliose educated in the higher institutions of learning is a decent respect for the service of the State. I am sure I express the sentiment of all men of serious purpose who have stood in executive places in Washington wdien I say that there is no greater source of dis¬ couragement to those v'ho are honestly striving for good administration than the facility wuth wdiich good and honest and intelligent men woil ascribe the wvorst motives to those in Government office. There is a feeling — and it finds expression perhaps more often in our institutions of learning than elsewhere — that, although a man may be perfectly honest the day before he goes to Washington, he is to be suspected of any crime the day after; and the discouraging part is that the record of a whole life of consistent devotion to duty is no defense whatever against the most sensational accusation. Again and again a man of pure life and of high purpose, v*dio has accei>ted a r>ost under the Govern¬ ment, discovers with infinite pain and surprise that the silliest charge against him is accepted, not only among the idle and the curious, but ]>y those upon whose sup¬ port he had most counted. This tendency is not peculiar to our time or to our nation. It is part of “that touch of nature which makes the whole world kin” — a kinship as universal as it is detestable. One can not think of the failure to discriminate Ijetvven the dishonest fe'vv and the honest many, of the courage brought to failure by well- nigh universal suspicion, of the unmerited i)ain, from Washington’s day to this, inflicted by the careless judgment of men’s motives, wdthont recalling the words of Edmund Burke, “ It is very rare indeed for men to be wrong in their feelings con¬ cerning public misconduct — as rare to be right in their speculation upon the cause of it. I have constantly observed that the generality of people are at least fifty years behind in their politics. There are very few men who are capable of comparing and digesting what passes before their eyes at different times and occasions so as to form THE EDUCATED MAH AHD THE STATE. 1411 the whole into ^ distinct system. But in books everything is settled for them with¬ out the exertion of any considerable diligence or sagacity. For which reason men are wise with but little reflection and good with little self-denial in the business of all times except their own.” Let me say that no m.an can be brought into contact with the actual machinery of our Government, can mingle with the men who make our laws, who interpret them, Vvdthout gaining not only a wholesome respect for the service of the State, but also a reasonable hopefulness for the future of our institutions. So far as my judgment goes there are few conventions of men brought together for any purjDose in which the average of intelligence and of honesty is higher than in the American Congress. It goes without saying that its members are influenced by personal considerations, by social ties, by all the things which move men — in other wmrds, they are human — but it is a gathering of men who honestly desire to do the right thing. It is the fashion to speak of the honesty and the intelligence of the good old days when the Republic was young and v/hen statesmen v/ere pure, and to deprecate the decadence of the present day. Such talk is the purest nonsense. Tire general intelligence of the body of Congress is higher to-day than it ever was, and its conscience is quite as acute. Unfortunately, the wmrk of cpaiet and serious men receives little attention from the public, although these men count enormously in the actual work of legislation. Let me illustrate with a single example. Two of the most important committees ill the House and in the Senate are the Committees on Appropriations. Imagine for an instant the enormous number of objects for which a government spends its money. Consider the wdde range of subjects which the demands for money cover. Imagine, if you can, the patience emd the judgment and the honesty which are involved in hold¬ ing the x)urse strings of the richest nation on earth, and the difficult}’' of deciding upon the wdsdom of requests which range from the demands of abstract science to the promotion of the interests of some small neighborhood. Think for a moment wLat an opportunity for men vrho are disposed, even in the remotest way, to dis¬ honest practices, and, having considered all these, take into account the following facts: The chairmanships of these two committees have for ten years past been prac¬ tically in the hands of four men, two Republicans and two Democrats. During that time these committees have had in their hands the allotment of a larger sum of money than was ever controlled by any body of men in any nation at amy time of the world’s history. These men are to-day either x>oor men or in the possession of modest incomes made from their own exertions, and so honestly and so carefully have their duties been xierformed that not the slightest insinuation of 'wrong-doing has ever been made. In the executive branches of the Government, as well, one wdll find a quality of service to command respect. There are incomxretents in greater numbers than one could Vvdsh, but, since the civil-service law has made it possible for men of education and./of energy to find a career in Government service, the quality of men entering it has steadily improved. And, notwithstanding the half-hearted service of the few, it is true that the Government receives quite as much of devotion and of unselfish service as one can find in the ranks of those engaged in i)rivate business. It is the X^resence of this large number of devoted and intelligent men ’which makes the machinery of government run smoothly and which brings out the results. That this class is growing relatively larger in the service of the General Government, and that the ideals of duty which are held ux:) before them are becoming higher year by year, no one can doubt. The Government of the United States is honestly conducted. Its condition fur¬ nishes to those Avho know it best the basis of a rational optimism as to the future of democratic institutions. In its service men of education should find, in increasing numbers, careers of the highest usefulness and of the highest dignity. 1412 EDUCATIOIS' KEPOST, 1899-1900. Another quality of the education given to the youth upon which the State has a right to insist is its catholicity. In the matter of education the State makes no dis¬ tinction. It aims to make its highest training accessible to the humblest as well as to the most aristocratic. No system of education is a good one for a free State in which the students and graduates of its institutions of learning get out of touch with the great body of their fellow-citizens. Such a lack of contact between the men of education and tliose who lack education brings about a feeling of distrust as between men of two di.stinct classes. Under such circumstances the educated man is likely to lose thp perspective concerning social facts and tendencies, and to become suspi¬ cious and narro\v, to feel that the country is fast going to the bad, and that the advice and service of the educated ma-n are not properly appreciated. One of tlie practical results of this feeling has been that the college man has not ahvays realized that he was to take his place side by side with the man vrho had no college education. He has been inclined to forget that he must expect to begin where the uneducated man begins, and that his education is not a mark to distin¬ guish him from other men, but a training which ought to enable him to do his part of the vrorld’swork better than the ma,n who lacked this training; in short he ignores the fact that he is not one vdiit better and is to receive not the slightest considera¬ tion because of his better opj)ortunity. It is the protest against this feeling of superiority, whether real or imagined, v.diich is at the basis of most of tlie objections now offered to a college education as a i^rac- tical preparation for the active v/ork of life. The feeling is expressed in the follow¬ ing vcords from the late Collis P. Huntington. In a magazine article published just before his death, entitled “Why young men should not go to college,” he says: “Somehow or other our schools, which teach yoiuig people how to talk, do not teach them howto live. It seems to me,” he writes, “that slowly, but surely, there is growing up a stronger and stronger wall of caste, v>dth good honest labor on one side and frivolous gentility on the other.” In so far as tliis charge is (rue — that a college training tends to make those who receive it a class apart, and prompts them to make extravagant demands — in just that proportion is it a fair criticism of our system of instruction. We have a right to expect that the college-trained man, more than any other, shall be tolerant and patient; that he shall understand, as no one else can, that truth and honesty and virtue belong to no age and to no nation, that they are the property of no party, of no sect, and of no class. And we have a right to expect that, realizing this, he shall have healthy views regarding human nature. If the college atmosphere does not encourage all this, then the college atmosphere needs quickening. How far this criticism has been justified in the past I do not feel able to say. I do believe, however, that the college spirit of to-day is wholesome and catholic, that the men in the higher institutions of learning are in closer touch with the great body of mankind than ever before, and that men who go through college and take their places in the v.-orld do so in accordance with the rules of common sense. But beyond all such questions, and including them all, is another in which the State is vitally interested; and this concerns itself with the quality of citizenship which our system of education is adapted to produce. This I hesitate to approach, since to discuss it is to open the whole question as to what the object of education is and what suljjects should be taught to accomplish that object. It is the old question which has been discussed for twenty-five hundred years, and never more vigorously than during the past decade. However we may have improved the methods we have certainly never been able to state the questions involved more clearly than the Greeks. Listen to Aristotle. He writes: “What, then, is education, and how are we to educate ? As yet there is no agreement on these points. Men are not agreed as to what the young should learn, either with a view to perfect training or to the best life. It is not agreed whether education is to aim at the development of the intellect or of the moral character. Nor is it clear THE EDUCATED MAH AND THE STATE. 1413 whether, in order to bring about these results, we are to train in what leads to virtue, in what is useful for ordinary life, or in abstract science.” These are the questions which have formed the basis of discussion during the last quarter century among those interested in education, except that education for the development of character has been less talked about. Could any modern vrriter state the questions more aptly or in fewer rvords than Aristotle? Is education to have for its object the training of the intellect, or is it to aim at the development of character, or is it to undertake both objects? And, if tire cliar- acter is to be developed, what are the formal means which are to be used in this development? These questions have been asked anxiously since systems of education had their beginning. In our day they seem to have settled themselves, so far as the practical efforts of the universities and colleges pne concerned, by a process of exclusion. It is tacitly assumed at present tlipd education — like all other training — has for its end the acquisition of j^ower. In order to acquire power quickly the vchole effort in modern education is directed toward the training of the intellect. There is no disputing the fact tliat tlie educated man has in the world, l)y reason of his education, a higher potential. Is it equally true that he has, on the average, a stronger and higher type of character? Is the college man broader in his sympa¬ thies, more tolerant, more courageous, more patriotic, more unselfish, by reason of his life within the vvalls of a university or a technical school? Are the men who come each year, in ever-increasing thousands, from the college doors prepared to shoulder more than their proportionate share of the burdens of the State and of the country, or are they provided with a training which will enable them more easily to esca.pe its obligations? It is, of course, not easy to compare the relative moral worth of men and say that one class is, on the Vvhole, more useful than another. But, whatever our S3^stem of education is doing or is leaving undone in the development of character among its students, the State is saying, in terms which are becoming every day more emphatic, this: “ However desirable it is to train the mind, when it comes to the service of the State (if, indeed, the same is not true in all service), character is above intellect. It is vastl}^ important to the State that her servants shall be quick, keen-witted, efS.- cient; but it is absolutely necessary that they shall be honest, patriotic, unselfish, that they should have before them some conception of civic duty and proper ideals of civic virtue. Give me men, intellectual men, learned men, skilled men, if possi¬ ble, but give me men.” This is tlie old story. It is the lesson which every age preaches anew to the age about to follow. Shall we ever learn it? Will it ever come to pass that in our sys¬ tem of education the development of character will go hand in hand with the development of intellect, when to be an educated man shall mean also to be a good man? Probably no one looks upon Plato’s ideal republic as the basis for any effort in practical politics. Nevertheless it ought to be true that civic virtue should be a part of the life and of the environment of our seats of learning, and that men, along with the training of their minds, should grow into some sort of appreciatioii of their duties to the State, and come to know that courage and patriotism and devotion rank higher in this world’s service than scholarly finish or brillhmt intellectual powder. When we look back on our owm history as a nation we can but realize that in the crises of our national life this truth has been forced home to us. In the darkest hours of the Kevolution it was the courage, the never-failing patience, the unselfish devotion — in a word, the civic virtue — of George Washington that was the real power upon which the people leaned. In the agoii}^ of our civil war, when the fate of the nation trembled in the balance, the character of Abraham Lincoln — his devotion, his hopefulness, above all his knowledge of the plain people and his faith in them — counted more than all else in the decision. Neither of these men was the product of university training, nor did he grow up in an academic environment; but each had 1414 EDUCATION REPOET, 1899-1900. the training of a school where devotion to the State was the cardinal virtue. When next a great crisis comes, no doubt there will be a Washington or a Lincoln to meet it; but will he come frojii a university? When Washington came toward the close of his life he thought deeply over the dangers of the new State and the necessity for the cultivation of a spirit of intelligent l)atriotism. As a best means for inculcating this spirit he conceived the idea of a great national university. One of the main objects of this university was to afford to the youth of the country tlie opportunity for “acquiring knowledge in the prin¬ ciples of i:>olitics and good government.” The idea was a splendid one; and while, in my judgment, the need for a national university no longer exists (unless, indeed, one is needed to teach the principles of good politics), Washington’s idea that the university is a place which should train not only the intellect but the character, that it is a place vdiere the student should find an atmosphere adapted not only to the develo]?-ment of accurate thought but also to a wise and tolerant spirit, that in the university he should gain not only intellectual strength but also a just concep¬ tion of his duty to the State was a right view. And until this is recognized — until we bring into our college life and into our college training such influences as will strengthen the character as well as the intellect, until the time shall come that the educated man shall by reason of his training be not only more able than his untrained neighbor, but also more patriotic, more courageous, better informed concerning the service of the State, and more ready to take up its service — until such a spirit is a part of our system of higher education, that system will not have served the ends which education should serve in a free State and for a free people. And in this connection I can not refrain from a reference to the aim of those Vvdio founded the Institute of Technology, and to the conception of duty which they have impressed upon the institution. The recognition of the value of exact science as a means for the training of the mind came slowly. Even after it did come men were slow to recognize the value to the race of the results of science. The spiritual side of scientific research is a matter which even to this day men are slow to comprehend, notwithstanding the powerful effect v/hich it has had during the last generation upon the thought and upon the conscience of the world. “Newton was a great man,” writes Coleridge, “but you must excuse me if I think it would take many Newtons to make one Milton.” That was the attitude of his age. Even forty years ago there vrere few men in this Republic who appreciated in any clear way tlie value of science in the training of men. To ICilliam Barton Rogers, and to those who ladjored with him, belongs the credit of anticipating the value of this training and the demand for it. But, outside and beyond all these considerations of fitness and of practical results attained, they also impressed upon the institution certain principles which are dominant in its life to-day. One of these concerns itself with the very situation and environment of the institute. The Institute of Technology has its roots in the same soil which supports the industrial life of the city a,nd of the nation. Its contact with the practical side of life is immediate and real. It not only draws its strength thence, but expresses as only that can which has a real and vital connection the aspiration of those who labor in science for the upbuilding and the improvement of civilization. The Institute of Technology not only aims to serve the people, it is itself of the people. One of the lessons which the study of exact science leaves with the student is the necessity not only for exact v/ork, but for a high ideal. Science is satisfied with nothing short of jierfection; and this principle, when it pervades a body of men, comes to govern and control the spirit in which their work is done. No better her¬ itage can be left to any institution than that which has been faithfully handed down to you — that in education it is not sufficient to be merely accurate, it is necessary to hold fast to the highest ideal. Once this ideal gains control of a student’s life that THE EDUCATED MAH AUD 'THE STATE, 1415 student will undertake faithfully and courageously whatever duties lie before him, whether they concern his professional life, his social life, or his country’s service. Let me add, in conclusion, a word of personal greeting, speaking as one may when he addresses those who have come together, drawn by a common interest. In the name of the corporation and of the faculty and of the students of the Insti¬ tute of Technology I thank those who represent here other institutions for your presence on this occasion. Your coming is a source not only of pleasure but of encour¬ agement to us, and helps to emphasize that spirit of common interest and of common helpfulness which ought ever to mark the relations of those who have to do with education. The Institute of Technology extends to you, and through you to the institutions w'hich you represent, the assurance of its cordial good feeling. Two of those wlio sit upon this platform, the president of Lehigh Ltniversity and the president of Harvard University, came from the faculty of the institute. This fact gives to your presence here an additional element of interest, and we extend to you a special greeting. To Lehigh University, in the sturdy work which she has done and is doing, for the courage with wdiich she has not hesitated to face diliicul- ties, we extend our warm congratulations. To our near neighbor, the oldest and greatest of American universities, we offer a most hearty greeting. We rejoice in the growth and in the strength of Harvard University, and take courage in the thought tliat we join hands with her to-day — as an elder sister — in a v/ork not only for this city and for this Commonwealth, but for humanity. Gentlemen of the corporation, in accepting the responsibility Vvhicli you have this day invited me to share with you, I do so hopefully and with full confidence in you, in this community, and in the future. There is no greater work committed to men’s hands than that to which Vve are called. As I think of those 'who have i)receded me in this place, and call to mind their splendid services to the institute, to the Com- monv/ealth, and to the country, I accept this work with a feeling of great humility, but wdth the earnest hope that through our common effort the institution may grow not only in strength but in usefulness; not only in facilities for Avork hut in tlie better understanding of Avhat work means; and that it may ever seek to lead in all that concerns the rational and helpful teaching of applied science. Gentlemen of the instructing staff, for the cordial welcome to your number I am most grateful. I come to you with no new message and as the herald of no new gospel. The same spirit of Avork and of devotion which has been the glory of your body in the past must be our source of strength for the future. In all that leads to the uplifting of technical education, in the development and extension of the Avork of the institution, in the suggestion of new means by Avliich it can minister more directly to the AVork of education upon the one side and to the promotion of scientitic research upon the other, I ask your hearty cooperation and assistance. An institu¬ tion, like an individual, if it is to minister to a groAving civilization, must grow in its experience, in its appreciation of truth, in comprehension of the meaning of art and of science and of life. The inspiration Avhich shall stand behind this growth must rest, in large measure, upon your zeal and your effort. Alumni of the institute, to each of you has been sent an invitation to this gather¬ ing. These missives liaA^e gone to eA^ery country and to CAmry climate. Some are at this moment being borne on the backs of men or on snoAV sledges to the interior of Alaska, to be read months hence amid the Avinter snows. Some Avill be read in the tropics, under the glave of a summer sun. Your alma mater Avould gladly hawe welcomed each one of you this day to her fireside, though the fare be frugal and the feast modest. Since this can not be, let her invitation carry at least this suggestion: Hoav far soever from her hails your path may lead, it can never take you beyond the circle of her affection. The institute is proud of the men she has sent forth, and she counts upon their loyalty and their devotion. She invites your counsel, your sug¬ gestion, your friendly criticism, your help. And, while she listens with willing ear 1416 EDUCATION KEPOKT, 1899-1900. to every voice which rings true, she asks you to remember that no greeting so thrills her as that which comes up from one of her own children who is doing a man’s work in the world. Students of the institute, in a more real sense than any other body you are the Institute of Technology. As such I salute you to-day, and assure you not only of my earnest wish for your advancement and your success, but also of my desire for your friendship) and for your help). I pmefer to think of such an institution as that in which we work together not as an empire governed by the few, but as a republic in which faculty and students alike are charged with the government of the v.diole body. I congratulate you in taking up) the study of engineering, using that term in the broadest sense. There was never a more op)p)ortune time to enter such work, nor v/as there ever a pieriod in the history of our country when the trained engineer found opren before him so attractive a field. This is the day of the trained man, and to him the resp)onsibilities and the rewards will go. To the American engineer a wliole series of new p)robleins of tlie highest interest has in recent years been pre¬ sented. Railways a,re to be built, canals are to be cut, a whole emp)ire of desert land is to blossom under his hand. The Pacific Ocean and the countries vohich border iipjon it are to be the theater of an enormous deveiop)meiit. Cables will be laid, cities will be developed, the trop)ics will be subdued. In all this develop)ment tlie trained engineer is to pday a role tliat he has never yet pjlayed since civilization began. The next cpuarter century is to belong pireeminently to him, and in all these Avorld p)roblems and vrorld enterp)rises you are to share. INIay I hop)e that in your prepiaration you may bear in mind as your ideal of an engineer, not only one who v/orks in steel and brick and timber, but one wdio by the quadity of his manliness works also in the hearts of men; one wdio is great enough to app)reciate his duty to his p)rofession, but likewise, and in a larger and deep)er sense, his duty to a common country and to a common civilization. OHIO. JOHN BERNARD STALLO, AMERICAN CITIZEN, JURIST, AND PHI¬ LOSOPHER. ^ By Thouas J. McCormack. On January 6, 1900, there died at Florence, Italy, in the p)erson of John Bernard Stallo, a distinctive typ)e of our best American citizen — a man wdio, desp)ite signal achievements in professional and public life and in the domain of pihilosopdiic thought, has, either from his owm inherent modesty or from our inveterate national lack of appreciation for such talents, not yet attained to the repiutation which is his due. John Bernard Stallo piassed the years of his early manhood, as well as those of his maturest activity, in America; and wu may, wdthout disp)araging in the least either the impiiilse which his sound youthful education in Germany gave him or the extraordinary advantages wdiich his acquaintance wdth the German language and wdth German intellectual traditions lent him over most of his contemporaries, still characterize him as essentially a p)roduct of American conditions. At 17, a poor teacher in a pirivate school in Cincinnati; at 21, professor of mathematics, p)hysics, and chemistry in St. John’s College, Fordham; at 21, a member of the bar of Cin¬ cinnati; at 31, a judge of the court of common pleas of Hamilton County, Ohio, he successively rose to p)ositions of increasing eminence in his city and country, culmi¬ nating in 1885 in his appointment by President Cleveland as United States minister 1 From The Open Court. JOHN BEENAHD STALLO. 1417 to Italy. In addition to this, he is the author of the profoundest and most original Y/ork in the philosophy of science that has appeared in this country — a work which is on a par with anything that has been produced in Europe — and which showed a firm and independent grasp of wdiat are noY/ acknowledged principles of scientific criticism at a time ndien these were not in the possession of the majority of scientists. And all this Yaried activity is rounded off by the picture of the life of a man of ster¬ ling culture wielding an unobtrusive but persistent influence for the social and intel¬ lectual good of the community of which he was a part, and which has since borne a distinctive impress of that influence. John B. Staiio vcas born in Sierhausen, Oldenburg, Germany, on March 16, 1823. He came of sturdy Frisian stock, Vvdiich had produced a long line of schoolmasters, and himself received at Vechta his official education for that career. He was preco¬ cious, and at 16 was sufficiently conversant with elementary mathematics, the ancient and the modern languages, to fit him for entrance into the university. Waiving this career, he emigrated in 1839 to America and settled in Cincinnati, where lie found occupation as a teacher and jiublished the first offspring of his genius in the shape of a spelling and reading book of the German language, afterwards character¬ ized by him as his most brilliant literary success. We soon find him at St. John’s College, Fordliam, where he first was a teacher of German and the classics, and in 1843 was made jirofessor of mathematics, physics, and chemistry, a position which he held until ISr?, when he returned to Cincinnati and studied lawg lieing admitted to the bar in 1819. It was in this period, by his comprehensive studies in mathematics and the sci¬ ences, that he laid the foundation of his philosophical career, to which he remained true amid all the preoccupations of his professional life. Even here, through the unaided insight of his natural genius, it was the works of the great masters only to which his energies were directed, and to this rare economy and selective judgment which he exercised in all his labors are, in our opinion, due not only the great range and variety of his humanistic accomplishments but also the historical breadth and critical acumen which so eminently distinguished his philosophical researches. His first philosophica,] work, which, like Hume, he subsequently repudiated as “one of the unavoidable disorders of intellectual infancy,” and which will doubtless also have the same fate as Hume’s philosophical firstling, of being regarded by sul)se- cpient historians of American philosophy as the true and original expression of his views, wars a book entitled General Principles of the Philosophy of Nature, with an Outline of its Eecent Psvelopments aunong the Germans, embracing the Philosophical Systems of Schelling and Hegel, and Oken’s System of Nature, published in Boston in 1848. Be the merit of this v/ork what it may, it did not altogether fail of an influ¬ ence upon American thought. There were here recorded a digest of the views of many German philosophers who v/ere at that time a seeded book to most American readers, and even that part of it of which its author by his own implicit expression was “ashamed” may have possessed an import of which he was totally unaware. To his great philosophical work. The Concepts and Theories of Modern Physics, the fruit of a lifetime of thought, we shall refer in more detail at the end of this notice. We now turn to his career as a citizen, professional man, and publicist, proper, which exhibits traits that are more likely to endear hhn to our national conscious¬ ness. His life in this regard has been too w^eil characterized by the late ex-Governor Korner in his book. The German Element in America, to require much supereroga¬ tory comment on our part. Ex-Governor Korner, too, w-as a signal embodiment of German traditions and European culture in the West. Judge Stallo and he were congenial spirits; both w^ere chosen as types of our so-called German- American citizens for representing America at foreign courts; and for an appreciation of this phase of Stallo’ s career we can do no better than to call attention to Korner’ s work, wdiich is distinguished alike by its humanitarian breadth and by its literary qualities. 1418 EDUCATION EEPOET, 1899-1900. ‘‘Judge” Stalio, for such he became in 1853, enjoyed for upward of thirty years a very lucrative law practice in Cincinnati, and his home was one of the social, intellectual, and artistic centers of that city. He veas ’ a lover of music and belles-lettres and a wide reader of history and political science. He rarely entered the arena of practical politics, luit in great national and local crises bis pen and his voice were always enlisted in the service of high, liberal, and progressive ideals. It was tlius in 1865, thus in 1876, in 1880, and in 1892; and thus with the tariff, civil service, and political reform generally on many other occasions. ^Ye have in his latest work. Reden, A])handlungen und Briefe (Ne',v York, E. Steiger & Co., 1893), a charming picture of this side of his career. The essay on Thomas Jefferson in this volume breathes an air of unwavering confidence in the future of our country at a time when many were despondent (1855), and it also exliibits a grasp and appreciation of our political institutions that was, and even still is, rare. The same breadth and profundity marked- his utter¬ ances on such questions as the future of the English language in America, the reading of the Bible in the public schools, Know-Nothingism in the public schools, and instruction in German in public schools. On all these burning issues Stalio appealed to tile reason of his hearers, not to their prejudices, and so lifted his discussion to the planes of national dignity and the intrinsic forcefulness of truth. So conhdent was he of the cultural mission of German thought and sentiment in the United States that the steadily increasing predominance of the English language never so much as even threatened that mission, in his estimation. He referred to the famous utterance, “1 had rather make a nation’s songs than its laws,” and added, “ IV hate ver language our children shall speak in the centuries to come, they and the descendants of the Anglo-Americans shall sing the melodies of our fathers, the light of German science shall beam from their eyes, and the glow of German sentiment incarnadine their cheeks. * * * The lyre is a more glorious symbol of national happiness than the steam engine * * and it is as magnificent a calling to keep the hearts of a free l^eople responsive to the quickening lessons of genuine poetry as it is to gather and to hoard the golden fruits of industry.” This breadth and independence of view marked ail his actions and was the source of his great intluence. He was never led by fixed social opinions, and changed his politics several times in life, in conformity with his own purely rational convictions. He was the champion of freedom of thought and action in all its forms, and his main juridic laurels were won in connection with cases where liberal issues were con¬ cerned. This trait, says a Avriter in the Popular Science Monthly for February, 1889, “was strikingly manifested in his presiding over a xiuIdKc meeting addressed by Wendell Phillips, Avhen the orator Avas made a mark for missiles, and Judge Stalio stood by his side and bore the brunt of the assault Avith him. This Avas in 1862, Avdien Mr. Phillips Avas iiiAuted to speak in Cincinnati in faA'or of emancipation. A bitter prejudice existed against him because he had been a disunionist. Judge Stalio had been iiiAuted to introduce him, but declined, because, his sympathies never haA’ing been AAuth Mr. Phillips, he was not the proper man to perform that othce. But Avhen he Avas informed that other men Avhom he had mentioned as more suitable had declined, because they Avere afraid of a mob, he consented, saying, ‘ That is enough, gentlemen; I Avill be there.’ Mr. Phillips, after being introduced, AA^as at once assailed Avith a shovrer of disagreeable and dangerous missiles. One of them hit Judge Stalio. ‘During the turmoil and uproar,’ said Judge Stalio, telling the story several years afterw'ards, ‘ Mrs. Stalio, Avith Mrs. Schneider, sat behind a felloAv Avho had risen and aimed a big stone at the speaker. As he threw his hand back to tire the stone Mrs. Stalio, Avho entered heart and soul into the spirit of the hour, and had no thought but to stand by her friends in the stormy crisis, reached o\"er and hit the felloAv’s wrist a hard bloAV, making him drop the stone and hoAvl with pain. He JOHIT BEKNARD STALLO. 1419 looked a-round to see his assailant, and Mrs. Stallo was up and ready for him, but gentlemen hastened to her side, and the felloY/ moved away.” Judge Stallo took a pronounced stand in the political movement of 1884, and was sent in the following year as United States minister to the court of Rome. After the expiration of his official term he took up his residence in Florence. Surrounded with the art, the learning, and the culture which had been the dream of his youth, and in correspondence with eminent thinkers of Europe on topics that had formed the subject of his philosophical contemplations, his life drew fittingly to a close in an ideal atmosphere and with ideal tasks done. He left a widow and twm children. Miss Hulda Stallo, of Florence, Italy, and Mr. Edmund K. Stallo, of Cincinnati. liis great work. The Concepts and Theories of Modern Physics, constitutes his most endur¬ ing title to fame, and w^e shall therefore devote a few brief paragrax^hs to its charac¬ terization. Judge Stallo did not cla,im for liis wmrk the significance of ‘‘a new theory of the universe, a novel system of philosoxffiy.” “I have undertaken,” he says, “not to solve all or any of the x>roblems of cognition, but sim^oly to show that some of them are in need of being statecbanew so as to be rationalized, if not deepened. * * * The utter anarchy wdiich notoriously prevails in the discussion of ultimate scientific questions, so called, indicates that a determination of the proper attitude of scientific inquiry toward its objects is the most pressing intellectual need of our time, as it is an indispensable prerequisite of real intellectual x)rogress at all times.” The book is thus on the face of it a contribution to ex^istemology, or tlie theory of cognition, as based ui^on a careful study of the ph^rsical sciences. It controverts the belief that there has been a total breach of continuity in the philosor)}iy of science from medigeval times to the j) resent da,y; that “ modern physical science ha,s made its escape from the cloudy regions of metax^hxrsical sx^eculation, discarded its methods, and emancipated itself from the control of its fundamental assumptions.” On the contrary, it holds that “the prevailing misconceptions in regard to the true logical and xrsychological premises of science are prolific of errors, wdiose reaction uj3on the character and tendencies of modern thought becomes more apparent from day to day.” But, while a book of philosophy, it is not a book of “metaxffiysics,” in the old sense. Indeed, “its tendency is throaghout to eliminate from science its latent metaphysicgil elements, to foster and not to repress the spirit of experimental investi¬ gation, and to accredit instead of discrediting the great endeavor of scientific research to gain a sure foothold on solid empirical ground, where the real data of experience may be reproduced without ontological prepossessions.” It begins wnth an attack upon that conception of modern x^hysical science v/hich “aims at a mechanical interxwetation of the universe,” and considers successively both the history and the princix)les of the mechanical philosophy in all the forms of its expression; the doctrines of mass, inertia, energy, the atomic constitution of matter, the kinetic theory of gases, etc. ; interpolates several chapters on the devel- oxmient of a theory of knowledge, and ends with the critical application of the prin¬ ciples of that theory to the metai^hysical assumptions involved in the mechanical philosophy and the mathematics of the metageometricians. One is astonished in reading this work, not only that so vast a range of scientific and x)hilosophical knowdedge could be covered by a man actively and continuously engaged in the profession of the law, but also that so acute and original critical powers could be developed in an atmosi)here so uncongenial to this species of inquiries. While Judge Stallo’s book is well known in America, it has not had the’ notice it deserves in Europe. It has much in common with recent developments of . thought there, and the coincidences of its general points of view wnth Professor ^ Mach’s philosophy are especially remarkable, as each system w’as developed inde¬ pendently of the other, and each thus offers a welcome corroboration of the other. 1420 EDUCATION KEPOKT, 1899-1900. It is, in fine, safe to say not only that the influence of Stallo’s work will be a per¬ manent one, but that it will also steadily increase, despite the fact that many of the doctrines it attacks are being gradually abandoned. Attention should be called, in closing, to the philosophical essays yv’hich Judge Stailo wrote in German, and which have been published in his collection of Reden, A'ohandlungen, etc., mentioned above. These essays, which treat of such subjects as “Materialisin'’ and “The fundannental notions of physical science,” are marked by the same qualities of thought as the author’s principal work, but they are written in a lighter vein and are pervaded with a humor that will insure them a more permanent place in the aifections of the German readers of America, and so render accessible to them also the more important side of the intellectual character of this unique figure of our national life. DR. ISAAC M. WISE. It was with deep regret that the citizens of Cincinnati and of the State of Ohio, as well as Israelites all over the world, heard of the death, early in 1900, of Dr. Isaac M. Wise, of Cincinnati. He was the nestor of Jevdsh rabbis in America, and as pastor of the B’ne Jeschiirun congregation Avas for a great number of years tlm pro¬ tagonist of reformed Judaism in the IVest. His activity, hovwwer, Avas not limited to the pulpit, for he was also the author of a number of books and pamphlets and Avas greatly interested in the theoretical problem of religion. He Avas a member of the city board of examiners in the schools of Cincinnati for many years and the staunchest supporter of the common schools. He Avas the founder of the llebreAV Union College and had been its president since 1875. He also founded, and Avas until his death president of, the Central Conference of American Rabbis. He founded the American Israelite and The Deborah and edited both to the last. Dr. Wise Avas AA’ithin a feAV days of his eighty-first birtliday. TEXWHSSHE. PLEA FOR THE HIGHER EDUCATION OF THE NEGRO. From the Inter-Ocean (Chicago), Way 27, 1900— Report of an interview with the Rev. Dr. J. G. Merrill, dean of Fisk University. * * * In a speech at Washington two AA^eeks ago Charles Dudley Warner took the ground that higher education is doing the negro more harm than good, and declared that increasing idleness and latvlessness among the negroes is due to false ideas of education. He also intimated that industrial training, with a knoAvledge of the elementary branches and moral instruction, are the only method-S by Avhich the masses of the negro race can be expected to improve in character and usefulness, f jMr. Warner’s remarks have stirred up Southern educators in schools for colored people to vigorous protest. Dr. Merrill is the head of Avhat is perhaps the most important advanced school for negroes in the South — Fisk University, at Nashville, Tenn. He has had a long experience in teaching negro peojile, and he dissents from all of Charles Dudley IFarner’s proiiositions, Avith one exception. He heartily indorses industrial education, but lie holds that a negro has just as much need as a Avhite man to go beyond the rudiments of learning. “1 think that Mr. Warner Avas talking without knoAvledge of his subject,” said Dr. Merrill to a reporter for the Sunday Inter-Ocean. “There is nothing so con¬ vincing as figures, and I can gHe statistics from Fisk UniA^ersity Avhich completely upset IMr. VJarner’s theory. Facts are a good deal better than theories, especially when you deal with the human equation. THE HIGHEH EHUCATIOH OE THE HEGRO. 1421 GOOD RESULTS AT FISK UNIVERSITY. ‘^Fisk University has had 400 graduates, and out of that 400 I can locate to-day all but 32. Most of the unclassified 32 are not living. The list of 400 negro graduates, with their present occupations, is as follov/s : College professors . ....... 8 Principals of high and normal schools . . . 12 Principals of grammar schools . 34 Teachers . . . 165 Ministers ....... 19 Doctors . . ................................. 17 Lawyers .......... . . . . . ....... _ 9 In United States Government employ ....................................... 9 In commercial pursuits . ................................. 13 Students in professional schools . . . ^ .u .. . 16 Wives at home . 44 Living at home . . . ..... 13 Unclassified. . . .................... 9 Business and homes not registered by university . . - . . . . 32 ‘'Now, I challenge any Northern institution,” said Dr. Merrill, “to show me a more creditable list than that. They are a,ll pursuing work in accord with the course of instruction which they have received. ’ ’ Dr. Merrill declares that it ill accords with the scientific spirit of the age that the negro should be denied the opportunity to cultivate his intellect, especially in view of the above record of the use which he makes of his education. Lie deprecates the formation of a caste in education. * * * The negroes of the future must have teachers, lav/yers, doctors, and ministers, and certainly it is too late in the civiliza¬ tion of the world to hold that men who are to be leaders of society in these profes¬ sions can be fitted by means of elemental and industrial training. Every year the Caucasian who is to enter any of these professions finds that the course of study which he must pursue is longer and more strenuous than in the past. Certainly a race wdth the heredity of fifty years of education needs an equipment no less inferior than the race which has had five hundred years of education in its past. ‘ ‘ That the peoide of our country believe iii affording for professional life the best equipment is abundantly evident in tlie fact that in 1899 $50,000,000 was given to endow Northern higher educational institutions. Certainly fair play, which is an attribute of American life, would make exceedingly fitting the equipment of educa¬ tional institutions which are sending out into the dense mass of ignorance among the black people of the South young men and women of culture. Unless these peo¬ ple are led intelligently the direst future awaits our free institutions.” TEXAS, MEMORABLE DECLARATIONS RELATING TO EDUCATION. By President William L. Prather, of the University of Texas. In the Texas Declaration of Independence we find among the grievances stated against Mexico this language: It has failed to establish any public system of education, although possessed of alnmst boundless resources (the public domain), and although it is an axiom in political science that unless a people are educated and enlightened it is idle to expect the continuance of civil liberty or the capacity for self-government. This declaration concludes with these words: Conscious of the rectitude of our intentions, we fearlessly and confidently commit the issue to the Supreme Arbiter of the destinies of nations. 1422 EDUOATIOT^ KEPORT, 1899-1900. Fifteen days after that declaration the first constitution of the Republic of Texas was signed, in which this language was used: It shall be the duty of Congress, as soon as circumstances will permit, to provide by law for a general system of education. At the third session (in 1839) of the Congress of the Republic of Texas, after independence had been achieved, Mr. Cullen, in a masterly report, urged tliat pro¬ vision be made for an educational system embracing the common schools and insti¬ tutions of higher learning, and after referring to the fact that the failure of the Mexican Go^'erii merit to make provision for the education of the children of Texas had been one of the grounds for breaking away from the Mexican Government, asked what the standing of Texans would be in the eyes of mankind if they did not redeem the duty implied in their Declaration of Independence. President Lamar, in his great message to the Texas Congress in 1839, urging the establishment of a general system of educadion throughout the Republic, with a university at its head, used this language: Cultivated mind is the guardian genius of democracy, and while guided and con¬ trolled by virtue is the noblest attribute of man. It is the only dictator that freemen acknowledge and the only security that freemen desire. In response to this messa^ge the Congress of 1839 passed an act providing for a gen¬ eral system of education throughout the Republic, and providing for tvvo colleges or universities, and set apart to each county then organized, or thereaiter to be organ¬ ized, 3 leagues of land, and 50 leagues for university irurposes. Senator IVigfall, in a splendid report to the legislature of Texas in 1858, urging the establishment of one university instead of two colleges or universities, used this language: By establishing a university instead of a college great advantage will be offered to all — both the rich and the poor. No particular course of study will be prescribed, no Procrustean rule established; no impracticable efforts will be made to prepare all for ever}^ pursuit in life, but each may l3e fitted for any he may desire. * * * To establish even one university which will be of any practical benefit to the peo¬ ple the outlay must be large. What is called economy is often extravagance in dis¬ guise. Parsimony is always so. '''' * * What is vrorth doing at all is wortli doing rvell. Niggardliness is not good husbandry. State pride forbids the establishment of an institution not commensurate with the vast resources of the State. The lec¬ tures should be free to all citizens of the State. No monopoh^ of learning should be secured to wealth. The funds we are appropriating were purchased by the blood of the heroes of our revolution. Your committee would regret to see tlie descendants of one who perished at Goliad or in the Alamo excluded from an institution of learn¬ ing founded by the State from the very fund furnished by his blood, into which the son of a fortunate land speculator could buy hi^way. Texas should be a unit. No friendships are as lasting as those formed in early youth, no ties so binding as those of college life. The chum is a brother, not of accident, but of choice. Then let us bring our youth from the east and the ^vest, from the north and the south, and, educating them at one common institution, teach them to feel that they are Texans. AVhen their hearts are most susceptible to impressions, allov/ them to form friendships, which will last with life. When they meet u})on the great tbectier of action let them meet like brothers. Texas came into the Union as an empire. Let her remaiii in it as an empire or go out of it as an empire. Virginia, when tlie empire State, furnished protection to her sisters of the South. She has been over¬ shadowed by New York. Let Texas take her place. Under her guidance the South will be safe — the Union will be safe. Free and universal education is the only foundation upon which “a government of the people, by the people, and for the people” can surely rest. It is because it is “a government by the people and for the people” that the right exists to tax the rich for the education of the poor. The protection of the life, liberty, and property of the rich as well as the poor is necessarily committed to the hands of the people in a government administered by the people. CHAPTER XXYIL CONStTLAR REPORTS/ NOBEL PRIZES FOE SCIENTIFIC DISCOYERIES. The State Department has received a note from the legation of Sweden and Nor¬ way, dated Washington, September 11, 1900, inclosing copy (in French) of the laws and regulations relating to the Nobel bequest. The first award will take place December 10, 1901. A summaiy of the in closure (printed by L’Imprimerie Eoyale, P. A. Norstedt & Soner, Stockholm, from whom copies can doubtless bo obtained) follows: LAWS AND REGULATIONS. The three corporations awarding the Nobel prizes are: (1) The Royal Academy of Sciences, at Stockholm, founded in 1739. The King is the protector of the academy, which numbers 100 Avedish and Norwegian mem¬ bers and 75 foreign members. (2) The Swedish Academy, at Stockholm, instituted in 1786. The King is the protector. The members, exclusively Sw^edish, are limited to 18. (3) The Caroiin Institute of Medicine and Surgery, at Stockholm, established in 1815. The number of professors is 22. OBJECT OF THE ENDOWMENT. The Nobel endowment is based on the wall of Dr. Alfred Bernhard Nobel, engi¬ neer, drawn up November 27, 1895. The stipulations are as follow^s: “The remainder of the fortune which I shall leave shall be disposed of in the fol¬ lowing manner: The capital, converted into safe investments by the executors of my will, shall constitute a fund, the interest of which shall be distributed annually, as a reward to those who, in the course of the preceding year, shall have rendered the greatest services to humanity. The sum total shall be divided into five ec|ual portions, assigned as follows : “ (1) To the person having made the most important discovery or invention in the depkrtment of physical science. “ ( 2 ) To the person having made the most important discovery or having produced tile greatest improvement in chemistry. “ (3) To the author of the most important discovery in the department of physiol¬ ogy or of medicine. “ (4) To the author having produced the most notable literary work in the sense of idealism. “ ( 5 ) To the person having done the most, or the best, in the w/ork of establishing the brotherhood of nations, for the suppression or the reduction of standing armies, as well as for the formation and the propagation of peace conferences. “The prizes wdil be aw^arded as follows: For physical science and chemistry, by the Swedish Academy of Sciences; for works in physiology or medicine, by the Car¬ oiin Institute of Stockholm; for literature, by the Academy of Stockholm; finally, for the work of peace, by a comnnittee of five members, elected by the Norwegian Stor¬ thing. It is my expressed will that nationality shall not be considered, so that the prize may accrue to the most wmrthy, whether he be a Scandinavian or not.” The testamentary stipulations above cited serve as a basis for the regulations relat¬ ing to the Nobel endowment, together wdth the explanations and the more detailed 1 This chapter contains items of interest regarding educational affairs in foreign countries taken from advance sheets of the reports of United States consuls abroad, published by the State Department. 1423 1424 EDUOATIOE" EEPOET, 1899-1900. provisions contained in the present law, as well as in the deed of compromise, ami¬ cably brought about June 5, 1898, with certain of the heirs of the testator, and accord¬ ing to which the said heirs after an agreement concluded on the subject of a less im]3ortant portion of the X->i’operty left l^y Dr. Nobel, declared that they accepted the will of Dr. Nobel and renounced in all contingencies, for themselves and for their descendants, all claim for the remainder of the succession of the said Dr. Nobel and all share in the administration of the legacy; they abandoned, also, all right to pro¬ test against the interpretations or additions to the will or other limitations relative to its execution, and to the employment of the capital which might be now, or in the future, made by decisions of the King or by competent authorities. The following reservations are, however, expressly stipulated: (а) That the common law for all the authorities charged v.dth the distribution of the prizes, and governing the manner and the conditions of the distribution, pre¬ scribed by the will, must be drawn up by common consent, with a representative delegated by the family of Robert Nobel, and sui)mitted to the approval of the King. {h) That the follov/ing principles can not be deviated from, viz: (1) That each of the annual prizes established by the will must be awarded at least once in the course of every period of five years, commencing witli the year immediately following that in which the Nobel endowment shall enter on its func¬ tions, and that the sum total of a prize thus av/arded shall in no case be less than 60 per cent of the part of the jmarly revenues, dis]>osable for the distribution of the pri;5es; neither can it be divided into more tlian three prizes at the most. (2) By the title “Academy of Stockolm ” written in the will is understood the Swedish Academy. By the vrord “ literature ” must be understood not only works purely literary, but also any other writing posse,ssing hy its form and its style a literary value. The limi¬ tation of the will declaring that the animal distribution of prizes must be directed to works executed “in tlie course of the preceding year” must be interpreted in this sense; that the objects of the rewards shall l^e the most recent results of research dis¬ played in the departments indicated hy the will; older works will be considered only in the event that their importance shall have lieen demonstrated in recent times. (3) In order to be admitted to the comiietition, every written work must have been published by means of the press. (4) The sum total of a prize may be divided equally betvvmen two works, if it be judged that each of them has merited the prize. If the work rewarded is the work of two or of several assistants, the prize can he awarded to them in common. Any work the author of Vvdiich is deceased can not be the object of a prize; however, in case of death after the proposal for a reward has already been presented in the pre¬ scribed forms the prize may be awarded. Each one of the corporations having the conferring of prizes has the right to decide whether the prize may be adjudged to an institution or to a society. (5) According to the plain intention of the will, a work can not be rewarded unless experience or a competent examination shall prove its preponderant importance. If none of the woiks submitted to the competition possess the quality desired, the sum total of the ])rize is reserved for tlie following year. If, then, the prize can not Ije distributed, the amount is deposited in the principal funds, unless three-fourths of tlie persons voting shall decide to establish with it a special fund for the section. The revenues of such a fund may, according to the decision of the corporation, be employed to encourage, otlierwise than by the distribution of prizes, the tendencies aimed at in the first place by the donor. Each special fund will be administered with the principal fund. (б) For each section of Swedish prize, the competent corporation shall designate a “Nobel committee,” composed of three or five members, who shall give their advice upon the conferring of the prize. The necessary examination for the award¬ ing of the peace prize shall be made l^y the committee of the Norwegian Stoi thing mentioned in the will. In order to he named a member of a Nobel committee, it is not necessary to he a Swedish subject nor to belong to the corjjoration charged with the conferring of the prize. The members of a Nobel committee can receive a suitable fee for their work, which will be determined by the competent corpora¬ tion. Ill a special case, if it is judged necessary, the corporation can designate a competent person to take part as a member in the deliberations and in the decision of the Nobel committee. (7) For admission to the competition, it is necessary to be proposed in writing by a qualified person. No attention will be paid to requests addressed by persons desiring to obtain a prize themselves. It is explained further on who are considered qualified. The annual competition considers proposals which have been offered in the course of the year immediately preceding up to the date of February 1. OONSULAK REPOETS. 1425 (8) Every proposal must be accompanied by the writings and other documents upon v/hich it is founded. If the proposal is not drawn up in either one of the Scan¬ dinavian languages or in English, French, German, or Latin, or if, for the apprecia¬ tion of the proposed work, the body having to award the prize finds itself, for the most part, obliged to take cognizance of a writing composed in a language whose interpretation would cause special difficulties or considerable expense — in either of these cases, the corporation will not be obliged to proceed to a detailed examination of the proposal. (9) At the solemn reunion, wdiich takes place on the anniversary of the death of the donor, December 10, the corporations will make known publicly their decisions and bestow upon each laureate a check for the value of the prize, a diploma, and a gold medal bearing the effigy of the donor with an appropriate legend. The laureate is obliged, unless prevented, to give during the six months following the reunion a public lecture on the subject of the work crowned. This lecture will be given in Stockholm, or for the peace prize, in Christiania. (10) Decisions in regard to the awarding of prizes are without appeal. It is for¬ bidden to insert a difference of opinion in the proces verljal, or to reveal it in any other manner. (11) Corporations have the right to establish scientific institutions and other estab¬ lishments, in order to secure assistance for the examination which must precede the distribution of the prizes, and to serve, from other points of view, the aim of the endowment. These institutes and establishments, which form part of the endow¬ ment shall be called “Nobel institutes.” (12) Every Nobel institute is placed under the direction of the body which founded it. They are independent as regards their exterior situation and their finances; con¬ sequently their revenues can not be utilized by the corporations awarding the prizes nor l)y any other institution to cover the expenses of their private budgets. Profes¬ sors having a fixed salary in a Nobel institute can not hold a like position at the same time in any other institution, unless by special authorization of the King. Corpora¬ tions may'install Nobel institutes on a common site, giving them a uniform organi¬ zation; they can attach foreigners, men and women, to the institute. (13) One-fourth of the revenues of the principal fund, which each section disposes of annually, is reserved^ After the payment of the immediate expenses for the dis¬ tribution of the prizes, the rest of the amount reserved is employed in defraying the expenses of the Nobel institute in each section. The balance, after paying the expenses of the year, is set aside for the future needs of the institute. MANAGEMENT OF THE ENDOWMENT FUND. The board of administration is composed of five Swedish members, one of whom — the president — is named by the King; the others are chosen by representatives of the corporations. The managing director is chosen by the board from among its own members. Members and substitutes are elected for a term of two years, commencing May 1. The board of administration manages the endowment fund and all property common to the sections, pays the prizes and the expenses attendant on their distri¬ bution, the expenses of the Nobel institutes, engages all employees, determines the amount of their appointments and of their pensions, is empowered to appoint proxies, to pjrosecute and to answer, to plead and to act in the name of the endowment. The corporations awarding the prizes appoint fifteen representatives for two civil years. The Academy of Sciences chooses six and designates four substitutes; the other cor¬ porations each appoint three, with two substitutes. The representatives, called together by the oldest representative of the Academy of Sciences, elect one of their number as president. Nine votes, at least, are necessary to make a decision. A cor¬ poration failing to send representatives does not prevent the others from acting. The management and accounts of the board are examined every civil year by five exam¬ iners; each corporation appoints one, the King naming the fifth, who acts as president. The report upon the management must be given to the president before tlie end of February. The examiners must present their report to the representatives of the corporations before April 1. This report, giving a resume of the employment of the dif¬ ferent funds, will be published in the newspapers. The failure of any corporation to appoint an examiner, or of an examiner to act, does not prevent the other mem¬ bers from proceeding with the examination. Examiners, and also the head of the department of pul)lic instruction and worship, have free access to all books, accounts, and documents of the endowment. All the investments of the fund must be examined and verified at least once a year. The representatives of the corporations have the right to decide, after the ED 1900 — VOL II - 10 1426 EDUCATION REPORT, 1899-1900. report of the examiners, wlietlier the board of administration or any one of its mem¬ bers shall be discharged, or any other action taken against them. The King deter¬ mines the salary of the managing director. The tenth part of the yearly net income of the principal fund is added to the capital; the interest of the sum destined for the prizes is added to the same fund until the distribution in prizes or otherwise. TKANSIEXT PROVISIONS. Immediately after the approval of the King of the statute of endowment, the corporations will designate the stipulated number of representatives, who will assem^ ble at Stockholm and elect the members of the board of administration, who will have the management of the endowment fund at the beginning of the year 1901." Tbs executors of the will will take appropriate measures to terminate the settle¬ ment of the succession. Tlie first distribution of prizes for all sections will take place, if possible, in 1901. From the endowment resources will be deducted: First, a sum of 300,000 crowns ($80,400) for each section — that is, 1,500,000 crowns ($402,000) in all — which, with the interest commencing from the 1st of January, 1900, will be used to cover, in proportion, the expenses of the organization of the Nobel institutes in addition to tlie sum the lioard of administration shall judge necessary for the acquisition of a special site destined for the administration of the endowment and including a hall for its meetings. SPECIAL RULE GOVERNING THE AVCARDING OF THE NOBEL PRIZES BY THE ACADEMY OP SCIENCES, ETC. The right of presenting proposals for prizes lielongs to — (1) Native and foreign members of the Royal Academy of Sciences. (2) Members of the Nobel committees for natural philosoph}^ and chemistry. US) Professors who have received the Nobel prize of the Academy of Science. (4) Ordinary and extraordinary professors of natural sciences and chemistry in the universities of Upsal, Lund, Christiania, Copenhagen, and Helsingfors, in the Carolin Institute of Medicine and Surgery, the Royal Superior Technical School, as well as to the professors of the same sciences in the Stockholm University. (5) Incumbents of corresponding chairs of at least six universities, Avhich the Acaclemy of Science will select, taking care to divide them suitably between the different countries and their universities. (6) Learned men, to whom the academy shall judge proper to send an invita¬ tion to this effect. The invitations shall be sent every year in the month of September. Proposals for the prize must be made before February 1 of the following year. They are classified by the Nobel committee and submitted to the college of X)rofessors. The Nobel committee decides which of the works presented shall be submitted to a special examination. The college of professors will pronounce definitely on the distribution of the prize in the coui’se of the month of October. The vote is taken in secret; if necessary, the question may be decided by drawing lots. SPECIAL RULE GOVERNING THE AWARDING OF THE NOBEL PRIZE BY THE SWEDISH ACADEMY, ETC. The right to present candidates for the Nobel prize Irelongs to the members of the Swedish Academy, the French Academy, and the Spanish Academy, which resem¬ ble the Swedish Academy in their organization and aim; to the members of the literary departments of other academies, as well as to the members of literary insli- tutions and societies analogous to academies; to professors of aesthetics of literature and of history in the universities. This order must be published at least every five years. NOBEL PEACE PRIZE. The department is informed by the Nobel committee, fleeted by the Norwegian Storthing and charged with the bestowal of the Nobel prize destined for “ the person having done the most, or the best, in the work of establishing the brotherhood of nations, for the suppression or the reduction of standing armies, as well as for the formation amd the propagation of peace conferences,” that presentation of candidates CONSULAE EEPOETS. 1427 for the prize must be made before the 1st of April next. According to the regula¬ tions, every proposal must be accompanied by the writings and other documents upon which it is founded. For admission to the competition, it is necessary to be proposed in v/riting by a qualified person. Letters of proposal should be addressed to the Norwegian Nobel Committee, Victoria Terrasse, 3, Christiania, Norway. EDUCATIONAL PROGEESS IN EASTERN SIBERIA. THE INSTITUTE FOS EASTERN LANGUAGES AT YLADIVOSTOCK. On November 2 (October 21, 1899) the new Institute for Eastern Languages was dedicated with appropriate ceremonies. This insti-tute is an important part of the programme which Russia is carrying forward in the East. The study of eastern lan¬ guages — Chinese, Japanese, and Korean — is all imjiortant, and these are to be under¬ taken by the brightest pupils from the local gymnasiums, and even liy those w'ho are not graduates of any gymnasium.^ Russians are proverbial!}^ talented as linguists, and there are few educated persons v\^ho can not converse fluently in French or Ger¬ man, generally in both. But Chinese, Japanese, and Korean are difficult in them¬ selves, and these difficulties are enhanced by the divergence of provincial dialects. Great care has been exercised in the selection of the institute head, and his corps of assistant professors; ail are young men, except the director. Professor Pozdnioff, a gentleman of ripe experience and thoroughly informed as to the scojpe and magni¬ tude of his work. For the current year 30,000 rubles ($15,390) are appropriated for the gymnasium, and 10,000 rubles ($5,130) for furniture and educational appliances. For the Eastern Institute, the initial appropriation is 77,000 rubles ($39,501) for all purposes; so that hereafter Vladivostock may look forward to an appropriation of from 100,000 to 120,000 rubles ($51,500 to $61,800) for higher educational vvork, a very creditable showing on the part of the Imperial Government. The dedicatory exercises of the Eastern Institute were on the order of the usual beginning, or ‘‘commencement,” of an American college. The large hall vas decorated with plants, flags, flowers, banners, and streamers. The portraits of the Emperor and Empress occupied a conspicuous place above the head of Governor- General Grodekoff. The audience was the most brilliant I have seen in this city, and there was a marked absence of that formality so usual in Russian official gatherings. The archbishop of eastern Siberia, assisted by six priests and acolytes, first performed a solemn service by which the school was consecrated to the service of the Pravosla- vian Church. Then the imperiaJ decree authorizing the school was read, follovv'Cd by an address on the languages of the East in Russia for the last three hundred years, by V. P. Margaritoif, and an address on the history of the Eastern Institute, by N. P. Taberio. On November 1 the institute opened. The professor of English is an American citizen, Mr. Lugobil. He became an American citizen by choice when we acquired possession of Alaska, in 1867. He was for a time a resident of San Francisco, but has been here for ten years. He is also instructor in English in the local gymnasium. Professor Lugobil is an exellent linguist. Considering the peculiar formation of this seaboard province, extending from 100° to 166° longitude east of Poulkof (140° to 170° east of Green wuch) and comprising the Amur district, the island of Sakhalin, the Kamchatka Peninsula, and the Anadyr and Commander islands, with only five cities, many mere settlements, and a varied 1 The author uses the term gymnasium in the sense in which it is applied in Europe, meaning a classical high school or preparatory school for university students. 1428 EDUCATION EEPOET, 1899-1900. population, the educational exhibit is verj^ creditable, as the following othcial figures wdil illustrate: The total number of public schools in 1897-98 was 116. At Haharofsk. — Preparatory school for the Siberian cadet corps; technical school (railway) ; towm school for boys, course twm years; a school for girls; gymnasium for girls; parish or church school. At Vladivosiock. — Classical gymnasium for boys; gymnasium for girls; town school for boys, three years’ course; first elementary school; second elementary school; school for the naval department; the Alexandrof School (military); the Eussian Chinese school (city) ; parish church school. At Nikolaefsk. — Towm school for boys, three years; parish church school. At Okhotsk. —Parish church school. At Fetrapaulofsk. — Town school for boys and girls. In South Ussuri district. — Forty country and parish schools. In the Ilabarofsk district. — Seven country and five missionary schools. In the Oodsk district. — Seven country schools. In the Okhotsk district. — One school for the Tungusees and one parish church school. In the Petrapaidofsk district. — Eight church schools. In the Gijinsk district. — One parish church school. In the Anadyr district. — One parish church school. On the Commander Islands. — Two country schools. In 1897-98 the numljer of schools showed an increase of 10 and the number of pupils an increase of 755, as compared wdth the statistics of the previous year. The foilowdng table shows the number of schools and the Eussian population: Towns and districts. Popula¬ tion. Number of schools. Number of schools ac¬ cording to population in 1897-98. Vladivostock . . . 17,279 9 1,920 1,604 Habarofsk . 11,227 7 Nikolaefsk . 4, 492 88, 493 17, 7m 240 2,246 District of South Ussuri . 40 2,212 772 District of Cossack Ussuri . 23 District of Habarofsk . 11,750 12 980 District of Oodsk . 12, 075 8,400 7 1,725 District of Fetrapaulofsk . 9 933 District of Gijinsk . 7, 571 4,810 12, 425 1 7, 571 1,603 12, 425 326 District. of Okhotsk . . . 3 District of Anadyr . 1 District of Commander Islands . 652 2 The following shows the numirer of children of school age betwmen the ages of 7 and 12 and 14 and 17. According to the statistics the number of children received into the schools equals 15 per cent of all the Eussian population: Number of pupils. Percentage Towns and districts. Between ages of 7 and 12. Between ages of 14 and 17. of children in schools in 1897-93. Vladivostock . . . 2, 586 690 26. 7 Habarofsk . . . 1, 745 590 33.8 Nikolaefsk . . . 641 112 17.3 District of South Ussuri . . 12, 156 1,901 1,388 653 11.4 District of Cossack Ussuri . 34.3 District of Habarofsk . 1,688 239 14.1 District of Oodsk . . . 2, 244 711 202 9 District of Okhotsk . 48 6. 7 District of Fetrapaulofsk . 1,331 1,845 155 11.8 District of Anadyr . 53 2.8 District of Commander Islands . . . 102 102 100 CONSULAR REPORTS. 1429 In Vladivostock evening classes were begun in the autnmn of 1898 for the study of Chinese and English; they have been continued during the present vrinter and have met with reasonable success. The Chinese classes have been transferred to the Institute for Eastern Languages, but the English classes have remained under the patronage of the city. The charge for tuition is $1 per month, three lessons of two hours and a half each per week. In the winter of 1898-99 more than 150 students were enrolled, about half being women. The Chinese department began with some 60 pupils. At the close of the session of 1898-99 only 50 pupils remained in the English deimrtment, and a much smaller proportion in the Chinese section. The instruction in both lines seemed to be of a very superior character. There is quite a rivalry among the young Chinese employed in the stores here in learning English. Some have entered the Russian Cliinese schools, and others are asking the few Americans here to teach them. The Institute for Eastern Languages, wdiose open¬ ing was reported last year, is doing a good work, although not overburdened with pupils. There are now about 50 students — Chinese, Japanese, Korean, Manchus, and Mongolians. SOCIETIES, LIBRARIES, AND MUSEUMS. Most of the officials — military, naval, and civil — are men of education and profes¬ sional training (many are not natives of Siberia) , and the lines of the various literary, scientific, and philosophical societies of St. Petersburg are continued here. A vast amount of valuable data is availal^le only to those who read Russian readily. Formerly, many books of science and research wmre accompanied with French or German translations, but this has been mainly abandoned. In all the governments of western and eastern Siberia liliraries, museums, and societies are found, patronized by most of the officials, vrhile many important con¬ tributions have come from learned convicts. A branch of the Imperial Russian Geographical Society is located at Habarofsk, and a museum and library are con¬ nected with it. A subdivision of this branch — the Society for the Investigation of the Amur Province — is at Vladivostock. It has an excellent museum and a fairly good library, with, I regret to say, very few publications of the United States. The best equipped library is the Amur branch of the Imperial Royal Geographical Society at Habarofsk, and next that of the Naval Club at Vladivostock, another insti¬ tution which vrould gladly receive many of the valuable publications of the United States. Throughout the provinces there are small libraries in schools, regiment, and police departments. There is a quasi-public library at Nikolsk, in the south Ussuri district, and a small library in the city hall at Vladivostock, with a reading room attached. A circulating library occupies part of a printing office, and is well patron¬ ized. A publisher — Theodore Pavlenko — has lately given 100,000 rubles ($51,500) to open 2,000 public libraries. There is a medical association composed of the doctors of the naval and military branches of the imperial service in the Amur and Maritime provinces. It has a northern and southern branch, and will hold a session at Habarofsk next September. The southern branch opened at Pasteur Institute at Vladivostock last year. NEWSPAPERS. There are four newspapers published at Flabarofsk, one the official organ of the Government and three published at intervals. At Vladivostock there are four — Dalny Vostok (the Far East), Vostochny Vestnik (the Eastern Llerald), Vladivostock, and Listok Oblgavany (the Advertiser) — pub¬ lished from two to four times per week, containing telegrams via St. Petersburg and Hongkong. There is supposed to be a censorship of the press in Siberia, as in European Russia, but its effects are scarcely noticeable to the foreigner. The same holds true of the mail matter received. 1430 EDUCATION EEPORT, 1899-1900. NOTES. Last year a Japanese-Rassiaii school was opened at Blagovestchensk, where a Japanese colony has been established, as also in Manchuria. Reports say the Jap¬ anese scholars are very diligent, make great progress, and learn easily to read and wudte Russian. The bishop of this diocese is my authority that the same holds good of the mass of Koreans now scattered in this region as laborers. Their children are bright scholars, and both parents and children readily become followers of the Rus¬ sian church. In the programme of reforms are plans for agricultural schools throughout the Empire. A summer school for teachers will be held at Mkolsk during July or August. The project for a large mechanical school at Kikolsk, in connection with the Great Siberian Railroad, is completed, and the building will be proceeded with. The cost is esti¬ mated at 100,000 rubles ($51,500). A school for river navigation has just been opened at Irkutsk. R. T. Greener, Commercial Agent Vladivostock, A'pril 17, 1900. INSTITUTE FOR EASTERN LANGUAGES IN VLADIVOSTOCK. Extensive improvements have been made to the grounds and the interior of the institute ])uilding. The half-finished structure, which Avas entered a year ago, is now nearly comirleted. At present there are accommodations for 500 to 800 students in lecture rooms, library, seminaries, and music rooms, for their choir is as much a part of the school curriculum as it is of the church services. There is little accom¬ modation for resident students, as with us; only a few students are allowed quarters in the building, the spare apartments being reserved for the director, his family, and his immediate staff, the major irart of Avhom consists of punils whose talents he has observed and judiciously guided in postgraduate study at home and abroad. The annual apirropriation for the school is 90,000 rubles ($46,350). Professor Lugebil, born in Alaska, teaches English. I may add here that Mr. C. J. Czechowicz, of PenirsyUania, has been airpointed instructor of English in the torvn school evening classes. Not more than forty-eight students are now enrolled in the institute proper. TAventy more, hovcever, are expected — some from EurojAean Russia, others from Japan,^ China, and Korea. A magazine, says the director, Avill soon be issued Avith Russian translations of English and French Avorks on the Orient, its people, religions, and literature. The library embraces OA^er 16,000 Amlumes and many rare idols, etc. The plan of studies consists of lectures during the Aveek from 9 a. m. to 2 p. m ,, as folio ays: Course I: Lectures. Chinese language . 11 Theology . 2 Oriental geography . 3 Political and administratiA^e organizations (civil government), Russia and other countries . 2 Political economv . 2 Total 26 CONSULAK REPORTS. 1431 Pi'actical exercises daily, 4.30 te 6 p. m. : • Honrs. Englisli„„., . ■ . . - . 0 Chinese . . . . - . . . . . . . 0 Course II; Morning lectures — English language . . . . . . 4 Chinese language . . . . . . . . 9 Japanese language . . . ............................. - - - - lO Korean language . . 9 Mongolian language . . . ................ 6 Manchurian language . 6 International law . 2 Political and administrative organization of China . . 2 History of oriental countries . . . . 1 Total . 49 Evening exercises — English language . . . . — ...... - - - 3 Chinese language . . 6 Japanese language . . . 6 Korean language . . . . . . . . . . . . . 6 Mongolian language . . . . . . . . . . . . . 3 Manchurian language. . . . . . . . . . . 3 Total . . . . . . . . . . . 27 All the studies are obligatory, with the exception of the Japanese, Korean, Mon¬ golian, and Manchurian languages. In giddition to Cliinese and English, each student must select one other language. Rickard T. Greener, Commercial Agent Yladivostock, November 3, 1900. COMMERCIAL EDUCATION IN SCOTLAND. Vor some years educationists and business men in Scotland have been giving aJtention to the subject of commercial instruction in connection with the public schools and higher educational institutions. In January of this year the Edinburgh Merchant Company and Chau>ber of Commerce and the Leith Chamber of Commerce remitted to a joint subcommittee the consideration of how the present system of education should be altered so as to bring it hi consonance with the needs of busi¬ ness men, with povrer to take such action as they might deem proper in support of the movement for rendering commercial instruction more efficient and extended. The committee has just issued a reT)ort. It is explained in the iirst few pages wdiat steps were taken to procure information. Fortj^-three witnesses were examined, including proKiinent educators and representative men of affairs, and in the course of the investigation the committee collected printed matter relating to the subject, consisting of productions by tlie witnesses, 2irospectnses, etc., of schools, and official reports on commercial education in certain continental countries and in the United States. The miain conclusions arrived at liy the committee are, briefly: (1 ) That commercial subjects properly so called should not be taught in the public schools, but that the study of arithmetic, of histoiy, and of geography should have a commercial application; the aim of the school course should be to give a sound general education fitting pupils for entering on a commercial career. 1432 EDUCATION EEPOET, 1899-1900. (2) The better teaching of modern languages is also a first necessity for the improvement of commercial education. (3) Faculties of commerce should l)e established in the universities. Omitting the introductory pages, the report is as follows: I. — WHAT IS COMMERCIAL EDUCATION? For the present purpose, it may be sufficient to say that the term is used to denote the whole course of educational training for a business career, whether it consists of general education or education of a specialized nature bearing on commerce. In the elementary stage, there need be no distinction in the training of a boy destined for business and of another v/ho may look forward to a professional or literary calling. It is only after the foundation of general education or culture has been laid that questions arise as to teaching ordinary subjects so as to have a commercial applica¬ tion and introducing other branches vdiich are necessary to the proper equipment of those intended for business. The nature and extent of such specialization will depend upon the description of business career aimed at and the length of time which the pupil can remain at school or give to the prosecution of study after leaving school. II. — EXISTING EDUCATIONAL PROVISION. For the great majority of boys and girls who leave school at the age of about 14 to enter business houses as clerks, shop assistants, etc., the only school education avail¬ able is that of the elementa.ry school, which, in Scotland, is provided in every burgh or parish by the school board, and in certain places also by voluntary effort. In some of these schools there are now advanced departments, in which the curriculum must make provision for adequate instruction in the ordinary English sulijects, and, as a rule, drawing and such other of the following subjects as the Scotch education department may determine, viz, languages, mathematics, and science. There has also recently been established a limited number of higher grade schools having a “commercial” as well as a “science” course. In the former, it is declared that the education is “ predominantly commercial, ” and pupils must, as a rule, take, in addi¬ tion to the ordinary English subjects and drawing, “one or more modern languages, bookkeeping, shorthand, and knowledge of commercial products.” Although this higher education is now placed within the reach of all who obtain the merit certifi¬ cate in the elementary school, it has been found that the proportion of pupils who remain to take advantage of it has as yet been small. There are, however, evening continuation schools, at which those having the desire may, to some extent, revise or supplement their elementary education. One of the objects of these schools is to give “opportunities of learning the scientific principles which underlie the employ¬ ment upon which they (the scholars) have entered.” On the other hand, to those whose parents are in a higher social position, or who themselves have gained bursaries, entitling them to higher education, the secondary school is available. In this type of school, there is not only the common elementary grounding, but also a superstructure of advanced education divided into classical and modern, the modern in some cases being subdivided into a commercial side and a science side. The commercial course usually extends-over three or four sessions, and includes modern languages, commercial geography, and commercial correspondence, mathematics, and commercial arithmetic, bookkeeping, and shorthand. At schools of this class, the age on leaving is, of course, higher than at the elementary schools — from Id to 18 — and pupils are drawn for apprenticeships which may lead to the higher positions in commerce. As connected with this branch of the report, it may be proper here to refer to the means adopted by the Scotch education department to put a “ hall mark” ipion the education given at the primary and secondary schools, respectively. In the former there is the merit certificate, which will be granted to any scholar over 12 years of age who, subject to certain conditions, “shows thorough proficiency in the three elementary subjects of reading, writing, and arithmetic.” This certificate is regarded by the department “as marking in a fairly definite way the dividing line between a primary and secondary education; ” is necessary as a passport to the advanced departments of elementary schools, or to the higher grade schools; and is also valu¬ able as an official attestation of the attainments of pupils who require to leave school on the completion of the elementary course. To those pupils who continue their education, either at a prim.ary or secondary school, suitable tests are applied by means of leaving certificates, which, since 1888, have been granted annually by the department. These consist of different classes — lower grade, higher grade, and honors. The lower grade is usually taken at the age of about 15, the higher grade and honors at the close of a full secondary course. CONSULAE EEPOETS. 1433 The subjects having a commercial bearing in the examination, apart from English, are French and German — in which commercial, in addition to literary, questions are set — and bookkeeping and commercial arithmetic. It is understood that a large number of university and professional authorities have agreed to accept the leaving certificates in lieu of their own preliminary examinations, and in this way, as well as from their importance otherwise, these certificates, esirecially those of the higher grade and honors, are regarded as of great value. In centers of population, there are usually to be found the means of continuing education on more or less specialized lines, and of obtaining instruction in the some¬ what mechanicpJ arts of shorthmid and typevrriting. In this res})ect the youth of Edinburgh, Leith, and surrounding districts are exceptionally fortunate in having the Heriot-Watt College, v/here students may obtain, at very moderate fees, courses of instruction suited to their siDecial business requirements. University education, to a limited extent, is also available to the commercial student. He may attend, e. g., the class of commercial and political economy and mercantile law, founded in the University of Edinburgh by the governors of two of the merchant company endowments, or the classes of French and German established^ under recent ordinances. III. — DEFECTS OF THE PRESENT EDUCATIONAL ARRANGEMENTS. There is a consensus of opinion among the business men who gave evidence that elementary education is so imperfect that many boys entering offices or warehouses write in a slovenly way; that their arithmetic is deficient; and that they are unable to compose a letter properly, and in some cases even to spell correctly ; and these witnesses attribute this to the want of a thorough grounding in elementary ediica-^ tion. The educational witnesses explain this failure by the fact that too many! branches are taught in the elementary course, and state as their opinion that it would be more profitable to the great majority of pupils of all classes if the teaching of anyj language other than English were postponed until a later age than at present, so that attention might be concentra.ted on what is termed an English education. It may be assumed that the evil complained of is not likely to be so iironounced in future, as the new code and the merit certificate have been arranged to secure greater atten¬ tion to the essential subjects of an elementary education. A further explanation is offered by educationists so far as handwriting is concerned, viz, that a careless habit is induced by the speed at which the luipils find it necessary to write in their numer¬ ous examinations. While no general complaint h?^s been made to the committee on the subject of secondary education, it has not escaped criticism in detail. Viewed from the stand¬ point of business men, it is considered that too much time and attention are still given to Latin and Greek and too little to French and German; that the modern languages are not so thoroughly taught or mastered as to be used with facility in business; that the teaching of history, geography, and arithmetic is too little adapted to the needs of a business career; that bookkeeping taught at school is of little or no value, and that there is not enough provision for the teaching of science. There is also the want of encouragement in tlie shape of bursaries set apart to pupils in the modern side of the secondary schools. On the other hand the educational witnesses state that their chief difiiculty wdth boys intended for business is to get them to remain a sufficiently long period at school to take the advantage of a full course of instruction. They consider also that the classical side has its attractions for clever boys, even those who may be looking forwa.rd to a commercial career, and that the modern side is too much looked upon as the resort of the backward or less promis¬ ing pupils. The committee have been much impressed by the great stress laid upon the ineffi¬ cient teaching of modern languages through the want of properly trained and qual- fied teachers. Under jiresent arrangements the wmrk is to a large extent intrusted to foreigners, who, as a rule, are not educated in the same way as the teachers of Latin and Greek and do not sufficiently realize or sympa,tliize wdth the difficulties encountered by boys in learning foreign languages. The lack of sympathy between teacher and pupil naturally interferes seriously with influence and discipline. Regarding the training of teachers generally, it aqipears that there is no provision at present in the normal schools for training teachers in commercial subjects, but that science is receiving special attention. It has been suggested to the committee that, so far as commercial education is concerned, some of the text-books are not sufficiently practical, and that questions set by examiners are occasionally open to the same criticism. It is scarcely neces¬ sary to add that these are matters of great importance bearing directly on the state of commercial education. 1434 EDUCATION REPOET, 1899-1900. Ill the second branch of this report the importance of the leaving-certificate exam¬ inations conducted by the Scotch education department has been alluded to. It may now be useful to give from Sir Henry Graik’s report for this year, issued in A-ugust last, the following extracts showing the result of the test in the subjects of examination bearing on commercial education; French, lower grade. — “ The answers to the literaiy questions were creditable; tliose to the questions on commercial French were worthless.” French, higher grade. — The philological answers were poor, in large measure owing to imperfect text-books, and those on commercial French were unsuccessful.” German, in both grades. — “The commercial questions were uniformly answered in a very satisfactory way.” Boohheeping. — “The second part of the paper vras not, however, so vrell done. * * -X- The third part of the paper was also disappointing. ” Cornmercial o.riihinetic. — “As in former years, many candidates were presented who were quite unprepared for an examination of this character; in other cases the work w^as hurried and incorrect. ’ ’ Certain defects have been pointed out to the committee in connection with uni¬ versity education for business men. There is the disadvantage at which students of modern languages are placed as compared with students of Latin and Greek in the preliminary and the general bursary examinations at the universities. In these examinations, while the full marks for Latin and Greek are 100, those for French and German are only 50. The classes in French and German do not have the same academic standing as those for Latin a,ud Greek, inasmuch as the former are merely lectureships — the lecturers not being members of the senatus — while the latter have all the privileges of full-equipped chairs. Lastly, there is no provision for obtaining a complete course of university elace in tlie important and responsible work of x)ubiic administration, which so largely devolves on members of the mercan¬ tile classes. V. — CONCLUSIONS. The committee beg leave to state the following as the conclusions at which they have arrived: (1 ) That primary education only should be given to pupils under 12 years of age, and tliat secondary or higher subjects should not be commenced until the pupil has gained a merit certificate or jiassed an equivalent examination. If this method were followed, the committee believe that not only would the pu],')il be better grounde d in a sound English education, but he would also be more likely to get the full benefit to be derived from a secondary course. (2) Thai it is necessary to provide a more modern secondary education that would better appeal to a larg:e proportion of the pupils. It is acknowledged that the study of Latin and Greek is an admirable mental training, and that some acquaintance w'ith Latin is very helpful to the student of English. Much of the study of Latin and Greek, however, has the disadvantage of being altogether divorced from everyday life, and it is only natural that boys should take more interest in the languages and affairs of the world in which they live. The committee have no intention of decry¬ ing classical eetitioiis and in all other resxiects, and by offering proxier remuneration to the teachers of modern languages. (5) That boys should not leave school to enter on a business career until they attain the age of 16, those who can afford to do so being encouraged to remain till 17 or 18; and that employers should, as far as possible, require the xiroduction of and give clue recognition to the leaving certificates by the Scotch education dexiartmentas evidence of educational^ attainments. The committee would suggest that the department be apx^roached with the view of instituting, in connection with school education, grouxD certificates of different grades that would come to be universally known and recog¬ nized by business men in their selection of ax3prentices. (6) ^ That it is most necessary young men should continue their education, after they have begun business, during their leisure hours. In this way the defects of ordinary education may be remedied, and it is during the years of ax^prenticeship that young men may most profitably study commercial subjects. The committee agree with the witnesses that it is not natural for boys at school to take any interest in such subjects as bills of lading or foreign exchange, .but that young meii in offices 1436 EDUGATIOjST EEPOKT, 1899-1900. and factories may with advantage study the theories and lav/s regulating matters with which they are in constant touch in their daily work. Of course, if a young man is to derive benefit from the evening classes at the Heriot-Watt College or any similar institution, he must have set his heart on his work. (7) That in view of the increased attention being given to strengthening and ren¬ dering more efficient the modern side in secondary schools, and of the tertiary schools which exist in large towns, such as the Heriot-Watt College in Edinburgh, the com¬ mittee are not prepared to recommend the institution of a purely commercial school on the lines of the continental commercial schools at Antwerp, Leipzig, and other places, or of the London School of Economics and Political Science. (8) The committee, while recognizing the good work being done by certain cham¬ bers of commerce and other mercantile bodies in Scotland, by means of examinations for commercial certificates, are of opinion that such work would be more efficiently accomplished on a uniform system by a national examining board. It is accordingly suggested that the proposal be brought before the Scotch education department. (9) That to enable commercial education to take its proper place in the educa¬ tional arrangements of the country and fully to meet the requirements of commerce, it is desirable that faculties of commerce should be established in our universities. It is the opinion of the committee that such faculties would have a very beneficial effect in raising the status and importance of the commercial side in the secondary schools by ghdng it, like the classical or science side, an opening to the university, by molding and regulating 'the course of study, and by inducing pupils of ability, who at present prefer another course, because it leads to the university, to study for a commercial career. Turning to the interests of commerce, the committee believe that a university education would be of the greatest service to the men who are to occupy the chief positions in large commercial undertakings. To discharge aright the important and delicate duties and responsibilities which devolve upon them, the development of mind and v/idth of culture which are produced by university study are as essential as in the case of the professional man, and there is no reason v/hy the possession of a university degree should not be placed within the reach of the one as well as the other. The classes of modern languages, of political economy, and possibly one or more of the present history and law classes would form the nucleus of a faculty of com¬ merce, and to these might gradually be added classes having more direct reference to the history and practice of commerce. The education to be provided by such a faculty would primarily lie taken advantage of by young men having the means and leisure to attend as regular students; but others engaged in business might, as is the practice v/ith lawyers’ and accountants’ apprentices, also take the classes if suitable hours were fixed. It would also be available for the training of those who might act as teachers of commercial subjects in schools. Although the committee hold the opinions in regard to university education above expressed, they feel that the evidence given by the business men who came before them shows that the need for that education is not appreciated by the mercantile community, and they respectfully urge chambers of commei\,-e and other mercantile bodies to consider this important subject and mature the opinion of business men in regard to it. The committee have not thought it necessary to make any recommendation in regard to the education of girls as distinguished from that of boys. They hold that for the purpose of commercial education differentiation is not required, and that if their views above expressed were adopted, the increasing number of girls who look forward to clerkships,. as well as the few who aspire to higher positions of trust in mercantile life, would, equally with boys, have the means of obtaining suitable education. Rufus Fleming, Consul. Edinburgh, October 12, 1900. CHEMICAL FOOLS IN GERMANY. In opposition to the determined vegetarians who condemn all animal food, there is a growing number of physiologists who insist that abstention from meat, if con¬ tinued for ages and generations, is responsible for the feebleness and low intellect of certain races. Chemists are becoming more and more anxious to find new sources of nitrogenous foods, and the artificial-food industry has developed widely in Germany, chiefly in the large v/orks which supply dyestuffs, for which albumen is an impor¬ tant material. CONSULAE EEPOETS, 1437 The artificial foods are mostly mixtures of more or less secret composition. Thus, the tropon of Professor Finkler, of Bonn, whose works are at Miihlheim, consists of one-third of animal and tv/o-thirds of vegetable albumen. Albumenose is a frequent constituent of tliose foods. By albumenose is understood a preparation which, as regards solubility, occupies a position intermediate between the original animal albumen and its peptone. The managers of the Elberfeld color works have made a hit v/ith their somatose, which is such an albumenose, and have quite recently brought out the more eco¬ nomical tannin and milk somatose, which may become a very important food for the masses. This latter preparation utilizes the casein of the milk. The nutrose of the dye works at Hochst; the eukasin of Salkowsky; the sanato- gen of Bauer & Co., of Berlin, contain all the casein compounds with sodium or ammonium. Oliver J. D. Hughes, Conml. Coburg, May 17, 1900. MANUAL TEAINING IN GEEMANY. There exist at present in Germany, distributed in 605 places, 861 schools and insti¬ tutes wherein manual training is carried on in 1,514 workshops. Of this number, 836 schools and institutes conduct the training on a pedagogical basis. Prussia has 570 manual-training schools. The 1,514 pupils’ v/orkshops comprise 286 independent manual-training schools and 238 xiublic schools, of which 16 are auxiliary schools where the work is obligatory, 17 are middle-class schools, 41 are high schools (made up of 8 gymnasiums, 6 technical gymnasiums, 12 lower and axlvanced technical high schools, and 15 boarding schools) , 7 are preparatory institutes, 26 are teachers’ semi¬ naries, and 93 are boys’ asylums; while the remainder consists of various kinds of private educational establishments. Five hundred and thirty-five workshops are devotele of the race. It starts from a principle of justice, that of giving to all the same means for the free exercise and expansion of their faculties, in order to secure the utmost realiza¬ tion of justice through the consecration of their own powers to the welfare of all. To make individuals strong accomplishes pfirtial justice, to make them at the same time social will accomplish entire justice. From this point of view popular education dates from yesterday. It is chiefly practical considerations that govern the night schools and the adult courses. Patri¬ otic and moral sentiments control the work that follows school life. In the Ecole au Kegiment the economic and political spirit actuates the groups of workingmen. Eeceiitly the social spirit has penetraied, transformed, and enlarged everything, embracing all ages and all classes, and is inspiring them v.dth a sx:)irit of fraternity. Everywhere there is activity in this renovation of civic life to render it rational and solid. But there are efforts which I will pass over in silence; these are sectarian efforts (very inferior indeed to tlie others), because they run counter to necessary republican work. One scarcely knows how, in fact, to develop the reason among citizens where the effort is less to instruct than to direct them; and, on the otlier hand, it is not in the name of an exclusive faith that can best be realized the social concord.- which forms the basis of the lay sxririt. Lay social activity is abundant and varied. It is even one of the pleasures of its study to find neither intolerance nor monotony, but liberty and variety, such as is to be expected from free creative initiative.' But all things, though infinite in num¬ ber, support one another, and if we detach an organ in order to study its operation we must in thought restore it to the whole to put it in its true light. Thus rather than impose upon social education a uniform method which it does not acknowledge, and which would drive away those who do understand it, it is necessary to follow it wherever it manifests itself — in the school; around the school; outside of the school — to study it everywhere in theoin^ and practice, according as its effectiveness is internal or external, as it acts on custom or as custom acts on it, prepared to gather the general and comforting imj^a-ession of active and conscious fraternity in its march toward social justice. M. Crouzet proceeds to develop the subject from the three points of view outlined, displaying a tiiorougdi familiarity with all its aspects. His report will be read in France with great interest, but space will not warrant its reproduction in full in this place, and we will content ourselves with a few of his general conclusions: The historical and social sciences are in the way of thrownng light and making the people reflect upon the vital interests of contemj)orary humanity. Of course, in his¬ tory and geograj^hy the programmes of courses for adults have not always differed enough from the prex)aratory course (5 to 7 years — anecdotes, biographies, stories, travels, etc.), but already a select public (elite i^opulaire) is freeing itself from the influence of mere curiosity and asking for a sym'pathetic study of the real world, an abandonment of the chauvinism that paralyzes our progress, and an insight into the causes of the existing economic struggle. At the same time it is requiring of history that it study the j^ast in order to prepare for the future, that it enlighten and enlarge the consciousness of the lay and republican spirit of the French people in order to render it wmrthy of its social mission and competent to perform it. Finally, science is come to move as wwll as to instruct, to arouse admiration as w-ell as doubt, and especially less to supply the mind with ideas than to fortify it -with methods and ren¬ der it capable of gradually finding the truth, which is the j^rinciple of union among 1472 EDUCATION KEPOKT5 1899-1900. men. Thus through the various subjects of social instruction is worked out the forming of conscious energies and of enlightened enthusiasm, i. e. , of citizens. * * * But there is still an infinite number of results in process of realization or in pros¬ pect, each of which has an immense social importance: The awakening and develop¬ ment of provincial life; the revival and elevation of the taste of the j^eople, who have ])roved that it was corrupt only in so far as those who habitually sup])lied it rendered it so; the beginnings of a new democratic art existing not for the buyer or the esthete, but for all citizens; civilization and civility extended even to the least retined, which, though they may find some adults callous and wedded to their habits, will readily penetrate the young; the imbuing of the people with the critical spirit as well as with broad ideas; the formation by thinking and living in common of like hearts and minds; the strengthening of the republican sentiment, which sometimes, after a pub¬ lic address, used wrongly to express itself in theory: “'S^ivela liste republicaine,” but which consoled us at the time when organizers of public evening meetings, under pretext of nonpartisanship, forbade the word Kepulilic; in tine, the creation of a demand for and the introduction into common custom of social education. Crouzet concludes his report with a list of ten of what he con¬ siders the most important desiderata (voetix). These were taken up seriatim by the congress, discussed, somewhat modified, reduced to eight, and adopted as expressing the sense of the mem])ers on the points involved. These desiderata, as thus amended, are as follows: I. That the relation between the intellectual classes and the people be not one of complaisance, but of fraternity; an active fraternity having for its ol;)ject really to unite the intellectual movement and the social movement. II. That educators strive less to impose their programmes than to respond to the desires and needs of the public, always previously consulted. III. That popular education aim clearly at the diffusion of general culture, and especially of the scientific spirit. IV. That all popular educators have the freedom to draw up an impartial course of social instruction. V. That the people be attracted as little as possi])le i^y solemn or simply amusing lectures, in order to employ the simplest, the most familiar, and the most practical methods of iiistruction. VI. That, in view of the present difficulty of immediately and directly penetrating compact masses, social education adopt at first the method of associating a demo¬ cratic elite which shall gradually grow larger. VII. That along with measures for showing the people the reason, the direction, and the method of social effort, there be constantly employed measures of effective cooperation for the immediate application of the principles taught; that is, that theory be closely cond)ined with practice. VIII. That practical (cooperative, etc.) plans lend in turn material and moral sup¬ port to the work of instruction, in order to give solidarity to the various social interests. REPORT OF M. SIMIAN!). Jit There is one other report on social education in France that demands attention from the point of view of this paper, viz, that of acquainting the reader with the extent to which the various educational systems of the world teach social science. This is the report of M. Francois Simiand, Agrege de 1 ’Universite, on instruction in the social sciences in the primary schools. Sociologists usually regard their science as SOCIOLOGY AT THE PAKIS EXPOSITION. 1473 quite beyond this grade, but the two reports we have already con¬ sidered, especiall}" the latter, show hovv^ l)road is the conception in France of social science. In the report now to be considered we shall see that as we descend in the grades we must continue to broaden this conception. It here takes chiefly the two forms of moral instruction and civic instruction. As regards the relation of etliics to sociology there is a strong dis¬ position among leading social philosophers to look upon ethics as in a certain sense a department of the broader discipline called sociolog}^ Auguste Comte, the true founder of sociology, did, it is true, in his Positive Polity, place morals al)ovc sociology in his completed hier¬ archy of the sciences, but the attentive reader of that work at once perceives that his morale is very dift'erent from the moral science of Paley, Whateley, and Wayland, and is a direct outgrowth of sociology. In fact its fundamental principle is sociability, and its aim is altruism. It has to do entirely with the relations of the ego to the alter. And when we reflect upon it we readily perceive that there would be very little left of morals if this relation were removed or even thought away. So that, whatever may be considered the relative rank of ethics or morals, it is essentially a social science. While no question can arise as to the true social nature of civics as a branch of education, it might be supposed that this, too, was too com¬ plex and difficult for elementaiy instruction. We shall see in this report not merely what M. Simiand thinks of this .question, but how it has been answered by the official framers of the French system; for in France the primary schools are established and maintained by the State. We shall therefore be dealing mainly with the organic laws of France on the subject of education, supplemented by the decrees emanating from the ministi*}^ of education, which not only prescribes the methods of instruction, but actuaHy provides the curriculum. AI. Simiand says: The subjects of primary instruction are essentially determined by the text of the organic acts. What has this text to say touching the social sciences or social branches? Article 1 of the act of March 28, 1882 (on the ol)ligatoriness and lay character of primary instruction), provides that “primal’}' instruction shall embrace moral and civic instruction * * * some common notions of law (drod) and politi¬ cal economy.” Thus is defined and delimited by a fundamental legislative enactment the field of social instruction in the primary schools. From this as a basis the detailed applica¬ tion was established by special regulations (authorized by article 3 of the act of Octo¬ ber 30, 1886), which irrescribe the distribution of the subjects among the different kinds of primary schools and among the different courses, and fix the order of studies and the time to be devoted to each. The plan of studies now in force ^ makes moral education one of the three sections of school work (the two others being physical education and intellectual education). 1 Programmes annexed to the decree of January 18, 1887, supplemented by the decrees of April 8, 1890, January 4, 1894, March 9, 1897, and September 20, 1898. ED 1900 — VOL II - 13 1474 EDUCATION KEPOET, 1899-1900. It is important to reproduce the exact language of tlie instructions which define the object of moral education. Object and essential character of this department of education. — Moral instruction is designed to complete and combine, to elevate and ennol)le all the subjects taught in the school. AVhile the other studies develop each a special order of aptitudes and of useful knowledge, this one tends to develop in man the man himself — that is, his heart, his intellect, and his conscience. Thus moral education inoves in an entirely different sphere from tlie rest of educa¬ tion. The force of moral education depends less on the i^recision and the logical con¬ nection of the truths taught than on the intensity of sentiment, the vividness of impressions, and the transfusing warmtli of convictions. Such instruction has not for its ()l)ject to make men know, Imt to make them will; it moves rather than proves; acting upon sensitive beings, it proceeds rattier from the heart than from the reason; it does not undertake to analyze all the reasons for the moral act; it seeks first of all to produce the act, to rejieat it, to make it a habit that shall govern life. In the pri¬ mary school especially it is not a science, it is an art of impelling the free will toward the good. JRoIe of the insfracior in this branch of education. — The teacher is charged with this part of education at the same time as the others, as the representative of society. Lay and denmcratic society has, in fact, the most direct interest in having all its members early imbued by ineffaceable lessons with a sense of tlieir worth and with a not less pro¬ found sense of their duty and their personal responsibility. To attain tliis end the instructor does not need to teach a moral technique with all its a])paratus, followed by a moral practice, as if he were dealing with children deprived of all previous notion of good and e'dl; for the immense majority come to him luiving already received and still receiving religious instruction which familiar¬ izes them with the idea of a God, author of tlie universe and father of men, with traditions, beliefs, and })ractices of a Christian or IIel)rew cult; by means of this cult and under the forms which are peculiar to it, they liave already received fundamental notions of eternal and universal morality; but tliese notions with them are still in a nascent and fragile state; they have not penetrated deeply; they are fugitive and confused, rather half-perceived than really possessed; matters of memory rather than of consciousness, as yet scarcely exercised. They are waiting to be ripened and developed by a suitable culture. It is this culture tliat the pul)lic instructor is to give them. His mission is then well defined.. It consists in strengthening these essential notions of morality common to all doctrines and necessary to all civilized men, in causing them to take root in the minds of pupils for their whole lives, and in making them pass into their daily conduct. He can fulfill this mission without having to display either adhesion or opposition to any of the various religious beliefs with which the pupils associate and combine the general principles of morality. He takes these children just as they come to him, with their ideas and their lan¬ guage, with the family beliefs that they hold, and lie has no other concern than to draw from them, whatever they contain, the most valuable from the social point of view, that is to say, tlie precepts of a high morality. Proper object and limitations of this instraction. — Lay moral instruction is distin¬ guished, then, from religious instruction, as all must admit. The teacher does not take the place of the priest nor of the father of the family. He joins his efforts with theirs to make of each child an honest man. He is to insist upon the duties that unite men and not upon the dogmciS that divide them. All theological and philosophical discussion is manifestly interdicted by the very character of his duties, by the age of his pupils, by the relations of confidence sustained with families and with the State. He concentrates all his efforts upon a problem of a different nature. SOCIOLOGY AT THE PALIS EXPOSITION. 1475 but not less arduous, for the very reason that it is exclusively practical— the inohlein of apprenticing all these children to an effective moral life. Later on, when they shall have become citizens, they will perhaps be separated by dogmatic opinions, but they wdH’at least agree in the x^ractice of making the aim of life as high as x^ossible; of feeling the same horror of all that is low and vile, the same admiration for wdiat is noble and generous, the same delicacy in the appreci¬ ation of duty; of aspiring to moral j')erfection, wdiatever it may cost; of feeling united in that general cult of the good, the beautiful, and the true, which is also a form, and one not the least pure, of the religious sentiment. As to the x^rogramme that follows these general instructions, it x^rescribes: 1. In the infantile section (5 to 7 years), “very simx3le talks (causeries), mingled with all class exercises and recreations,” tlie use of little x^oems learned by heart, stories told, and little songs. 2. In the elementary course (7 to 9), familiar conversadions accompanied by read¬ ings and comments (recitals, x^recepts, x^arables, fables, and x^ractical exercises) ; it is especially recommended to correct coarse notions (x>rejudices and sux)erstitions, beliefs in sorcery and ghosts, etc. ) ; to derive information from facts observed by children, to proceed by the way of coir Crete examx^les and apx^eals to experience: “To raise them, for examxrle, to a sense of admiration for the universal order ami to the religious sentiment by I)ringing them to contenix>late certaiii great facts in nature.” 3. For the middle course (9 to 11 years), conversations, readings with exx^iana- tions, and practical exercises, following the manner of instruction and the means recommended for the elementary course, but with more method and x^i’^cision ; the lessons and readings to be arranged so as not to omit any inix^ortant x>oint in a sume- wdiat detailed programme, of which the following are the grand divisions: I. The child in the family. Duties to x>arents and grand x'*arents. Duties of brothers and sisters. Duties toward servants. The child in the school. The country. II. Duties to self. The body (alcoholism). Proi)erty (economy, x>lay, work). The soul (falsehood, modesty). Duties toward others (justice and charity, toler¬ ance, alcoholism ) . III. Duty to God. On this delicate xioint it is liest to cite the whole text: The teacher is not charged w ith giving a course ex x^iofesso on the nature and attributes of God; the instruction that he is to give to all without distinction is con¬ fined to two X)oints: First, he teaclies them not to x^i’oiiounce lightly the name of God; he associates narrowdy in their minds a sentiment of resx^ect and veneration w ith the idea of a first cause and x^t^i’fect being; he habituates each of them to surround wdth the same resxiect the notion of God even when it is x^resented to him under different forms from those of his own religion. Finally, and without occuxiying himself with sxiecial teachings for different reli¬ gious sects, the teacher endeavors to make the child understand and feel that the first homage that he owes to divinity is obedience to the law^s of God wdiicli his con¬ science and his reason reveal to him. It is specified that “throughout this course the teacher shall take for his X->oint of departure the existence of the conscience of the moral law and of obligation ; he does not undertake to demonstrate them (duty and responsibility) by a theoretical exjiosition. ’ ’ 4. In the higher course (11 to 13 years), conversations, readings, and x>ractical exercises as in the jireceding courses, but, in addition, a regular series of lectures (lemons), a course in morals in general, and more especially in social ethics (morale sociale) according to a programme, of which the following are the salient points: (1) The family. (2) Society. Necessity and benefits of society. Justice, the condition of all society. Solidarity, fraternity. Alcoholism destroys little by little these 1476 EDUCATION KEPOET, 1899-1900. sentiments by destroying the ])asis (ressort) of the will and of personal responsibility. Applications and development of the idea of justice. Eespect for life and human liberty, respect for property, respect for one’s word, respect for opinions and 1)eliefs. Applications and development of the idea of charity or of fraternity. (3) Country. The text says: What man owes to his country (obedience to the laws, military service, devotion, loyalty to the flag) . Taxes (condemnation of all fraud toward the state). The vote (it is morally obligatory; it should be free, conscientious, disinterested, enlightened). Eights that correspond to these duties: Individual liberty, liberty of conscience, liberty of labor, liberty of association, guaranty of security of life and property for all. National sovereignty. Explanation of the republican device: Liberte, Egalite, Eraternitcb The oflicial instructions make this recommendation: In each of these chapters on the course of social ethics tlie pupil shall be told, with¬ out entering into metaphysical discussions: 1. The difference between duty and interest, even v hen they seem confused, i. e., the imperative and disinterested cliaracter of duty. 3. The distinction between written law and moral law. The one fixes a minimum of requirements which society imposes upon all its mendjers under definite penalties; the other imposes upon everyone in the secret chambei’S of Ids conscience a duty which nothing compels him to perform, but whicli lie can not fail to perform without feeling guilty toward himself and toward (lod. Ci^dc instruction is attached to the course of history and geography, and placed at the end of the section of intellectual education. It is not mentioned in the pro¬ gramme of the infantile section. In the elementary course it includes ‘ A^ery familiar explanations, in connection with readings, of words calculated to awaken a national idea, such as citizen, soldier, army, country, commune, canton, de|)artement, nation, law, justice, pulilic power,” etc. For the middle course the programme prescribes: ^^ery summary notions on the organization of France. The citizen, his obligations and his rights; school olfligations, military service, taxation, universal suffrage. The commune, the mayor, and the municijial coimc'il. The departement, the prefect, and the general council. The state, the legislative power, the executive power, justice. And for tlie higher course: A deeper insight into the political, administrative, and judicial organization of France. The constitution, the President of tlie Eepublic, the Senate, the Chamber of Depu¬ ties, the law; the central, departmental, and communal administration; the various authorities; civil and criminal justice; education, its various grades; public power, the army. There is no commentary specially indicating the oliject and spirit of this instruction. Moral education and civic instruction, deflned as above set forth, contain all of a social character in the curriculum of the elementar}^ primary schools. Common law (droit usuel) and political economy, provided by tlie legislative text, have no place here. They are only found again in the programme of the higher primary schools. As to the time to be given to the instruction in question, the plan of studies speci- fles that one lesson each day, taught in the way recommended, shall be devoted to moral instruction; that the teaching of history and geography, to which civic instruc¬ tion is attached, shall occupy about one hour each day, but the share of civic instruction is not indicated. SOCIOLOGY AT THE PARIS EXPOSITION. 1477 Higher primary schools. — In the present^ plan uf studies for the higher primary scliools social instruction is represented hy morals, civics, common law, and ftolitical economy. Moral education. — Here the instructions say it is not a question of instruction, but of education. The end to be pursued is to create and maintain in the pupils an ensemble of moral dispositions proper to prepare them for the life that awaits them in society. The motives to he employed are of tliree kinds: Action upon the lieart by appealing to the moral sense which a previous culture has developed in them; action upon the intellect by explanation and demonstration of the truths of the moral order; action upon the will by the i)ractice of moral life according to their own experience and their individual character. Having laid down these principles, the programme j)oints out with some detail the three kinds of school exercises that correspond to these three modes of action. The ‘'exercises tending to develop the moral sense are readings, recitals, and conversations adapted to luring forth and strengthen in the cliild the various sentiments that favor tlie develoi)meiit of the moral sense [exami)les] , * * and in a general way all the healthy emotions that predispose men to do right. ’ ’ The ‘ ‘ exercises tending to instill into the mind the fundamental notions of morality” are concrete and living lessons, but methodical and conformable to a programme given with detail. In the first year are to be treated the principles of ethics: (1) “The conscience, intuitive idea of duty, the power of man over himself;” (2) “society and its duties;” and in the tliird place, “return to self; such an application of the principles as to begin to make life understood by the adolescent mind.” A fe^v points in the detailed plan may be cited: To cause to lie observed the categorical differences wdiich distinguish the condition of man, his rule of life, the constant and certain laws by which nature works in the moral world. Different types of men: The idle, the industrious, the economical, the improvident, * *; heroes * Egoism and disinterestedness; distinctive characteristics of moral obligation. In proportion as the pupil shall have acquired a certain habit of personal reflec¬ tion, he is to be brought to recognize that the individual is a small matter in himself, incomplete and dependent, that he forms part of a whole * * *; that he owes a debt to others, his fellow-beings, without whom he either would not be, or would not be what he is-; whence the idea of society. To insist upon the fundamental law of solidarity, the principle of all social organi¬ zation. Within society to distinguish two societies: The family and the nation; to insist upon what the individual owes to each of these. For the second year there is indicated a series of lessons on ‘•human life and its duties; man in society, in the faanily, in the nation.” The order and mode of put¬ ting the questions, the nature and scope of the ideas suggested, seem sufficient!)^ remarkable to justify the reproduction entire of this x^art of the jirogramme: 1. Society. — What society is; man is not born to live alone; society necessary to his security and to the indefinite progress which is his law; it is his end and reason' for being. Barbarous societies and civilized societies; traits that distinguish them; law is substituted for force; labor a common obligation; no more slaves and no more coiq^oral J3unishment (suiij)lices) ; the intellectual cai>ital (fortune) of mankind daily guaranteed, as well as its transmission to i30sterity. Social solidarity in the economic world, in the scientific 'world, in the moral world. Natural inequality of aptitudes, inevitable diversity of functions. 1 Programmes annexed to the decree of Augnst 18, 1893, modihed by the decree of March 9, 1897. 1478 EDUCATION KEPOET, 1899-1900. Social jasilce. — Respect for the person, of man. in whatever rank he may Ije placed, and as a consequence of* tins imperative respect, slavery and serfdom recognized as intolerable. Respect for the honor of others. Defamation and calumny. Respect for the products of labor; principle of property, its necessity; cai^ital and labor; respect for contracts and for one’s word. Respect for individual beliefs and oiDinions.' Rehgious and philosophical liberty; tolerance. Social fraferaitii. — IMoral .and social inadequacy of strict justice. Accidents of birth, physical a,nd intellectual inequalities; accidents of education; accidents of life. Public instruction; public aid. Goodness; love of one’s neighbor; devotion; disinterestedness. 2. The fa'itiilij and private man. — The family a special kind of societ}% but not exclusive in society; its function in the social order to which it is subject; its moral basis ; its constitution, its members — solidarity that it implies ; respect for w'onien the ba.sis of the family in the modern world. }Ius])and and wufe; parents; children; their reciprocal rivate virtues. 3. The nation oral country. — How oui' society is at the same time a nation; tlie idea of nation and country; its moral basis. Solidarity of generations; unity of direction. The national si)irit; defense of the country; the army; ol)ligatory service; military discipline; courage. 4. The state and the laics. — What the state is; its origin; its role ; various forms of this authority; the republican form, its principle, and its superiority; proceeding from our consent and modified by our will, it can jiossess nothing arbitrary. Na¬ tional sovereignty; democracy (the elite in the democracy). Laws, their social and national foundation. Duties of the citizen; obedience to the laws; taxation; suffrage, etc. Repression, social legitimacy of i-enalties. Rights of citizens; individual liberty; freedom of conscience; freedom of worshijr within the limit of respect for law; freedom of laljor; freedom of association. Public lilrerties. Dangers of arbi¬ trary powmr; dangers of absence of government. 5. Nations among themselves ; international duties and rights ; international solidarity; humanity; love of humanity and its reconciliation Avith love of country. The jua gentium; aspiration toward a juridical ideal among nations; arbitration. For the third year is prescribed a thorough revision of the j)rinciples of morals and a return to their principal applications; the articles drawn up recall much more closely the subjects known t(.) classical courses (showing that our nature leads us to love the beautiful, to afhrm the true, and to desire the good); conscience; liberty; personality; duty; moral ideal. The last paragraphs only wall be quoted here: To i)oint out that it is in the nation that man fully realizes his nature, that he really becomes man — that is, a moral person — conscious of his duties and his rights; that the duty of the individual member of a nation is to cooperate willingly with the nation in human civilization. The social ideal at different periods of humanity. To insist uimn the traits charac¬ teristic of the true genius of France; explanation of the republican deAuce “Liberty, equality, fraternity. ’ ’ Sanctions of morality, internal sanction (moral satisfaction and remorse); natural sanction (consequences of our good or bad conduct for ourselves and for others as to the body and as to the soul); social sanction (public esteem or contemirt); philo- soi»hical or religious sanctions (the idea of God). The teacher Avill take pains to speak of religious beliefs only Avith great respect and in such a manner as neA^er to ruffle the minds of the children Avho are intrusted to him. Finally there are indicated the third class of exercises, those tending to test the SOCIOLOGY AT THE PALIS EXPOSITION. 1479 conscience and form character (to study good or bad tendencies that appear in each pupil; to ascertain the practical morality of each one under the circumstances of daily life; appeals to sincerity; appeals to strength of will; transformation of effort into habit; development of delicacy of conscience). The time assigned to this moral instruction is one hour per week during three years. Ciric instruction. — Civic instruction is here again attached to the course in history; it forms the end of the second year’s course (which deals with France from 1789 to our time) , and is engrafted upon the study of the third Eepublic and the constitu¬ tional laws of 1875. Constitutional laws of 1875. — The two powers of the State, the legislative poAver, the executive power; the principle of the separation of the powers; the national sovereignty; preponderance of the Parliament-; the legislative power; the Chandler of Deputies, its attributes, mode of its election, scrutin de liste and scrutin d’arron- dissement; the Senate, its attributes and mode of its election; drafting and enact¬ ment of laws; the National Assembly, its attributes. The power of the executive, the President of the Kepublic; mode of his election; duration of his term of office, his poAvers; the government, the ministers, and the president of the council, manner of their apx)ointment, ministerial responsibility, orders, decrees; the council of state. The history course, of Avhich these subjects are the last chapter, occupy one hour per Aveek. Common lair and ]:)olitical economi/. — The prognmime of common laAV embraces twm jrarts, the one public laAV “dettiched from civic instruction,” the chajAters of AA'hich are called elements of judiciary organization; financial institutions; military organi¬ zation. The second part is devoted to private law. It is arranged in the foiloAAung order; I. Persons. — Nationality, acts of the civil state; family right (marriage, parentage, ancestors and descendants, guardianshif), coming of age, interdiction). II. Rights of irroperty. — Different kinds of lAroperty; right to real jArojAerty (oAvner- ship, severalty, lAOSsession, usufruct, services); right -to xAcrsonal projAerty or credit (facts that give rise to obligations, customary or legal means of assuring their execu¬ tion), bonds, bail, license, mortgages, statutes of limitation. III. Contracts.- — Principle of freedom of contract; acts calculated to prove the same; jAroof l)y Avitnesses; cajAacity to contract; transmission of jAroperty; registration of written instruments; practical study of the most common contracts; sale; hire (rent of things, hire of labor or industry); loans at interest; usury; insurance. JP. Transmission of -prop ertij of a deceased person.— '^ncQes,Cio\\s deferred by law; inheritance by virtue of the expressed Avill of the deceased; right to alter the Avill. The xArogramme of lAolitical economy, while mucli resembling, in the selection and statement of the questions, the practice of our traditional courses, dejAarts from it notably in the order and relative importance of the sulAjects. The folloAving is the text: Agents of product ion. — Nature, lalAor, ca]Aital. Labor. — Intellectual labor, invention; manual labor; division of labor, adA’antages and incoiiA^eniences of the division of labor; machines, tools, their necessity. Capital. — Its different forms; its divisions, fixed cajAital, circulating capital; indus¬ trial appliances; subsistence; union of capital and labor; its results. Remuneration of capited and labor. — Intellectual labor; salaries; manual labor; wages; their several kinds; capital; interest; legitimacy of interest. Profits and losses. — Their distribution; participation of laborers in jArofits. Sale and exchange. — A’alue; price; causes that influence the \mriation of jArices; money. Internal trade and foreign trade. — Means of transportation; adAuntages of cheap transxAortation ; ex^Aorts and imjAorts; exchange and its fluctuations. History of free trade, protection, and commercial treaties. 1480 EDUCATION KEPORT, 1899-1900. Credit. — Its advantages and disadvantages; the money of credit, hank notes; effects on business, notes of exchange, drafts, checks. The signature in business; impor¬ tance of a signature; its consequences. AgricuUurcd industry. — Large and small culture; various forms of cultivating the soil; direct returns; farming; working land on shares. Savings. — Savings banks and associations. Insurance. — Its various forms. Pension {superannuation) funds. Mutual aid societies. Coopercdive societies. — Societies for i)roduction and consumption. Trade syndicates. — Summary of the law of March 21, 1884. Comparison with ancient (earlier) corporations. Luxury. Alcoholism. — Its effect on the poverty and misery of the individual and the family; its effect on public wealth; what alcoholism costs France; other effects — crime, sui¬ cide, loss of employment. Population. — Emigration and (.•olonization. The Stcde. — Principal attributes of the State; various kinds of taxes; the budget. The time allotted for common right and i)olitical economy thus outlined is one hour per week in the third year. In the higher primary girl’s schools the moral programme is supplemented by some special observations on the role and the situation of young girls; that of com¬ mon right is chiefly reduced to what concerns marriage and the life of woman, and that of political economy gives special attention to (piestions relating to working women. After liaviiig thus fiiliy presented the su1)ject from the documentary standpoint, M. Simiand proceeds to make some rather extended com¬ ments, which need not be reproduced here in full, lie enters into the question of the rigdit of the State to give the moral instruction embraced in the above programmes, but as the State actually does pre¬ scribe this instruction, it is not worth while to discuss its right to do so, unless the object l)e to endeavor to bring about some modification of the sy^stem, which is only a matter for the French people them¬ selves, and can not concern the citizens of other countries. M. Simi¬ and proceeds with certain general criticisms of the existing system which he would reform, and he closes his report with the presentation of the following desiderata: 1. Social instruction, and especially moral, lay, and rational instruction, should either insj^ire a metaphysics of the State, liberally chosen, or else it should Ije exclusively positive, and theretore dynamic and critical, for all grades in the pri¬ mary schools. 2. The arrangement of the programmes and tlieir interpretation should be made for limited periods and within definite bounds; a special tribunal (committee, com¬ mission, etc.) should be instituted for this purpose. 3. Social instruction should be extended at the expense of the time and the importance assigned to history and also to geograjdnv 4. It should embrace all the grades of the primary school (elementary and higher), social morality, civic instruction, ideas of right and political economy, which should be combined in a course of one method and one spirit. What will probably most forcibly strike the outsider in this State curriculum of France is the amount of detailed instruction in subjects SOCIOLOGY AT THE PAEIS EXPOSITION. 1481 thiit are usually elsewhere relegated to the higher (college, university) education, taken in connection with the extremely limited time allotted for such studies. Aside from the question whether children of such ages are capable of really learning anything of value about matters of this class, there is the more important question as to whether even persons of mature minds woidd acquire enough in the time to be of any real value. The interesting thing is the evidence it affords that the French mind is thoroughly imbued with the importance of social instruction. When that nation shall l^ecome v/iser it will probably transfer most of this to the secondaiy schools, and in an expanded form to the university and the faculties of law, letters, and sciences, all of which, as M. Gide’s report clearly shows, are still largely dominated ])y the old scholastic method and spirit. KEPOirr OF M. J)EITERMK. The report of M. G. Deherme, ostensibly on social instruction in France, is really for the most paid conffned to giving an account of a local organization in Paris called the Cooperation of Ideas, which has much the character of the English University-extension movement, and is in itself an interesting institution, but somewhat too special and restricted in its scope to call for detailed exposition here. KEPOKT OF M. BERNES. Prof. Marcel Bernes, in his extended report on the '*T"eaching of social ethics in the secondary schools of France,’’ has fully set forth the moral aspect of French education. M. Bernes, formerly of the University of Montpellier, now professor of philosophy at the Lycee Louis le Grand, is a well-known author of ethical and sociological works, very scholarly, with a delicate and somewhat obscure style. His report was discussed at the congress, and is worthy of serious consideration, but enters more deepl}^ into this special aspect of social education than it is possible to do in this paper, especially in view of the full treatment of social morals contained in the report of M. Sim land. Belgium. Next to France it is perhaps in Belgium that the recent social awakening has been most marked among nations, and there also this sentiment has made its impress upon the educational system of the country. Three important reports on social education in Belgium were presented to the congress, and in each case the author was pres¬ ent to expound his views and respond to inquiries. Two of these deal specially with the international aspect of the subject, and only one, that of M. Mahaim, aims to present the history and present aspect of the movement in Belgium. We will therefore consider this ffrst. As 1482 EDUCATIOI'T REPORT, 1899-1900. ill previous eases, too, we shrill find it the most satisfactory way to allow the author for the most part to speak for himself. REPORT OF M. ERNEST ^rAIIAIM, Political economy was for a long time alone in representing the group of sciences of society in the higher education of Belgium. It is true that Belgium can claim the honor of giving it asylum in its universities, eveii in advance of France. It has figured in the i)rogramme of the faculties of law in the two State universities (Ghent and Liege) since 1830. The independent uni\'ersities (Brussels and Louvain) also registered it among the nund:)er of their ct-'(^ from : Industrial goograpby, trnn!-!]>ortation and coinnioroial appli¬ ances, maritime law, arti(‘les of trade, ete. The three licentiates are available without eondil()nia^ in them after one year’s study. Young ])ersons who are the holders of an academic degree by asking for one yc'ar’s study should pass the exami- na.ticm for candidate in ])olitical seience, which napdres one year i)f i>reparation. For young }>crsons v ho have not taken any utdversily studi(\s at all the candidacy in pt'iitical seience reepdres two years and involves two examinations. This candidacy embraces subjects in philosophy and history as wcdl as (dmnentary juridical subjects. Th.e rni\-eisite labre de Ibruxelles embraces at the present time two sections: A. The section of political sciences, which inchuh's: 1. Comparative iiarlianumtary and U'gislati\'e history, oiu‘ hour jx'r w'l'ek the whole year. '2. I)i{domatic history of Europe, oiu' hour, one sc'mester. The law’ of nations, two houi-s, one smm'ster. 4. Comparative constitutional knv, two hours the whoh' year. o. Civil institutions, two hours, one semester. (>. Science of finance, two hours, one senu'sti'r. 7. Statistics, two hours, one semester. 5. Politic'al (‘conomy (special topics), two hours the whole yi'ar. 9. Colonization and colonial ])olicy, tw’o hours, one semesh'r. Ik The se(‘tion of ec'onomic- sciimces: L History of economic- doc-trines, two hours, one' semc'ster. 2. Economic- history, <^ne hour, one semc'ster. ;k Ec-onomic geograjhiy, one hour, one semestc-r. 4. Labor legislation, two hours, one semi'ster; also politic-al ec-onomy (special topic‘s), statistic-s, science of (inanc-e, c-olonization and c-olonial [colicy, whic-h are com¬ mon to the tw’o sec-tions. The regulations provide for the creation of a third section, that of the social sci¬ ence's, whic-h would embrace especially the following courses: Ceneral sociology, inc-luding the methodology of the social sciences; history of soc-iological doctrines, particularly in the nineteenth century; statistic-sand its general application; c-alcuhis of probabilities; comparative geography; laology in its relation to the soc-ial sc-iences; Alt has 1)een sc'i'ii, since the creation of the licentiate in conimerc-ial and consular science, how strong tliese utilitarian considerations are. The simple prosi)ec-l of being able to ai)ply for a incsition of consul attracts to them ten times as many young men as there arc' positions to bestow-. SOCIOLOGY AT THE PARIS EXPOSITION. 1485 anthropology and ethnology; psychology; psychology of peoples; comparative his¬ tory of religions; comparative history of language; comparative history of art. There are being given besides, from now on, three optional courses: Considerations on biology in its relation to the social sciences, one hour, one semester; general prin¬ ciples of religious evolution, one hour, one semester; and general political right, one hour throughout the year. The examinations lead to the degrees of licentiate and of doctor in political sci¬ ence, of licentiate and doctor in economic science. The licentiate and doctor in social science have not yet been established. The degree of licentiate is obtained by an examination bearing on all the obliga¬ tory subjects of the corresponding section, but the candidate may divide the subjects of the examination into two or three sittings, as he prefers, or jiass the examination at one sitting. The conditions of admission to the examination are very broad. It is sufficient — 1. To liave been enrolled during two years as a student of the school. 2. To evince the necessary acquaintance with five branches of study in a scheme of twenty branches drawn up in the regula,tions, and which include precisely the ele¬ mentary subjects for candidacy in philosophy and in science. It is enough, in short, to have taken one year in any university studies in order to obtain admission to the examination of the school. Further, it is necessary to remark that if the examination is ta,ken at more than one time the two conditions cited above are only necessary for admission to the final test, so that, for example, a student in law or in engineering could present one or two proofs of the examination for licentiate without combining the condition relative to the five branches. This latter would only be required for the final sitting. The object of these arrangements is evident. It is that of j)ermitting students to avail themselves of the studies of the school and those of the faculty to which they belong without prolonging their stay at the university. This, of course, does not prevent students who have the time to devote to these studies from prolonging them beyond their professional studies. The degree of doctor is obtained by presenting a thes^is, in manuscript or printed, which must be publicly defended along with five special points selected by the can¬ didate from the schedule of subjects of his section. Aside from regular students the school admits outside listeners, who may, for a small fee, follow one or several courses. The Brussels school, thanks, among other things, to the ingenious elasticity of its conditions of admission, has attained a considerable success, considering the general conditions of university study in Belgium. Certain courses have a numerous following. Two or three diplomas of doctor have been conferred for remarkable dissertations. “A seminar in political economy,” the papers of which are published in the Revue de rUniversite, was opened this year. Twenty students have registered for it. Caiholic rniversify of Louvain. The School of Political and Social Sciences of the Catholic University of Louvain carries on its x^rogramme in 1900 the following courses: 1. Belgian public law (sxaecial subjects), one lecture jaer week throughout the year. 2. Political and social economy (special subjects) , one lecture j^er week throughout the yea,r. 3. Comxjarative public law, one two-hour lecture. 4. Comparative jorivate law, one lecture per week. 5. Science of finance, one lecture per week. 6. International and colonial law, one lecture per week. 7. Diplomatic history and commercial i)olicy, one lecture i^er week. 8. Commercial law (comi:)arative commercial legislation), one lecture jjer week. 148(3 EDUCATION EEPORT, 1899-1900. ' 9. Statistics, one lecture during one semester. The special subjects of these courses change every year, so as to form a complete cycle every two years. Besides these three practical courses, there are announced: That of social economy, that of public law and political science, and that of international and colonial policy. From the present year a foreign savant of renowm is to come and deliver lectures on a current question. M. Georges Blondel, professor in the University of Paris, opens the series by some lectures on the political and economic transformation of Germany in the nineteenth century. The school confers the degrees of licentiate and doctor in political and social science, and those of licentiate and doctor in political and diplomatic sciences. To be admitted to the licentiate it is necessary (1) to be a doctor in law or can¬ didate in political science; (2) to have followed for two years at least the courses of the school. The candidacy in political science, wdiich opens the door to the school, is only accessible to young jrersons having obtained an academic degree requiring at least one year’s study; or having undergone a preparatory examination embracing the subjects of philosoxjhy and history. The candidacy itself consists in an examination on various elements of law and political economy. In order to ol:)tain one of the degrees of licentiate it is necessary to undergo an examination bearing on at least nine of the branches indicated in the programme, but the student has, within certain limits, the clioice of these l)ranches. As he is necessarily to remain tw'o years at the school, he may double the suljjects of exam¬ ination for eitlier category. Each licentiate is completed by a doctorate, which consists in tlie presentation of a printed dissertation, and in the oral defense of the same. The school of Louvain has attained a great success, wliicli is increasing, forty-nine students, of which forty-seven regular, were enrolled in 1898-99. This is certainly due in great part to the talent and prestige of its professors, but also to the character of the population. The University of Louvain attracts from all parts of Belgium the sons of all the rich Catholic families. It is less difficult to fmd among them an elite of young men disposed to pass two years — the most of the tune after four or live other years in law — in pursuing studies which do not lead to a professional diploma. It is also ]:)OSsible for them, in order to obtain the doctor’s degree, to prepare a printed thesis and to make a trip abroad for several months. In October, 1899, thirteen theses had l)een publislied, some of 'which were of real scientific value; the school had conferred eight diplomas of doctor of political and social science, one of doctor of diplomatic and consular science, and five of licentiate in political and social science. It must be added that, like the German seminars, the school has for two years possessed a special library formed by gifts and by an annual fee from the students. This is a valual)le auxiliary to the practical courses, which is thus far wanting in the State universities. Unicersite Nouvelle de Bruxelles. The Universite Nouvelle de Bruxelles, wdiich came into the world in 1894 wdtli so much noise, and wffiose sponsors so sharply lectured the '‘old universities,” inde¬ pendent or official,^ presents in its programme an extremely rich collection of courses in jiolitical and social science. The faculty of law gives a diploma of doctor in political and admmistrative sciences, the subjects of which correspond nearly to those of the doctorate in political science of the State universities. A thesis is required. iSee especially the articles of Edm. Picard in the Societe nouvelle (1894), the Journal des Tribu- naux (1894), and I’Humanite nouvelle (1897). sociOLoay at the paris exposition. 1487 But the new university possesses also a faculty of social science, in which, accord¬ ing to the programme, twenty-five courses are taught by forty i:)rofessors. C'ertain courses have as many as seven instructors. The programme does not indicate the hours devoted to the courses; we do not therefore know" their length. They are given, it is true, at the Institut des Hautes Etudes, an international school where learned foreigners of great renown in very different sciences come and deliver courses of lectures. It is an original and very happy experiment which has succeeded admirabh", and one v;hich the Eniversity of Louvain has recently imitated. The doctorate in science includes (1) four semesters of study; (2) one or two examinations, w"ithin the choice of the students, on the following branches: Geog¬ raphy, general biology, general psychology, demography, comparative statistics, social economy and history of social economy, history of philosophy, history and philosophy of law, criminal sociology, history of i)olitical doctrines, general sociology and methodology, general philosophy of the sciences; (3) presentation and defense of a thesis. “Seminars are annexed to the faculty for the preparation of theses and of special papers under the direction of the professors.” It is not for me to express a general ax)preciation of the higher instruction in the social sciences in Belgium, still less to compare the various schools with one another. I can not, however, refrain from pointing out two of the hapj^iest features common to them all. First, the abandonment of unchangeable schedules. These still prevail in the faculties of law, but in the sections of the social sciences the student has everywhere, within certain limits, the liberty to choose his subjects and to specialize. Then, the introduction of practical courses in which the student must a.pply himself to personal researches. More air and more light have penetrated the ancient forests of the higher studies. There is only one other hope to express, and that is that the breath of progress which is sweeping by may also reach the regular professional studies and thus permit a larger number of young men to enter upon the new paths that are being opened to them. So far as the higher education is concerned this brief but lucid report of M. Mahaim seems to leave nothing to be desired, and for this reason I have introduced it entire. American educators will surely read it with interest. They can make their own comments, and can not fail to compare the system of social instruction in America with that of Belgium. Sociologists had heard much of the Universite Nouvelle de Bruxelles, with its eminent rector. Dr. Guillaume de Greef, whose numerous able works on various aspects of social science are so widely known. It was under his inspiration that the new enter¬ prise was launched in 1894, and in certain of his works ^ he has given the keynote of the policy which that institution has adopted. It was, as M. Mahaim has intimated, a sort of revolt against the conservatism of the other universities, and since its foundation it has done much to stimulate them to action. EEPORT OF M. WAXWEILER. The report of M. Emile Waxweiler, of the Universite Libre de Bruxelles, while referring to that of M. Mahaim for the principal data, adds some further details and then proceeds to discuss at considerable iSee especially his Lefon d’Ouverture dii Cours de Methodologie des Sciences Sociales of the Uni¬ versite Libre de Bruxelles, in 1889, which he republished in his little book entitled “L’ Evolution des Croyances et des Doctrines Politiques,” in 1895, as the opening chapter. 1488 EDUCATION EEPORT, 1899-1900. length the desiderata and needed reforms in the Belgian system of social instruction. It is chiefly a plea for the special organization of this department and concludes with the following words: To sum up, in whatever way we consider it, if it is desired to make instruction in the social sciences what should be expected of it, it must be made accessible to the largest possible number of students, it must be diversified and adapted to multiple ends; in one word, it must be given a special organization. KEPORT OF M. LA FOXTAINE. The report of Senator H. La Fontaine on the ‘‘Adoption of an inter¬ national system of social instruction in Belgium” discusses the two (piestions, (1) what such a system should teach; and (2), how best to teach it. In ansv/er to the first of these questions he quotes the w^ell- known line of Terence, “Nihil humani a me alienum puto,”and argues for a broad presentation of all aspects of humanity, laying special stress on the study in the interest of universal peace, of the social life of remote peoples, such as the Chinese. In answer to the second question he concludes that the best way is some sort of interchange of lecturers in the universities where social science is cidtivated, so that the points of view of eminent foreigners may be presented and a broad conception formed b}' students of all social questions. His chief illus¬ tration is the Universite Nouvelle de Bruxelles, in which, as we have already seen, this is made a special feature. He appends to his report a list of the foreign lecturers who have been charged with courses at that institution since its foundation, in 1894, with the subjects treated. The countries thus far represented have l)een: France, Itahq (xermany, Russia, and the United States, and the number of lecturers is twenty- seven. Among the latter we note: Elisee Reclus (history of geogra¬ phy), Roberty (ethics), Ferri (criminal sociology), Kovalevsky (the economic regime, aristocratic regime, histoiy of labor, history of politi¬ cal doctrines), Gumplowicz (German sociological literature), Seigno- bos (contemporary history, political parties in France). Switzerland. From Swfitzerland, the country in which political socialization has advanced furthest, there were four reports, those, namety, of MM. Suter, Renard, Vittoz, and Combothecra. Of these the first two were publicly defended by their authors at the congress and fully discussed. REPORT OF M. SUTER. M. Suter’s report is historical and descriptive. 'Its title is: “Present state of instmetion in the social sciences in Switzerland: Universities, high schools, special schools.” The following is the substance of the report: There are in Switzerland five complete universities, which, in the order of their age, are as follows: Basel, Ziirich, Bern, Geneva, Lausanne. Besides these, Friburg possesses a Catholic university which lacks the faculty of medicine, and also lacks scientific freedom, since its instruction is placed under the Dominicans. SOCIOLOGY AT THE PARIS EXPOSITION. 1489 Finally, the Academy of Nenchatel is comj)osed of four faculties; Faculty of letters,, of science, of law, and of Protestant theology. Of special schools, there is the Federal Polytechnic School at Zurich, which includes^ along with schools of architects, of engineers, of chemistry, of agriculture, etc., a general section of philosophy and political economy. In none of these institutions of higher education does instruction in the social sciences occupy a very large place, and nowhere except at the Phiiversity of Geneva is it concentrated in a special faculty. There is no cause for special wonder at this state of things. The title to he called a science even of our knov/ledge of the organization and conditions of development of human societies is still disputed, notwithstanding the importance and constantly increasing number of works on sociology. Thus we read in the Petit Dictionnaire politique et social, published in 1896 by M, Maurice Block, member of the Institute of France, article Sociology: “Does there exist a social science? We may answer squarely, no.” Without discussing such assertions one may conclude from them that the social sciences have not yet emerged from the groping period, for no one would think of disputing the scientihc character of mathematics, for example, or chemistrjr or physics. Social science being still relatively so young, the teaching of it can scarcely have attained a great extension, and no more in Switzerland than elsewhere. I shall rapidly pass in review the courses which, in the programmes of the eight higher educational institutions of Switzerland, may in strictness be regarded as con¬ stituting an instruction in the social sciences, and to this end I shall examine succes- sively the spirit, the matter, and, finally, the distribution of this instruction. SPIEIT OF THE INSTRUCTION. The universities located in Switzerland are all cantonal institutions and are under the exclusive control of the cantonal authorities. The federal legislation has com¬ pletely respected the autonomy of the cantons in the matter of public instruction. No general law or regulation, therefore, controls these universities. Therefore a great diversity can and does in fact reign in the organization, distribution, and ten¬ dencies of the higher education. One feature, however, is common to all our universities except that of Freiburg. This is the complete independence of instruction as regards the state or any author¬ ity wdiatever. There does not exist in them' any trace of official doctrine, and even in the choice of the persons teaching the cantonal governments allow themselves in general to be guided by the interests of science and of education, at least so far as the limited appropriations at their disposal permit. Cantonal governments, accused by the economists of socialistic tendencies for having introduced the progressive income tax and tax on inheritance, free school apj)aratus, compulsory state fire insurance, etc., have called to the chairs of political economy of their universities pure individualists, convinced opponents of ail state intervention in the domain of economics. Such are Professor Pareto, at La,usa.nne,, and Professor Pantaleoni, at Geneva. On the other hand, governments not at all suspected of socialism have appointed professors who proclaim themselves Marxist socialists, such as Professor Reichesberg, ad Bern. At each of our universities, along with the ordinary professor of politicad economy belonging, either as at Lausanne and Geneva, to the liberal school of economists of Adam Smith and Jean Baptiste Say, or, as at Basel and Ziirich, to the school of social politics often called state socialism, there is generadly an extraordinar}" pro¬ fessor, or agrege (privat-docent), teaching the most advanced doctrines by means of special courses in sociology, history of economic systems, etc. This great freedom, coming out of this diversity in the exjiosition of theories and ideas on human societies, seems to present, if not a guaranty, at least favorable con¬ ditions for a healthy development of this branch of education. ED 1900 — YOL II - 14 1490 EDUCATIOI^ REPOKT, 1899*1900. If a more or less exclusive aneriods treated by preference indicate the predominance of social considerations with the professors charged with these courses. I cite at random: Social and agrarian strug¬ gles of the Eoman Republic; history of the Reformation and the French ReAmlutioii; the French Revolution of 1830 and 1848; contemporary history from 1870 to 1880; history of civilization; history of civilization in Switzerland; history of democratic ideas; history of public instruction in Svvitzerland; Cuba, Porto Rico, the Philip¬ pines — the end of a colonial empire; the English in South Africa; thePTnited States, the country, customs (moeurs) , civilization, etc. As to philosophy, it is less easy to discover in the university programmes indica¬ tions that i^hilosophic teaching occupies itself with social science. It seems rather to take the direction of logic and the history of philosophic and metaphysical systems. DISTEIBUTIOX OF SOCIAL IXSTKUCTION. Most of the Swiss universities have still preserved their old framework of the traditional faculties and fit into it in some sort of way whatever they do in the mat¬ ter of teaching the social sciences. Nevertheless, the University of Zurich, while still classing its professors in the four following faculties — A, theological facult;/; B, faculty of sciences of the state (instead of faculty of law) ; C, faculty of medicine, and I), faculty of philosophy, divided into a section of philosophy, philology, and history, and a section of natural sciences and mathematics — has adopted for its programmes of courses a new classification by sciences. This classification is justified by the fact that there is a special degree of doctor for each of the divisions. The following is the list: Theological sciences; juridical and political sciences (“Rechts und Staatswfis- senschaften”); medical sciences; philosophy and pedagogy; philology, archaeology, and history of literature; history and its auxiliary sciences; history of civilization and of art; mathematics and natural sciences. One stei3 more has been taken by the University of Geneva to render homage to the social sciences. They have instituted there a faculty of letters and social sciences, and as sanctions, a licentiate in social science and a doctorate in sociology. 1492 EDUCATION EEPOET, 1899-1900. The programme of this faculty for tlie summer semester of 1900 is composed iii fact of social sciences, as follows: 'SI. Matteo I’antaleoni, professor ordinary: Political economy, theory of interna¬ tional trade and the j)ractical questions belonging thereto, four hours; statistics, demograi)hy, two hours; economic lectures (pure political economy is reserved for the winter semester), two hours. S[. Louis Yuarin, professor ordinary: Political systems, the Middle Ages, two hoiu-s; social economy, free and compulsory insurance, the educative character of the state, guiding principles in social economy, two hours; sociological lectures, prepara- tor}" to the licentiate in social sciences, two hours. M. Paul Luproix, professor ordinary: Pedagogy, comparative psychology of the man and the child, two hours; tlie science of education in the nineteenth century, one liour; methodology, one hour; pedagogic lectures, one hour. SI. Eugene de Girard, professor extraordinary: Social systems, one hour; lectures on economic history, one hour. COURSES OR PRIVAT-DOCEXTS. IM. Winiarsky, doctor of letters: Social economy, tlie economic liases of social science, historic societies, one hour; pure xiolitical economy, mathematical theory of exchange, production, capitalization, and money, one hour. In the division of the juridical and social sciences of tlie University of Zurich the chair of political economy is occupied by M. Plerkner, who also gives the course on the science of finance. M. Herkner is a moderate socialist, and has written a work on the labor question which is still quoted as one of the best on the subject (for example, by M. AYerner Sombart, professor at Breslau, in his work on socialism). M. Goldstein, privat-docent, gives a course there on the labor question : Protective legislation for tlie workingman. Also a course on agrarian, commercial, and social policy. In a seminar of political sciences the same professors treat the subjects of their courses in a more thorougli manner. The only truly ancient university in Switzerland, the venerable high school of Basel, founded in 1460, reorganized in 1818, has preserved, without changing any¬ thing in them, the four traditional faculties of the German universities: Faculties of theology, of law, of medicine, and of philosoxihy, the last divided into a philologico- liistorical section and a section of natural sciences and mathematics. The faculty of law embraces only purely juridical courses, except one course by Professor Speiser, director of the finances of the Canton, on fiscal legislation. The only chair of social science is relegated to the faculty of jhiilosophy, and is occupied by Prof. Ph. Korak. His collaboration on the modest Swiss economic review — Les Feuilles Suisses pour la Politique Fconomique — the organ of the pro¬ fessors of political economy of Zurich, Basel, and Bern, edited by Profe.ssor Reiches- berg at Bern, proves that the Basel professor adheres more or less to the so-called state socialism, or socialism of the chair. But nothing in the sober schedule of his courses indicates it. The following is its contents: (1) GeneraJ political economy, four hours per week; (2) science of finance, two hours per week; (3) history of doctrines and of economic literature since Adam Smith, two hours per week; (4) important questions concerning the economic movement, one hour per week; (5) at the seminar of social economy: Practical exercises, excur¬ sions, etc. At the University of Bern the arrangement of the teaching of the social sciences is different. The division into faculties is the same as at Basel, but the social sciences, except sociolog}^ and the philosophy of law, are attached to the faculty of law. They are not out of irlace there, because almost all instruction in law at Bern is strongly penetrated with the social spirit— that is, with progressive and reformatory tendencies. SOCIOLOGY AT THE PARIS EXPOSITION. 1493 I have already mentioned Professor Huber, author of an advance draft of a federal civil code. The predecessor of the x^resent X)rofessor of penal law, Professor Stooss, now at Vienna, drew up a j)lan for a federal penal code, likewise in cm innovating sfjirit. The present incumbent, M. Gretener, who has also just accepted a call from a great university in Germany, made in his last course on penal law an expose and criticism of the Italian positive criminalist school, the essentially sociological school of Lombroso and Ferri. Prof. A. Reichel, who gives a course on federal law relative to failures (faillites) and a course on Bernese civil procedure, is a militant socialist, but the somewhat dry matter of his courses scarcely lends itself to incursions into the domain of social doctrines. Professor Hilty, wdio teaches federal public law and the law' of nations, is a dis¬ tinguished writer, historian, and moralist. He does not cease to preach the return to the simplicity and virility of the ancient Swiss, and misses no chance to show that a sound democracy can not coexist with luxury and a i;)lethora of w-ealth at the top of the social scale and the undeserved poverty of the wage earner at the bottom. Professor de Sails expounds, in his course on the history of federal public law, the })arallel development of federal administrative law and of the social organization of the Swiss people. The following are the courses of social science properly so called: M. Oncken, ju'ofessor ordinary (partisan of economic lil)eralism tempered bymod- era,te state intervention) , gives three courses: (1) Theoretical and jwactical political economy; (2) fundamental questions of commercial ])olicy; (3) summary of recent economic literature. M. Eeichesberg, x>i’ofessor extraordinary (advanced socialist), has three courses: (1) Industrial and commercial j)olicy; (2) introhy and political economy, composed of twm optional courses, in w'hich the subject is divided up in the following manner: A. Course in mathematics, natural history, and technique, completing in part the j)rogramme of the professional schools. We here find among others the following courses: Anthropogeography ; problems of heredity in man; development of man; general hygiene. 1494 EDUCATIOIS EEPOET, 1899-1900. B. Philosophic and economic courses: .(1) Literature and language: Courses on language and the history of literature and civilization, German, French, Italian, English, Russian. (2) Historical and political sciences: This division embraces courses on political economy, finance, and practical industrial economy, given by IM. Charton in the French language, and analogous courses in the German language l)y ZvI. Platter; these last with a frankly socialistic tone. CONCLUSIONS. The following are the conclusions that follow from this report: 1. A broad spirit, admitting the coexistence in the same university of divergent doctrines, and even those opposed to the opinions that prevail in the government of each canton. 2. Topics of a sufficiently large and an increasing richness. A teaching that does not fear to touch on the most vitally present and even sometimes the most burning questions. One could wish a larger share given to the teaching- either of history or of the sciences auxiliary to history, and especially of philosophy. 3. Distribution very varied from canton to canton. There is wanting in general a bond betv/een the different branches of social instruction. Nevertheless it is neces¬ sary to point out an effort at Ziirich to break down the ancient division into four or five faculties, at Lausanne a project which has thus far remained on paper, and at Geneva, a sanction given to these special studies by the creation of the degrees of licentiate and doctor of social sciences. IIEPORT OF n. RENARD. It would be naturally supposed from the above report of M. Suter that there exists in Switzerland something' closely approaching the ideal Lehrfreiheit of which we hear so much from German}^, but which all know to be rather an ideal than a fact. Another report, however, that of M. Georges Kenard, on progress to be realized,” proceeds from the assumption that the Swiss universities fall far short of having attained that ideal. This report is mainly a discussion of the question to what extent professors in universities are justitied in teaching particular social doctrines as science. He puts the question in the following form: lUust we admit, in fact if not in theory, an official truth? Shall we maintain in the chairs a State history, an orthodox philosophy, a stamped political economy? Must we subject education to the domination, I do not even say, of majorities, but of the social powers that iiropagate, at the expense of the whole nation, doctrine.s favorable to their supremacy? Or must we say, on the contrary. No public instruction; Society has nothing to do with this field. Leave everybody free to teach and to learn what he pleases. Edu¬ cation is a purely private affair. It would seem that we are caught between the two horns of this dilemma. And yet, no. Neither solution seems to us sufficient. M. Evnard then proceeds to offer his solution, and in doing so quotes from a work of his ^ which appeared two years before. We can not 1 Le Regime Socialiste, Paris, 1898. SOCIOLOGY AT THE PAEIS EXPOSITION. 1495 give space to liis arguments, but his plan is stated in a single paragraph, and is as follows: In the universities maintained at the expense of the community every important doctrine should have its place marked. As soon as a certain number of x:)ersons (the number to be fixed by law) shall demand the teaching of such or such a doctrine, which they have at heart, a chair shall be created, and the person to occupy it shall be designated by the petitioners. It can thus be made certain that the j^rofessor designated will be one of the best cham|)ions of the point of view to be represented by him. On the other hand, as soon as a doctrine taught no longer responds to a real need, it could be suppressed, whenever the proi^osition shall have 1)een made under a form which it would be easy to regulate; it would be sufficient to interrogate the nation on the subject and to count the votes that demand its maintenance. There would thus be established between the doctrines and the number of chairs in which they are taught as j^erfect an equilibrium as j^ossible, a varying ratio corre¬ sponding to the distribution of the members of society holding diverse opinions. To the scientific mind such a proposition borders closely on the amusing, and its interest to sociologists is mainly as a sample of the kind of stuff that too often passes for “sociology’’ and leads to such remarks as the one above quoted by M. Blo(*k. There need per¬ haps be no more reason why a political institution should require that a particular political creed be taught than that a religious institution should require that its religious creed be taught. The objection is to the claim that in any true sense such teaching is scientific or is really instruction at all. It is simply propagandism, and as such outside the pale of science and of education in a pedag^ogic sense. REPORT OF M. VITTOZ. The report of M. Edouard Vittoz, professor at the Ecoie Vinet at Lausanne, on the progress to be realized in Switzerland in primary and secondary social instruction, though mainly negative, and little more than the well-matured opinion of one competent educator, should not, perhaps, be passed over in silence. He shows that no such instruction is recognized in Switzerland, and veiy little done, even in an incidental way, to instill moral or civic principles into the minds of those who attend the common schools. Neither can he be said to favor any sj^stematic effort in this direction comparable to that adopted in France; but having had an oppoi’tunity to become familiar with the French system, and having noted its good and bad aspects, he gives a balanced opinion on the general subject and sees ways in which he thinks the best results in this direction might be secured for his own country. Without reproducing his discussion of the question, it will be sufficient to state his condensed conclusions, which he has put in the form of a series of recommendations or desiderata (vceux), as follows: 1. Whatever definition we give to social science or the social sciences there is no reason for making this a special defjartment to be added to the present schedules of l^rimary or even secondary instruction. 1496 EDUCATIOl^ BEPOET, 1899-1900. 2. In all Ills teaching the instructor may make use of social education. The branches of study now recorded in all or in certain of the schedules, and which best lend themselves to this form of education are morals, civics, history, and geography. 3. It is preferable that morals should not form the object of a special course requiring a definite progTamme. It belongs rather, in the primary and secondary grades, to an occasional and essentially practical form of presentation. 4. It is desirable to define, in Switzerland, the meaning and scope of civic instruc¬ tion, and to aim more and more to render it educative and social. 5. A complete reorganization of the teaching of national history is demanded in most of our schools, as well from the point of vievr of melhod as of matter; the latter to be lightened, the former to be vivified, until this branch shall yield the important results of which it is capable in intellectual, moral, and social education. 6. Geography is the branch of study that lends itself I)est to the acquisition of knowledge relative to the political and economic organization of societies; it will not yield all the good results we have a right to expect of it unless the reforms that have already been proposed in Switzerland are boldly prosecuted, from the point of view of method as well as of the subjects to be taught. EEPOKT OF M. COMBOTHECKA. The report of M. Couihotiiecra, called a report on the establishment of an international system of social instruction in Switzerland, is a Irrief discussion of the broader question of international instruction, and does not even favor Switzerland as the seat of such an institution, but Paris, and concludes that with some modihcations the College Libre des Sciences Sociales with its Ecole des Hautes Etudes, might perform this function for the world at large. This is certainly an important question, and one that was made the order of the day at the meeting on December IT, 1900, of the permanent commission of the Congress to which this report was submitted. We have already con¬ sidered it in connection with the report of Senator La Fontaine, of P>elgium (supra, p. 1488). Belgium, too, in its Universite Nouvelle, has adopted the international plan b}" inviting foreign professors to give lectures to Belgian students. The movement is one that deserves and will doubtless receive earnest attention. KEPOKT OF M. WIXIARSKY. The report of Dr. Leon Winiarsky, of the University of Geneva, mentioned above (supra, p. 1492) by M. Suter, on the teaching of pure political economy and social mechanics in Switzerland, assumes a special importance in view of M. Gide’s remark (supra, p. 1469), point¬ ing out the lack in France of treatment of the social sciences from the point of view of method, and calling attention to the advance in this direction that has been made in Switzerland. Walras and Pareto, of the University of Lausanne, and 4¥iniarsky, of the University of Geneva, constitute a strong school of pure or theoretical economics and sociology, based on mathematics. As this report gives a brief SOCIOLOGY AT THE PAKIS EXPOSITION. 1497 account of the history and present status of methodological social science, it deserves a place here: The teaching of pure political economy and social mechanics in Sicitzerland,” hy Dr. Leon Winiarshy , prived-docent at the University of Geneva. Every science has two sides; A rational or pure side, Avliich studies the most gen¬ eral and abstract form of the respective phenomena, and an applied side which studies their concrete and detailed form. The rigorous distinction between these two divi¬ sions, accepted in tlie physical sciences, is tending more and more to be introduced into the domain of the social sciences. For purposes of instruction this distinction is of the first importance in practically accustoming students to the logical necessity of a truly scientific method and in facili¬ tating the clear and systematic conception of the facts. It prepares them at the same time for independent personal work by furnishing them methods of investigation that are sure and necessary to any productive research. Logicians of the first rank, like Professors Ad. Naville, Goblot, and others, show us with reason that it is henceforth impossible to employ, as absolutely as was for¬ merly done, a method in physics, psychology, and sociology opposed to that of mathematics. The processes of the physicist, the psychologist, and the sociologist always resemble those of the mathematician more and more as they attain greater perfection. All sciences have an abstract side, which studies the relations l)etween concepts. These sciences of laws have, moreover, an experimental point of departure. Mathe¬ matics had at the outset a wholly empirical phase; it was only with further develop¬ ment that it assumed a more and more a priori cliaracter. The products of reasoning push the data of observation more and more into the shade, but they exist none the less. At the present time in certain departments of physics abstract reasoning occupies as prominent a place as observation. The development of ps^nhology and sociology is pursuing the same course, so that without diminishing the importance of the his¬ torical and descriptive part, which is principally based on observation, it is necessary to recognize the paramount value of the abstract and rational part. It is the mark of a good logical method, and at the same time of a good method in teaching, to introduce and strictly maintain this distinction. Among the social sciences political economy was the first to introduce this distinc¬ tion in the most rigorous way, by accei^ting for the rational part the mathematical form. Cournot was the true founder of this method, having in his Eecherches sur les principes mathematiques de la theorie des rich esses (1838) clearly pointed out in what the application of mathematics to irolitical economy consists, and having estab¬ lished the curve of demand of a commodity as a diminishing function of the price and deduced from it the mathematical theory of monopoly. In 1854 Gossen, in his Entwicklung der Gesetze des menschlichen Yerkehrs, estab¬ lished another curve, tliat of the intensity of the last want satisfied as a decreasing function of the quantity consumed, and from it he deduced the formula of the opti¬ mum division of two commodities between two individuals, so as to produce the abso¬ lute maximum utility, measured by tlie equal intensities of the last wants satisfied of each commodity by the two individuals (communistic sharing). In 1862 Jevons drew the same curve as Gossen and deduced from it the formula of free exchange of two commodities betvreen two individuals, showing the inverse pro¬ portion for each party to the exchange of the intensities of the last wants satisfied ( “final degree of utility”) to the quantity of the commodities exchanged (individu¬ alistic sharing). Finally, in 1873, M. Walras, in a memoir entitled Principe d’une theorie mathema- tique de rechange, explained the theory of the economic exchange of two commodi- 1498 EDUCATION KEPOET, 1899-1900. ties among any nmnl'er of exchangers. For this he introduced into the problem, as unknown quantities to be determined, the prices of the two commodities (which Jevons liad replaced by the inverse ratios of the quantities exchanged). Then from Gossen’s curve of utility he deduced the curves of demand and sui>ply based on the condition of the maximum satisfaction of wants, exi:)ressed in a formula identical with that of Jevons. In this way IM. IValras found deductively the curve of demand empirically arrived at by Cournot, and also the curve of supply. Finally he determined the prices cur¬ rent of equilibrium, by virtue of the condition of equality, of the actual supply and demand, by the intersection of two curves of demand and suppl5^ In his Elements d’economie politique pure, M. Walras has successively derived from the mathematical principles indicated above: (1) The theory of exchange of any number of commodities for one another; (2) the theory of production of those commodities considered as products resulting from the combination of the effects of different kinds of productive capital; (3) the theory of capitalization, or of the produc¬ tion of new capital, and, linaily, (4) the theory of money, or the theory of the deter¬ mination of the prices of products, services, and capital in a form of goods serving not only as a standard for the measure of values, but also as a medium of exchange. Finally, from all these theories taken together, M. Walras derived a theory of general economic ecpiilibrium. Tims was economic statics definitely established. It still remains to found eco¬ nomic dynamics. It is on this task that certain economists are engaged, as Mr. Patten in America. On the other hand, some writers, as MAI. Wicksteed, P>arone, Clark, and Montemar- tini, are completing the theory of marginal utility by a theory of marginal productivity, which constitutes, at the same time, the point of departure for a theory of the dis¬ tribution of wealth. Gi’eat activity prevails in this domain of the science, as is proved by the list of mathematical economists: Marshall, Edgeworth, Launhardt, Lehr, Auspitz, Lieben, Wicksell, Eossi, Giddings, Fisher, etc. To these mu-st be added the representatives of pure economics who employ deduction without having recourse to mathematics, such as Menger, Wieser, Sax, Bohm-Bawerk, etc. To follow, steir by step, this entire movement and set forth its progress in the suc¬ cessive phases acquired is the task that we have undertaken in a course that we have been giving for the past six years at the University of Geneva. Moreover, encouraged by the example of pure political economy, and convinced that this is the route that social science must necessarily pursue in order to attain a definite character, we have attempted to apply the same methods of investigation and reasoning to all the other departments of general and abstract sociology. It is thus that we have arrived at the conception that the theory of equilibrium may be extended from economic phenomena to all social phenomena — political, juridical, moral, esthetic, religious, and scientific; the two modes of division, the Gossenian and Jevonian, adapting themselves very vrell to the communistic regime of primitive societies and to the individualistic regime of the historic societies. By extending these results attained through pure political economy to social sci¬ ence, we have arrived at the discovery that the fundamental equations of ]M. Walras — expressing, for a party to an exchange, the equivalence of the quantities offered and the quantities demanded of various commodities at certain prices, and the pro¬ portion of the intensity of the last wants satisfied to these prices — may be deduced from the general equations of motion of Lagrange, and we have shown analytically in what way this deduction can be made. Having furnished the equations of social equilibrium, we have laid the foundations for social mechanics — on its static side — on the principle of Lagrange, that of least effort or greatest energy, i. e., on the principle that serves as the basis of cosmic mechanics. Passing then to the dynamic side of the problem, we have given a definition of SOCIOLOGY AT THE PATHS EXPOSITION, 1499 socio-biologic energy in the two following forms: Potential (hunger and love) and kinetic (economic, political, juridical, moral, esthetic, religious, and scientitic). This led ns to the ai^plication of the principles of thermodynamics, the third of which, that of Clausius, explains at the same time the gradual spiritualization of every closed social aggregate and the lowering of its potential. It is the dissipation of the entropy which takes place in the social world as in the physical world. Finally, we have showm how the principle of least effort and of the acceleration of velocity explains the grcnlual differentiation and integration of social aggregates by their more and more perfect adaptation to the natural and artificial environment. All this forms the subject of a course on social mechanics that we are giving under the title, ^‘Economic bases of social science,” parallel with our course on pure political economy. In fact, the point of departure of our researches w^as, as we have shown, pure political economy, to which we refer all social science, and bring it all back to mechanics. In our course we do not content ourselves with the abstract or pure science, but liiake applications of it to the primitive and historic societies by a detailed study of the facts. The results of our researches in pure social mechanics have been published in the lievue philosophique (March, 1898) under the title, “ Essai sur la mecank|ue sociale,” which consists of three parts: (1) LM^quilibre economiciue et social; (2) Les trans¬ formations de I’energie sociale, and (3) La dynamique sociale. A year after the publication of our memoir we were happy to learn of the appear¬ ance of two wmrks of great value, that of Professor Hauriou, Lemons sur le mouve- ment social, and that of Professor Lalande, La dissolution ox^posee ‘X revolution dans les sciences physiques et morales. These works, wdiile differing in certain jroints from our conclusions formulated in the Revue philosophique (March, 1898), are inspired by the same principles and tend in the same direction toward an application of mechanics and thermodynamics to social science. In 1889 we applied these principles to the tiieory of the family and of j^roperty in an article x)ublished in the Rivista italiana di Sociologia (November, 1899) . We shov.md -that it is the family and property that lie at the basis of society, and that all other institutions constitute its su]rerstriicture. Finally, during the i)resent year, we have more thoroughly analyzed (in the Revue philosoxTiiique, February-March, 1900) certain points in our theory, and shown how quantitative methods may be apx)lied to social mechanics, with a view to the creation of a sociometry. Certain of these articles have excited an interest in foreign countries, aftd have been translated into Polish (Warsaw Athenaeum), into German (Soc. Monatshefte, of Berlin), and into Russian (Revue scientifique de Saint-Petersbourg). They have been reviewed, among others, by Professor Groppali, in the Rivista italiana di Filosotia (March-April, 1900), who, while recognizing the necessity of a general and abstract science of society, would reserve for it the title of pure sociology. But I v/ould prefer the title of social mechanics, which I have given to this science, all the more as Prof. Lester F. Ward, author of Dynamic Sociology, now following this same method, is to present at the International Congress of Sociology this year a memoir entitled ‘ ‘ Social mechanics. ” ^ Such are the stages in the career thus far x)ursued by social mechanics. Though teaching it for six years at the University of Geneva, I do not think it can rej^iace descrix)tive and comparative sociology represented with us with so great authority and mastery by Prof. L. Vuarin, but I do think that it may become an indexDendent and comx)lementary discipline, allying itself at the same time to mathematics, x'>olit- ical economy, and sociology. I have ventured to inform the congress of this isolated experiment, and the first of 1 See irxfra, p. 1579. 1500 EDUCATION EEPOET, 1899-1900. its kind. As to pure economics, it is already taught in a score of universities in England, America, (Germany, Austria, and Switzerland, and it Avould be desirable that this example be followed by those of France. I am happy to add that the teaching of these sciences, which might appear dry, interests its hearers, whose num¬ ber is constantly increasing. Ill view of the importance of the subject and the novelty of the experiment, I have introduced Dr. Winiarsky’s report entire. The question of methodology in social science will come up later (p. 1576). Spain. EEPORT OF PROFESSOR ALTAMIRA. There are many signs that Spain is feeling the effects of the general awakening on social subjects, and although little has been done there as yet in the direction of s^^stematic instruction, the following report of M. Altamira gives earnest of future progress: “ T}(C teaching of social science in Spainf’ hg IlafaeJ Altamira, professor in the University of Oviedo. Like many other modern branches of education, that of the social sciences is wholly rudimentary in Spain. It is only by somewhat broadening the concept, and especially by not coiihning ourselves to the official curricula of our public instruc¬ tion, that we can speak at all of the existence of these studies with us. And first of all, we must put to one side the held of poxmlar education, which is not organized with us, at least in a manner such as we see it abroad. I. Higher education. — In 1894, in a jhan of reform in the faculty of law, the estab- lisliment of a course in sociology was for the first time sxioken of. It was, however, not until 1899 that a chair of sociology was added to the studies for the doctorate in the facpJty of philosoxihy and letters (Madrid). It vvas entrusted to M. Sales y Ferre, formerly x;)rofessor in the University of Seville, ami author of a Tratado de Sociologia, the only work of the kind that has thus far axixieared in Sjiain. M. Sales has not yet had time to develop his system of instruction at Madrid. IVithout being oflicially charged with sociological studies, the chairs of MM. Giner^de los Kios and Azcarate, of the faculty of law (doctora,te) of Madrid have ceriainly a character vrhich belongs to the suliject of this reiiort. M. Giner has at various times in his courses on the “Philosophy of Law,” treated social questions, such as socialism, anarchistic tlieorles, etc. Ivl. Azcarate, v>dio teaches “ Gom]:)arative Legislation,” has often devoted his lec¬ tures to the evolution of certain social institutions, such as the family, jiroperty, frojii the legal xioint of view. Other x^rofe^sors do the same in the faculties of law of Salamanca, Grenada, Oviedo; for examx^le, M. Dorado in his course in criminal law; M. Vida, in treating xiolitical right; M. Buylla, in economics; IM. Posada, on Xiolitical right. But, as is well known, these are rather ways of lookhig at their subjects, methods suggested by the free initiadive of the x')rofe3Sors, than modes of instruction laid down in the official regulations. At Oviedo there has also existed for some years a x^ractical school of juridical and social studies, directed by Professors Buylla, Posada, Sela, and myself, and formed by students of the faculty of law. It is divided into four sections: Economy and finance, politics and sociology, international questions, and history of law. In the first, where study of the joiner’s trade at Oviedo has been made after the monographic method of Le Play and Maroussem, there is taking x^lace a discussion of socialistic doctrines. In the second, xmxiers have been xpi’eix^red on the Sociology of Spencer SOCIOLOGY AT THE PAEIS EXPOSITION. 1501 and Foiiillee. In the third, they studied in 1898-99 the subject of colonization in all its aspects. In the fourth I engaged the students in researches into the ancient and modern juridical customs of the Asturians, making personal inquiries among the peasants and in the small towns. II. Secondary and primary instruction. — There is unfortunately nothing to point to in these two grades of public instruction. The minister of public instruction, agri¬ culture, and public works (Fomento), M. Groizard, tried to introduce into the secondary schools a course in customary law (droit usuel), and a certain sociological character in connection with some studies. But his reform was soon rei^laced by other less advanced plans. The teaching of sociology figures, so far as my information extends, in the courses of only one private institution, the Institucion libre de Ensenanza, created at Madrid in 1876, and which has been since that time the most characteristic i)edagogic center, in the modern sense, that we have. It comprises two grades— secondary and pri¬ mary — arranged in one series of ‘'general culture,” formed by numerous classes, with a concentric curriculum. Sociology is taught there from the first year, and accord¬ ing to the following method: In the lower (maternal) class there are simple talks (causeries) with the children about things with which they are familiar, and ques¬ tions directed simj)ly to attracting their attention to social facts of which they are daily witnesses — services, trades, corporations, pul)lic authorities, factories, markets, churches, schools, etc. Occasionally rapid visits are made to public institutions, with very few explanations, the teacher even declining, in order to avoid complication, to answer all the questions asked by the students. In the next classes the facts are little by little systematized, by grouping them and bringing out of them more and more the idea of society which gives them unity. Visits (excursions) are more frequent, and the pupils begin to make little reports on them. In the upper class a systematic but elementary course is given on simple topics. Excursions are also more frequent, organized, and, with explanations, the method of instruction is v/holly oral by means of conversations, follovred by a brief resume m?Me by one of the pupils, a,nd written notes which each one takes freely (during eight or ten minutes) in his notebook. These written summaries are read at the next meeting of the class and corrected by the teacher. No books nor works of any kind at the school. The schedule of the course is drawn up according to the following plan: Introduction: Idea of sociology. General part: Societ}^ its elements, functions, etc. Special part: (1) Complete (totales) societies (family, commune, nation) ; (2) special societies (classified according to their object). Special pains are always taken to have the remarks apply to contemporary social problems. III. Private initiative has also provided for the scientific need in this direction by founding at the Ateneo de Madrid (a literary and scientific society) advanced courses (formed by free enrollment and nearly gratuitous) , some of which are of a sociological character. M. Azcarate has given one of tliese courses on the concejit of sociology, critically expounding the works of Spencer and Mackenzie, another on the plaai of sociology, and a third on social philosoxihy. IM. Sales y Ferre has also given some lectures on sociological subjects; M. Posada on the “Theory of the state according to modern sociological doctrines;” M. Alas on “Beligious theories in con¬ temporary philosophy,” and M. Salillas on “Criminal anthropology.” At the press association (Madrid) M. Azcarate also opened, in April, 1900, a course in sociology.. IV. A review of law and sociology ( Re vista de Derecho y Sociologia) was founded in 1895 by M. Posaala, with the collaboration of several professors and writers, but it did not survive the first year of its publication. At Madrid there now appears a Catholic Review of Social Questions, the very narrow views of wliich liave thus far prevented the collaboration of all sociologists of repute. The publishing house Espana T^Ioderna pu]3lishes a library of jurisprudence, phi- 1502 EDUCATION REPORT, 1899-1900. losopliy, and history, in which several translations of the sociological works of Spen¬ cer, Gnyan, Kidd, Tarde, Fouillee, d’Agnanno, Giddings, etc., have appeared. A new “library of philosophy and sociology” has just been inaugurated at Madrid. It announces especially translations of foreign books. V. It is necessary also, and Cjuite particularly, to mention the lectures on customary law and popular economy opened by the Academy of Political and Moral Sciences. According to the very broad prospectus published, the bases of which are to be found in the excellent works of IM. Costa, one of our most illustrious sociologists and histo¬ rians, the works that will result from these lectures will be true sociological mono¬ graphs from the point of view of law, economy, and social organization in Spain. On this subject we already have a wholly original literature, which might furnish new and very rich data to foreign sociologists. Me are, as is clearly seen, at the very beginning of sociological studies. Everything, or nearly everything, is to be done with us in this matter, but nothing solid can be built up hi this line without being founded upon a broad and earnest development of instruction in the social sciences in our public institutions. To attain this end it will be necessaiu" first to found courses in the faculties of law and philosophy (for stu¬ dents of the second year in the licentiate course) and at the central normal schools. It is only after having formed a numerous teaching body that the introduction of these studies into the primary and secondary schools can be undertaken with any hope of success. The creation of an international system of social instruction will have the effect of specially benefiting countries which, like Spain, are backward in this respect. It would offer our students and candidates for professorships a rallying point for their studies and facilities for attending foreign free universities and colleges. It would, in fine, be the bond that would first unite all Spaniards who cultivate these sciences, and would bring their work in contact with that of their colleagues in other countries in a more regular and complete Avay than it is done to-day. The Spanish members of the congress of instruction in the social sciences will, in my opinion, make every effort for the accomplishment of this purpose. Italy. Only one report was presented to the congress on social instruction in Italy. Jiidg*ing from what w'e hear of the sociological movement in Itahy this Avoiild seem strange. A sociologist in a foreign countiy as remote as the United States, hut who keeps abreast of this movement, reads the books and reviews, and notes the output of that country, might hesitate whether to place Itah^ or Belgium second in rank in point of sociological activit}^ With its Lorias, its Nittis, its Morseliis, its Cosentinis, its Groppalis, and the rest, pouring forth a stream of advanced literature on the subject and supporting several live socio¬ logical journals, it appears to a looker-on as if Italy was enjoying a veritable sociological revival or renaissance in these days. But a better acquaintance with the facts shows that this real movement there is scarce!}^ connected with the educational SA^stem of that country, but is the work of a not altogether harmonious body of independent think¬ ers, alUe to the state of things in their country, and determined if possible to arouse their slumbering countrymen to the true state of the modern world. That their efforts have thus far borne little fruit on their own soil may be fairly^ inferred from M. Niceforo’s report, which SOCIOLOGY AT THE PAKIS EXPOSITION. 1503 is rather the lamentation of a modern Tacitus than a statement of results in Italy in the direction of social instruction. It is, however, interesting reading, and breathes the spirit of progress not altogether deprived of hope. REPOET OF ALFREDO NICEFORO. ^^Instruction in the Social Sciences in Italy,'' by Alfredo Niceforo. Education is divided in Italy, as in all other nations, into three grand divisions — primary, secondary, and higher education. To primary education belong the ele¬ mentary schools; to the secondary, the lyceums, technical schools, and normal schools; to the higher, the universities and higher institutions. The social sciences have scarcely commenced to be taught in certahi branches of the secondary schools. Thus in the lyceums there is scarcelyanytra.ee of this brancli of education, and it is only in the technical institutions that two years are devoted to the rudiments of political economy. This consists in offering elementary ideas of the science, and constitutes an instruction of only second or third rate. In the normal schools, from which come the_ elementary teachers, they also teach the elements of political economy during one year. This forms a sort of dry, cold, catechism with¬ out any importance, and without any practical value, which the student mechanically stows away in his memory. It is only in the universities that the students become a little better acquainted wdth the social sciences. In each university there are courses in political economy, statistics, the science of finance, the science of administration, etc. But these courses all last one year only, at the rate of three hours per week, and they are given much less importance than is accorded to the Juridical sciences taught in the same unwer- sities, the leaching of which often lasts two or three coiiv'^ecutive years. There is only one single special institution for the teaching of the social sciences, viz, that at Florence, called the Institute of Social Science, and attended particularly by those who are aiming at a diploma. This institute has, however, a rather limited scientific value. In the first place, in order to enter it, it is not necessary to have made very thorough studies, and a diploma can be got without any trouble after three years’ instruction. Moreover, the character of those v;ho attend this institute pre¬ vents it from acquiring any great scientific efficiency. The students do not have scientific culture or the advancement of science for their object, but simply udsh to gain the gilt-laced coat of an embassy or a consulate, and when they have secured this they drop their studies and close their books. That V,' hich is completely wanting in Itady is popular universities and private insti¬ tutions for the popularization or the teaching of the social sciences. Only at Turin, Prof. Cognetti dn Martiis has opened at the university a laboratory of political econ¬ omy, vchich he has created of his own initiative, and in which students who so desire may, under the direction of the professor, develop and work out interesting themes of social science, and especially of political economy and statistics. There are also academies where, in some sessions, they deal with the social sciences, as the Accademia dei Lincei, the Lombardy Academy, the Naples Academy, etc. , but these institutions not only have no didactic character, but, besides, they have the fault common to all academies of being bodies of orthodox fossils, closed to all new ideas, and cultivating an old dusty science that has no practical value. As we see, instruction in the social sciences is very much neglected in Italy. The great mass of Italian youths pass through the lyceums and arrive at the universities without having the least idea of the social sciences. Then in the universities not only is this instruction far from sufficient, but it only occupies a secondary place in the university studies. 1504 EDUCATION REFOET, 1899*1900. The reason for the neglect to which the official instruction condemns the social sciences is this: The social sciences represent modern culture and the culture of the future, whereas Italy has, as have also, unhappily, her Latin sisters, mummified her¬ self in the contemx^lation and idolatry of the teachings of the past. From the high official chairs are taught not the modern sciences, but old decrepit sciences. In this way the science that represents the modern spirit is left in the second rank, and young men are required to pass their entire youth in the useless study of Greek, Latin, and the old juridical disciplines which represent antiquity. Oflicial Italy somewhat resembles those degenerate and idiotic descendants of great patrician families, who console themselves for their present impotence by boasting and by contemplating the glory of their ancestors. And because Italy has ha'd a glorious past of Greek and Latin history, it continues to-day to contemplate that past by seeking to give it a new life. It does not perceive the changes that have taken place in civilization, and does not understand that to seek to resuscitate to-da.y — in the age of electricity and the positive sciences, in the century of Darwin, of Spencer, of Comte, and of Lombroso — the old passion for Latin and Greek poetry, is like trying to restore to life a dead body and make it share in the life of the living. The ideal, as well for men as for nations, consists in looking to the future, and not in looking to the past and being satisfied with that. He wlio looks to the past stops still and falls into decadence. Italy is attac'ked in its official culture by a terrible disease which I Avill call the disease of Latinism. It removes and sets aside from official education all the modern sciences, among whicli the social sciences occupy so great a jAlace, and it insists on propagating from the high seats of learning enormous quantities of the old culture — useless and dangerous old Latin culture. Such is the disease and such the mistake. Italy resemlrles those damned in Dante’s Inferno, who, condemned to have their eyes in the I)ack of their necks, ahvays looked behind them and Avalked backvrard. There is a new and additional consideration which will show still better the little benefit that the present teaching of the social sciences can yield in Italy. In the social sciences, as in every other modern science, there are two currents — the meta¬ physical current, which clings to tlie old logic of the middle ages and to the philoso¬ phy of the conA’ents and of the spiritualists; and the positive current, which openly revolts against the old empty doctrines and which adheres to the method of Comte and Spencer. Now the great majority of the professors of the social sciences in our universities belong to the old metaphysical school, and form a sort of caste, who dis¬ pense the chairs solely to those who have the same ideas that they liave. Enrico Ferri, with tlie sharp eye of a criminalist, has called these castes, Avhich have to-day taken possession of Italian official instruction, the camorre of science, and the camorra, as we know, is a criminal association Avhich exists in the low and the high Neapolitan classes. These castes are not only masters of officiaJ instruction, but find another powerful support in the siqierior council of public instruction, Avhich is a sort of holy inquisition, wdiere, more than a,nywhere else, the spirit of archaism and metaphy^ics reigns. And as well the camorre of science as the suiAerior council of public instruction have known how to prevent criminal sociology from being offi¬ cially taught, which is among the youngest and strongest of the social sciences, and to which they have not l)een willing to concede the title of a science — even casting doubt upon its existence. Thus Italy has fallen into the error of compelling young men to absorb the only intellectual food of a culture de luxe, such as the minute study and anatomy of those great fossils, the Greek and Latin world, rvhile she neglects to furnish them with a more substantial nourishment, auz, the study of modern sciences, whether experi¬ mental or social, really useful in the daily struggle for existence.^ It recalls the say¬ ing of a princess of Versailles, who, learning that the people Avere complaining and 1 See on this suijject the excellent work of M. Giuseppe Sergi, La Decadenza delle Nazioni latine, Turin, 1900. SOCIOLOGY AT THE PARIS EXPOSITION. 1505- rising because they had no l)read, iniively exclaimed: “If they liave no bread let them eat cake ! ” All that we have said leads us, it w^oiild seem, to pessimistic conclusions relative to - the teaching of the social sciences in Italy; but, on the contrary, we are firmly con¬ vinced that this crisis will have an end, and that the times will change and Italy will be able to take among nations the highest rank in the study and diffusion of the social sciences. Alongside of the official science of Italy to-day — a science which, as we have seen, has a very feeble existence — there is rising an extra-official science, so to speak, which is very flourishing, and under the influence of which the future will begin its triumphal march. There is in Italy an excellent body of studious and thoughtful people, who have kept aloof from the universities, the chairs, and the conducting of ]3ublic instruction on account of their political and scientific ideas^ These are cultivating the various branches of the social sciences with so great vigor and boldness that, as soon as they shall have won the place to which they are enti¬ tled in university teaching and in the superior council of instruction, they will give a powerful impetus to the teaching of the social sciences and to truly modern educa¬ tion in Italy. It wall be enough to mention among these thinkers, Gesare Lombroso,. Enrico Eerri, Scipio Sighele, S. Ottolenghi, Adolfo Zerboglio, M. A. Vaccaro, for - criminal sociology; Guglielmo Eerrero, Giuseppe Sergi, Pietro Chimienti, Napoleone Colajanni, Ettore Ciccotti, Enrico de Alarinis, etc., for sociology; Augusto Bosco, Maffeo Pantaleoni, Arturo Labriola, for statistics and political economy, and many others who have done Italy more honor by a single one of their scientific wmrks than all the high priests of official science have done in the years and years of their inane and sterile teaching. These thinkers are young, not necessarily in years, but in ideas; the others are- old. But poets may cover age with flow- ers as long as they like, it is none the less true that the old do not know ho’W to do anything but ruminate, wdiile the young„ know' how to create. And as the old have given Italy an old education which looks to the past, there wflll come a time wflien the young, once having won their places,.- wdll know^ how to give Italy a new% modern education, wffiich wdll look tow'ard and comprehend the future. Is it not a characteristic virtue of youth to think of the future, as it is a characteristic failing of the old to think of the jiast? This remarkable essay, for it is scarcely a report, of Signor Nice- foro, should be read by his own countrymen, and answered if it fails . to represent the true state of things in Italy. Italy is the only country in the world of which it can be said that twice in the world’s history the vanguard of civilization has encamped upon her soil, and although,, as Sergi shows, and as all admit, she has been distanced in the race bj" the more western and northern nations, may she not, when France,. Germany, and England shall have felt the pall of decadence, rekindle the still smoldering embers of her Koman and medieval greatness and rise a third time to self-realization ? It is at least safe to say that if this ever occurs it will be the result of some great change in the system of education by which the entire population shall be put in possession of the world’s store of truth. Many believe that the system of education in France under the present Republic is rescuing that land from the asphyxia that threatens all Europe, and Italy may learn to profit by the example of France. Neither should she forget the prominent role of social instruction in France. ED 1900 — VOL II - 15 1506 EDUCATION IlEPOKT, 1899=1900. Germany. Three short reports on social instruction in Germany were presented to the congress. That of Prof. Paul Barth, of Leipzig’, was explained himself and quite fully discussed. Professor Barth, though a 3mung man, is alread}" well known as the author of a somewhat remarkable work entitled: Die Philosophie der Geschichte als Socio- log’ie, of which a second part is in preparation. With the historical procliyities of a German, Professor Barth sees little in sociolog’}" that is not properly included in the philosophy of history, but this limited yiey," of the science is not due to any lack of familiarity with the data of his thesis, for there is perhaps no work extant that more ably and broadly marshals the chief literature of sociology than does this yolume, and man}" leading doctrines are subjected to a keen and some¬ what merciless criticism. No one is therefore more competent to present a report on social science than Professor Barth, and it is to be regretted that he did not make it much more full and less objectiye. As will be seen, howeyer, and as any sociologist might haye foreseen, the lireyity of treatment is largely due to the small attention paid in Germany to social instruction. Although going profoundly into social science, as into eyeiy other science, the Germans haye neyer taken kindly to the name sociology for the science of society, and although the so-called German historical school scarcely does more, as Barth practically admits, than carry farther and deeper the historical method adopted by Comte, vrho was its real founder, still the German mind has rarely risen to the comprehension of a true social science looking beyond the interpretation of the eyents of the past and promising practical adyantages for the future. IJEPORT OF RROFESSOK BARTH. Professor Barth’s report is contined to the work of the uniyersities, but does not stop with those of Germany, and includes German-speaking chairs in Austria and Switzerland. It is as follows: ^^Sociological instniciion in Germany;'' hy Paul Barth, jrrofessor in Leijjzig. One can scarcely speak of sociological instruction in Germany except in connection with the universities. The institutions for secondary instruction (lyceuins that pre¬ pare for the classical and modern baccalaureate, as also the business schools) do not make a special study of economic and social facts; the ideas that they give of them only form a part of universal histor;/, literary history, and religious history. But even in the universities, at which the German language is spoken, there is not one, either in Germany, or in Austria, or in Switzerland, that possesses a chair of sociology properly so called, no more among those who deliver courses of lectures than among the titulary professors. It is, on the contrary, everywhere the representatives of the older sciences allied to sociology or the ones out of which it has sprung (philosophy, political science, ethnology, etc.), who admit the study of social theories into their courses. Nor do these all do so; but a certain number do something of the kind, so that there are scarcely any universities totally dej^rived of sociological instruction. In the first place there is a certain number of professors or lecturers who announce SOCIOLOGY AT THE PAEIS EXPOSITION. 1507 and give courses under the specific title of: ‘‘Course on sociology or the x)hilosophy of history.” I will give a cursory view of what has been done from the summer semester of 1894 to the winter semester of the present year (1899-1900).’^ At the University of Berlin, Ur. G. Simmel has, in these last six years, given almost every semester a course in sociology (general sociology, social psychology, or practical exercises in sociology). At Bonn, Prof. E. Gothein has also, during the winter of 1898-99, given a course in sociology: “ Introduction to the study of the political and social life of the present day.” At Breslau, during the winter of 1896-97, Prof. W. S^mbart studied the theories of the state and of society frojii the point of view of historical jnaterialism. At Freiburg in Breisgau, during the summer of 1895, Prof. E. Grosse gave a course on the fundamental problems of sociology, and during the winter of 1896-97 on the different forms of the family, and Prof. li. Eickert (winter of 1898-99) on the philos¬ ophy of history as an introduction to the mental sciences. At Greifswald, Prof. E. Bernheim discoursed (1) during the winter of 1894-95, on the origin of religions, of the family, of the state, and on other problems concerning the history of civilization; (2) during tlie summer of 1899, on the evolution of social democracy and on the materialistic conception of history. At Halle a. d. Saale, Prof. Th. Sommerlad, during the Vvinter of 1898-99, gave a course on the origin, the essence, and the significance of the materialistic conception of history, and Prof. E. Stammler (winter of 1894-95) on the theory of the social question. At Heidelberg, Prof. H. Scherrer has given each semester, at the rate of two 'hours per week, a course on sociology. At Jena, Prof. E. Eueken, during the winter of 1895-96, lectured on some problems concerning the philosophy of the state and the philosophy of history. At Kiel, Ur. F. Tdnnies, during the summer of 1896, gave a course on the statistics of moral facts, and during the winter of 1896-97 directed practical exercises in soci¬ ology. Uuring the winter of 1897-98 he lectured on the philosophy of the political sciences, and in the summer of 1898 gave a course introductory to sociology. Finally, during the summer of 1899 he spoke on the elements of sociology. At Konigsberg, Prof. J. Walter, during the winter of 1895-96, gave a course on “The bases of a philosophy of history.” Prof. 0. Geriach gave, during the summer of 1896, practical lectures on political economy (explanation of Stammler) and a course on political economy and law, from the point of view of historical materialism; during the winter of 1899-1900 he talked on social iihilosophy. At Leipzig, Prof. P. Barth, the author of the present report, gave during the winter of 1895-96 a course on the empirical philosophy of society and of history, and during the winter of 1898-99, on the problems of the historical sciences and of the philosophy of history. Prof. E. Brandenburg, during the winters of 1897-98, 1898-99, and 1899- 1900, lectured on the materialistic conception of history. At IMunich the courses of Prof. W. Eiehl, who died in 1897, might perhaps be regarded as courses on sociology. The following were the subjects treated: Systems of economy and of the political sciences; history of civilization from the time of the Eeformation to the eighteenth and nineteenth centuries, etc. Perhaps we might also mention the course which Ur. G. de Hertling gave during the summer of 1899 on the relations of the state, of society, and of law. At Strasburg, Prof. W. Windelband gave during the summers of 1897 and 1899 a course on Comte and positivism, and Prof. P. Hensel, summer of 1898, on social science and history. 1 1 borrow my information from the schedules published in the catalogues of each faculty. I have not been able to verify them so 8.s to ascertain whether the courses announced were actually given. 1508 EDUCATION EEPOET, 1899-1900. At Erlangen, Giessen, Gottingen, Marburg, Minister, Eostock, Tubingen, and Wiirzburg no courses on sociology were given during the period mentioned. As regards the Austrian universities, we might perhaps mention Innsbruck, where, during the year 1895, Prof. K. Ueberhorst gave a course on modern theories of the I)hilosophy of tlie state. Prof. K. de Scala gave a course there on the philosophy of history in anti(iuity. At Vienna Prof. L. Hartmann gave, during the summer of 1895, a course introduc¬ tory to historical sociology. In the otlier Austrian universities at which lectures were delivered in the German language, at Prague, at Gratz, at Czernowitz,'no courses on sociology are registered. In Switzerland it is the University of Bern that offers the largest number of courses in sociology. Prof. L. Stein, in fact, gives one almost every semester. At Zurich, Prof. L. Forster gave, during the winter of 1898-99, a course on the social philosophy of K. Marx, and during tlie summer of 1899 Prof. J. Euhland gave one on an introduction to tlie methodology of the social sciences. At the University of P>asel no course on sociology was given. All these courses, which maybe directly classed under the title of “Sociology,” do not, however, exhaust a conij>lete sociological system of instruction. Theories and facts relating to social cpiestions are often taught under the following titles: History, anthropogeography, political science, science of the State, philosophy of law, ethnology, history of civilization, pedagogy, history of pedagogy. No review devoted exclusively to sociology exists in Germany, but the reviews of the political sciences embrace also sociological facts, esiiecially the Zeitschrift fiir die gesammtc Staatswissenschaft, directed by A. Schaeflle, and the Zeitschrift fiir Social- wissenschaft, directed by J. Wolf. Among the philosophical reviews it is especially the Vierteljahrschrift fiir wissenscliaftliche Philosoplne, directed liy P. Barth, which pays attention to the prolilems of sociology. Why is sociology still so far behind in Germany? At the time when Comte founded sociology in France, the metaphysics of Ilt^gel I'eigned in Germany, and with it his pliilosophy of history, wliich did not offer much bolder interpretations than the system of Conde. But that }>hilosophy of history could not be connected with th.e metaphysics of Hegel, nor with the positive sciences already existing, while Comte worked his sociology into a general system of the sciences. The distrust of metapliysics that was gradually spreading, and which was to end in the fall of the Hegelian school, finally reached the philosophy of history united with that system of metaphysics. Like the metaiihysical conception of the philosophy of nature, it seemed rather to shun and push aside investigation than to be favorable to it. Men wished first of all to study facts without preconceived ideas. In the natural sciences they long ago retu.nied from the older conteinjit for all general phil- oso})hical systems. In history they have stayed by the former conception. The German historians still distrust all theory of history, and conseipiently all sociology. As to the philosophers, they find in it, for the most part, too few certain results, and prefer, in general, to keep aloof from it rather than to work for its progress. How¬ ever, every year the foundations of sociology are becoming more solid, its method more exact and more fruitful in results, and more and more it will be possible for it to explain the past and to forecast the future. Thus I have the conviction that it will each year gain in importance in the German universities. KEPORT OE PROFESSOR LEXIS. The report of Prof. W. Lexis, on instruction in the social sciences in Gerniany, occurs among the papers of the Congress without expla¬ nation as to what institution, if any, he represents, or what titles he bears. He is, however, evidently well informed on his subject, and SOCIOLOGY AT THE PAKIS EXPOSITION. 1509 his report confiims in the main, so far as the nniversities are con¬ cerned, the statements of Professor Barth. But it contains in addition some general remarks on secondary instruction in social science in Germany, which it may he y/ell to reproduce. He says: The social sciences are represented in Germany in a really scientific way only in the nniversities, and up to a certain point in the higlier techincal schools. This is due to the nature itself of these questions, for tlie institutions for secondary instruc¬ tion do not have for their ol^ject to contribute to the progress of this or that science, but only to transmit to students a certain amount of knowledge according to the degree of intellectual development and general culture of these students. But inasmuch as these institutions teach, for example, the elements of physics, their schedule might include tlie principles of j^olitical economy and a survey of the constitution and administrative organization at least of our ov.-n country. It is thus that in France in the first class of modern primary education, one or two hours each week are devoted to public economy and law, and that, besides this, the teaching of philosophy sometimes encroaches upon the domain of the social sciences. In the schedules of instruction in tlie German gymnasiums, the gymnasiums of modern instruction, and superior schools of modern instruction, the social sciences have no special place. Nevertheless, according to the regulations put in force in Prussia, in 1892, the teaching of history in the XJntersecunda and Oberprima classes includes matters bearing on the economic and social iiroblems of the present time. It goes without saying that social theories and criticisms of the existing social order should be excluded from such teaching. Thus it is enjoined, in the methodical inteiqiretation which is attached to the schedule in explaining these questions to tlie students, to avoid taking sides in any definite way and to assume a scientific attitude and show objectively the historical evolution of the relations between different classes, and especially of the working class, and finally to point out the constant progress toward the better, and the evils of any attemi:)t to modify, by violence, the established social order. The very small number of class hours devoted each week to the teaclung of history leaves for such digressions into the field of the economic and social sciences a wholly inadequate amount of time. The result is that in the majorit}" of the institutions the students remain, so to speak, total strangers to these questions. One can scarcely expect to see such a method of instruction work satisfactorily, because the list of studies of the schools in question is extremely full and requires twenty-eight to thirty hours for the obligatory classes, while in France this number does not exceed twenty to twenty-four. Still, for jiurely practical reasons, it would be desirable that the students in these schools should acquire some real knowledge of the organization and operation of the obligatory workingmen’s insurance system, in view of the fact that Jiearly everybody in Germany, whether employee or employer, is obliged to have to do with this system. There are, in fact, in Germany 8,500,000 j^ersons insured against sickness; 12,000,000 have secured insurance against ill health or old age, and 18,000,000 x^ersons are insured against accident. The higher commercial schools are provided with a course of instruction in political economy, designed to answer practical necessities. But these schools remain outside of the scope of official secondary instruction, and are not at all aided by the State, but only by towns or private corx')orations. In the x"nimary schools there is nothing that can be designaterl by the name of instructions in the social sciences. The most that can be said is that the reading books contain some selected pages relating to juiblic or economic institutions. 1510 EDUCATION REPOET, 1899-1900, Blit it would at least be well if the pupils of the primary schools could learn clearly to understand these workingmen’s insurances, Vvdiich will later have such iieneticent effects for them. Austkia. Ill the two reports last considered the Austrian universities are treated, and the treatment by them of the social sciences is sulrstan- tially the same as that of the German universities. Still, there must be some difference which would be perceptible if we had fuller data, for it is well known that there has grown up a distinct Austrian school of economics differing widely from that of Germany, and although the University of Gratz was put down among those whose courses of study did not include that of the social sciences, it is there that a chair is occupied by one of the leading sociological writers, Professor Gum- plowicz, whose theory of the origin of society, of the State, and of nations has exerted a powerful influence on all sociological thought. It is also to an Austrian, Gustav Ratzenhofer, that we owe the greater broadening and S3"stematization of this same principle, but Ilatzen- hofer does not appear to be connected with ain- institution of learning, but is the president of a military court. REPORT OF PROFESSOR HAUSER. The only report on the teaching of social science in Austria is one submitted liy M. Henri Hauser, professor in the University of Clermont-Ferrand, France, and which he compiled from the catalogues of the Wiener volksthiimlichen Hochschulkurse, a sort of ‘‘popular university ’’ apart from the regular State institutions. As such it has an especial interest and direct bearing upon our subject. The sub¬ stance of the report is as follows: Nijte on social Inslraction in the Popular Unieersitij of Vienna, Austria, Inj Henri Ilavser. The Popular University of Vienna is a direct outgrowth of the University of A^ienna. The courses are given, however, outside of the central university building, either in the university institutes, or in the school halls, or at local workingmen’s associations. They are given by professors, privat-docents, adjuncts, and assistants of the university, and exceptionally by other persons, under the direction of a com¬ mission chosen by the university from among its number. The president of this commission is Prof. Anton Menger. The field of labor of the Popular University is “all scientillc domains that admit of popular exposition.” Although the statutes formally exclude “courses on ques¬ tions which relate to political, religious, and social controversies of the present time,” social instruction is far from being banished from the Popular University. AVe have noted in the catalogues all the courses that clearly indicate a social character, with¬ out mentioning numerous courses in history, anthropogeography, and morals, which help to form a popular system of social instruction. In the first year Dr. Fr. Tezner commenced a course, which was regularly resumed during the following years, on Austrian constitutional law. This course in its present form embraces six lectures d The separation of the powers, the ministerial organization, “self-government,” the iiarliamentary control, the judiciary power, 1 A circular sold to the auditors gives for each regular course a syllabus of several pages, which sums up in advance the principal points of each lecture. SOCIOLOGY AT THE PALIS EXPOSITION. 1511 the Anstro-Hiinga,rian monarchy. A course on tlie foundations of Austrian law and another on demography were also delivered in the first series (November-Decemher) ; in the second ( January-February) , in continuation of the course on constitutional law, there was added a course on civil and criminal procedure. The next year there apj^ear lectures on the jury, on the old and nevr industrial constitution in Austria, on the liberation of the peasants and freeing of the soil in Austria, on the new civil procedure, on the general rights of citizens. In 1897 appears the history of political economy, fundamental concepts and their antiquity. In 1898-99, economic history down to the end of the Middle Ages, the birth of economic science, civil procedure. These courses were attended respectively by fifty-two, twenty-one, and thirty-five auditors, that on constitutional law (general rights of citizens) by thirty-nine. In looking through the schedules of this year we find: (a) Six lectures on ‘‘Juridical questions and questions of dail}^ life.” The pro¬ fessor (pri vat-docent Dr. Gustav Walker) examines the basis of existing private right, marriage law, the rights of parents and children, the social and judicial position of illegitimate children, action for seduction, the search for paternity in French la-w, in German practice, in Prussian and Austrian law; guardianship, con¬ tract labor, contract rental, loan and usury, the right of coml>ination, civil jirocedure, corporate right of the laborer, procedure in execution. This course has been given twice — in October-November and in January-February. (b) “Efforts for the maintenance of international X3e£ice,” three lectures by j^ri vat- docent Dr. Strisower: (1) Peace as an ideal (the desire for peace throughout history and in the nineteenth century, the apologies for war); i^olitical efforts in favor of peace (the idea of equilibrium, the direction of Europe by the great powers); moral efforts in favor of peace (i)acific literature of the eighteenth century, the peace pro¬ gramme and peace propaganda of the nineteenth century, official acts and their results. The final object: The idea of disarmament and courts of arbitration). (c) “History of political economy (national economy),” by Prof. Karl Grlinberg. (d) “Penal law, the different kinds of crime,” by Dr. Loffler. (e) “Penal procedure,” by the same. (/) “Austrian constitutional law” (see above). (g) “Elements of the economic history of Germany,” six lectures by pri vat-docent Dr. Kurt Koser. After a general expose of the leading forms of economic evolution, the professor studies the period from prehistoric times to the Carlovingian epoch, then the economic development of the tenth to the fourteenth century (internal colonization, urban civilization, the economic revolution of the twelfth to the four¬ teenth century, the role of silver), the social crises of the fifteenth and sixteenth cen¬ turies (the societies, the bank, the rise of prices, the urban proletariat, social groups in the cities, the peasants, the social revolution of 1525 ) , the fall and subsequent rise of German social economy from the sixteenth to the eighteenth century; he con¬ cludes with a rapid survey of economic evolution in the nineteenth century. (h) “ General rights of citizems” (see above). This makes then, in all, for four series of lectures, lasting from October to Easter, eight courses that enter directly into a scheme of popular social instruction. Certain of these courses awaken in their hearers a sufficiently constant interest to justify their repetition every year or every other year. One of them, that on customary law, was even delivered twice in one and the same semester. It is therefore a thoroughly earnest effort. It will be remarked that if certain of these courses have for their subject things already familiar to a popular audience, and possessing an immediate i)ractical inter¬ est, others, on the contrary, rise to questions of high scientific generality. It is to be noticed that in the attempts at extension by the university outside of Viemia, no courses relating to social instruction appear as yet. 1512 EDUCATlOISr EEPOKT, 1899'1900. Hungary. REPORT OF DR. GOPCSA. A very short report was submitted to the congress by Dr. Ladislas Gopcsa, secretaiy to the ministry of worship and public instruction of Hungary, on the teaching of the social sciences in that country. It is as follows: I. In Hungary instruction in social sciences is given in the two universities (Buda¬ pest, Ivolozsvar), at the Polytechnic School (Budapest), and in the ten schools of law: Pozsony (Presburg), Kassa, Nagy-Varad, Eger (Erlau), Pecs (Funfkirchen)^ iMarmaros-Sziget, Debreczen, Keckskeinet, Sarospatak, Eperjes. 1. At the University of Budapest these doctrines are taught by four titulary pro¬ fessors and l)y five privat-docents. The four titulary professors give the following courses: Financial science and financial law" (four hours per w'eek) ; theory of the court of accounts (five hours) ; political economy (four hours) ; statistics (four hours). Among the privat-docents, tw"o give courses on statistics, one a course on political economy, and one a course on financial science 2. At the PTniversity of Kolozsvar-Klauseni^urg the social sciences are represented by three professors: Hungarian law" of finance (four hours per w"eek); statistics (four hours); i)olitical economy (five hours). 3. At the Polytechnic School (arts and crafts or central school) political economy is taught (four hours per week); finances (tw"0 hours); economic and industrial accountability (four liours). 4. Schools of law" (called acaolitical economy three times per week during the final year. The history of com¬ merce and statistics of industry form in their turn the subject of lectures. Statistics, however, is only treated as a branch of commercial geography. The same plan of studies is followed in a commercial school recently founded at Moscow by the com¬ mittee of the bourse, under the title of the School of Alexander III. In the technical schools, properly so called, they give during the next to the last year one lecture per week on political economy and two lectures on commercial geography, including industrial statistics, and the last year applied political economy is taught twice a ^veek in connection with current legislation on commerce and industry. In the secondary agricultural schools during the last two years the stuylents have courses in agricultural economy and legislation. IVe will now" pass to the higher schools, in wdrich the concrete social sciences are generally taught on a large scale as well in the universities as in the higher special schools (technical, agronomic, juridical, etc.). In the Russian universities the teaching of political economy goes back to the period of their foundation. In the oldest one, that of Moscow", statistics became the suliject of lectures, beginning with the year 1773. The university statute of 1804 placed political economy and statistics among the number of obligatory sciences in the examinations. From that year the teaching of them became the rule. In the first half of the century they taught these sciences in the faculty of philology and history, but since the university statute of 1863 the teaching of them has been done in the faculty of law^ According to the modern university statute, that of 1884, these sciences are to be treated in a pretty extensive way. Four hours per w"eek are given to political economy, four hours to finance, tw"o to statistics, four to administrative law", into w"hich applied political economy also enters. As regards political economy in particular, the x>-ofessors aim especially to make known its generally received doctrines. The history of these doctrines as W"ell as of the economic regime come second in order. The professor of statistics usually sets forth the history of this science and its method, and teaches demography. In most of the universities, in addition to these lectures required by the regulations, we also fiiifl seminars in i)olitical economy and statistics, conforming in all respects to the German models. Some professors of administrative law give so great a development to the economic part of their science that the latter, under their treatment, often acquires the character of a social polity. The personality of the professor has much to do W"ith the mode of expouuiding all the diverse subjects that form parts of this still badly delimited science. Some give more attention to theory, others to history and political economy. During the last fifteen years there has been created, by the side of the above-mentioned courses, a special course, with which are charged associate professors (they are know"n in Russia by the German name of privat-docenten). With the aid of such a system we have been a,bleto teach in Moscow" one year the history of the economic facts and doctrines of the eighteenth and nineteenth centuries; another year, agricultural economy; a third, industrial economy. SOCIOLOGY AT THE PABIS EXPOSITIO'R. 1515 At the University of St. Petersburg they treat in the same way the questions of labor legislation, agricultural economy, economic history, the organization of institu¬ tions of credit, the economic history of modern Russia, etc. Let us now pass to the special higher instruction; the concrete social sciences are also called upon to. form a part of this. Thus, in the school of jurisprudence, estab¬ lished at St. Petersburg, they give during one year two lectures on political economy, two on the science of finance, and three on administrative law (including applied political economy). This schedule is nearly follo\ved by the Military Academy of Jurisprudence, also located at St. Petersburg. At the Lyceum of Alexander I, at St. Petersburg, political economy is taught four times per week during the first year, administrative law, finance, and statistics also three times, which makes in all eleven economico-social lectures per week. These same scientific disciplines are also taught, though not on so large a scale, in the higher technical schools. We will cite as an example the schedule of the Agricultural Academy at New Alex¬ andria (in Poland, Government of Liublin); Statistics, two lectures per week during two consecutive years; elements of political economy in their relation to law, three lectures per week during one year; agricultural economy, five lectures per week, also for one year, the last. At the Polytechnic Institute of St. Petersburg and at the Technical School of Mos¬ cow political economy is taught the last year twice a week, while in the polytechnic institutes newly created at Kiew and Charkow the number of lectures is raised to three and political economy is taught at the same time as statistics. The schedule of the agrarian section of these schools also includes three hours of economics and agricultural statistics, with a seminar. At Warsaw, in the Polytechnic Institute, during the second year four lectures i^er week are given on political economy and one on statistics. At Riga, in an analogous school, political economy is taught in all the sections, ljut especially in that of commerce, in which, besides economic doctrines, they also expound the history of the economic regime, the science of finance, the history of commerce, co nmercial geography, and statistics. It folloAvs from this brief sketch that great importance is attached in our faculties to the economic sciences. Nevertheless, instruction in them is not up to the level of modern science. Its principal defect is the insufficient number of lectures. In view of the progress made by political economy in our days it is impossible to treat all its aspects in four lectures per week, and that only during a single year. So the professor finds himself compelled to set forth only the elements of the science. It is impos¬ sible for him to treat the history of doctrines otherwise than in a superficial way, or to deal at all with the application of economic laws to the various questions raised by the study of the present condition of agriculture and commerce. In the special schools they give greater extension to these various branches, but for want of time they neglect somewhat the exposition of economic theories. As to statistics, the same reason prevents the professor from enlarging, as he ought to do, on the requirements of method or of entering upon so vast and so important a problem as that of industrial and agricultural statistics. Moreover, it could not be otherAvise so long as the economic sciences are treated only as an appendix to juris¬ prudence and the technical sciences, when there is urgent need of making them the subject of a special treatment. Political and social economy has made so great an advance that the necessity has arisen of returning, if not to the organization, at least to the guiding idea of the old German faculties known by the name of Facultaten der Cameral Wissenschaften. Lorenz Stein expressed himself on this point nearly twenty-five years ago. He appealed to the government and to the public, urging them to create colleges of the social sciences. The demands of practical life call for some such institutions, the existing educational institutions becoming less and less 1516 EDUCATION EEPORT, 1899-1900. capable of giving the desired prepa.ration even to those who will one day be called upon to apply econoinic laws. How, in fact, can an inspector of factories, a director of a bank, a manager of a railroad company, an agent of a labor, insurance, or public aid society, or an administrator of municipal finances, obtain sufficient preparation in a one year’s course, very summary in its character, and rather theoretical than practical, to which, from sheer necessity, the professor must limit himself, giving to it only three or four lectures per week? Thus everything urges us to create new faculties of the social sciences, in which jurisprudence, history, and political science shall be allowed to complete the teaching of economic doctrines and facts. This report of Professor Tchouprov furnishes a partial explanation of the remarkable activit}" that has characterized the Russian people in the discussion of social questions. Two of the most influential members of the congress, M. Maxime Kovalevsk}- and M. E. de Rob- erty, are Russians, though sojourning in Paris, and to that race belong several of the leading contemporaiy sociologists, among whom might be named Senator Lilienfeld, M. Novicow, M. Michailovsky, and M. Kareielf. The social conditions in Russia are calculated to stimulate thought along these lines, and the institutions of learning, as we have seen, furnish a fairly good basis for bright minds to build upon. As a matter of fact the interest in social questions in Russia is most intense, and wdiile it is highl}^ practical in seeking to use social science as an instrument of reform, the Russians are not specially noted as socialistic agitators, and all the l;>etter informed thinkers in that coun- ti’y clearly understand the necessity for a thoi'oughl}" scientific treat¬ ment of social questions. In this, however, they display a remarkable degree of disinterested zeal, which shows itself in the work alluded to by Professor Tchouprov, of translating foreign works on social science with a view to disseminating ideas on the subject among the masses of the people. Not only do professors and scholars perform this labor with no hope of pecuniary returns, but publishers often incur risk of business losses and other dangers in bringing such translations out. England. It is proverbial that the Anglo-Saxon race is the great representa¬ tive and embodiment of the spirit of individualism, and it has become the fashion even in France to point to it as the final proof of the superiority of the individualistic regime in the history of civilization. Demolins, a Frenchman, has done more than an}- other man to empha¬ size this claim, and he is said to have a large following in his own country. It is natural to infer from this that any form of collectivism must be at a discount in England. Yet those who keep abreast of the social movement there well know that such is not the case, and that as a matter of fact the collective spirit is intensely active there. It does not, however, take the form of theory or figure largel}" as a social philosophy. Collective action is resorted to onty when it has some manifest advantage, and it is that same individualistic spirit that SOCIOLOGY AT THE PAHIS EXPOSITION. 1517 prompts it which prompts all other action. But it is often so clear! 3^ advantageous that it is doubtful whether there is another countiy in the world where so many enterprises are conducted by state and muni¬ cipal authority as in the British Isles. The aversion to theory, however, is probably the cause of the small interest taken in sociology in England. Mr. Herbert Spencer did adopt Comte’s name for the science of society, but his system of soci¬ ology is exclusively individualistic, and is rejected by the rnajorit}^ of his own countrymen, who have now almost completely emancipated themselves from the power of the Manchester school. But social education can not be said to be recognized in England, and the move¬ ment there is rather a practical business affair. Still, as we shall see, there are those who actively advocate ^and are striving to bring about a more methodical system through social training. Five reports on social education in England and one for Ireland were presented to the congress, but all but one of these deal vv^ith some spe¬ cial aspect of the question. Mr. Ernest Aves, who limits his report to the work of To^uibee Hall, happily disposes of the proposition to make a report on popular social education in England by comparing it to the celebrated report on the snakes of Iceland — ‘“There are none.” Sir W. de Mb Abney treats wholH of technical education. Mr. J. Cobden- Sanderson discusses the movement of “‘Arts and crafts,” and Mr. Sid- ne}^ Webb, the well-known and avowed socialist, and member of the London count3" council, discourses on the “Development of commer¬ cial education in London.” Mr. Horace Plunkett has a report on technical education in Ireland. KEPOKT OF MR. BADLER. Only in the report of Mr. Michael Sadler, on the “Social sciences in the English secondary schools,” do we find any such general surve3mf the held as those that have been considered for the various continental countries. We will therefore hrst examine this report. It consists largel}^ of discussions of certain questions, and many of the facts are furnished by others, especiall}^ in the several appendices. The prob¬ lems discussed will be admitted to be important, and the report fur¬ nishes some information relative to the attitude of the universities with regard to social instruction. The subject is divided into twelve general heads, more or less connected and logicalhmrranged, as follows: Report on the teacJnvg of social sciences in English secondary schools, Inj M. E. Sadler. 1. In England there is no uniformity in secondary education. The state does not issue programmes of instruction to be followed in all public secondary schools. Con¬ sequently, among these schools there is great variety of type, and no strict uniformity either in the subjects which they teach or in their methods of teaching. It is unsafe, therefore, to generalize about English secondary education. No general statement applies to all the schools. Different institutions differ in their curricula and in their point of view. This report is confined to a brief description of the usual practice as 1518 EDUCATIOISr REPOFcT, 1899"1900, regards instruction in the social sciences. Reference will also be made to certain noteworthy exceptions. 2. In the first place, however, it is necessary to define what is meant by the social sciences. On this subject there is serious difference of opinion. Some would under¬ stand by the term little beyond the doctrines of political economy, but by others the expression is understood in a wider sense, viz: As embracing ethics; political philos¬ ophy; those “generalizations of biology and psychology” which, in Mr. Herbert Spencer’s words, are necessary to “the rational interpretation of social phenomena;” economic history and theory; the history of social and national development; litera¬ ture, art, etc., in tlieir bearing on ideals of life; the study of the machinery and methods of central and local government, and of the duties of citizenship. 3. Few boys or girls remain in a secondary school after their nineteenth birthday. IMost of them leave school at a much earlier age. It is obvious, therefore, that dur¬ ing their school days they can not make any advanced or systematic study of the social sciences. Their experience of life is too limited. Their judgment is too imma¬ ture. They would be either repelled * by untimely disquisitions on subjects which they were too young to comprehend, or unduly influenced by the (possibly errone¬ ous) general ideas of some admired teacher. Nor, even if the pupils were old enough for the advanced study of social sciences, would there be time for such study, at any rate under the conditions which at present determine the curricula of English second¬ ary schools. But, on the other hand, it is quite possible within the ordinary limits of secondary education to interest boys and girls in a general way in some of the problems of social science, to suggest points of view, to point out subjects for later study, and even (within rather narrow limits) to impart some detailed information on certain parts of the subject. And nearly every intelligent pupil leaves a secondary school with some habitual attitude of mind toward social questions. But how far that attitude of mind is the result of the presence or absence of social science teaching as a formal part of the curriculum is very doubtful. To the present writer it appears that much more depends on the tone of the school, the temperament of the individual puj^il, and the drift of the social philosophy of the time than on set lessons on social science. Nor must it be forgotten that On impressionable minds one-sided instruction on mat¬ ters of ethical or social controversy is apt to produce a repellent effect and even to produce violent reaction. 4. In his Memoirs of a Revolutionist, Prince Kropotkin speaks of the importance of having, among other teachers in a school, one at any rate who, instead of nar¬ rowly confining himself within the limits of a particular subject, is free, in the course of his instruction, to “bind together the separate historical and humanitarian sciences, to unify them by a broad philosophical and humane conception, and to awaken higher ideas in the brains and hearts of young people.” Prince Kropotkin proceeds to argue that “the same thing ought to be done for the natural sciences as well. It is not enough to teach physics and chemistry, astronomy and meteorology, zoology and botany. The philosophy of all the natural sciences, a general view of nature as a whole, must be conveyed to the pupils, whatsoever may be the extension given to the study of natural science in the school. The philosophy and the poetry of nature, the methods of all the exact sciences, and an inspiring conception of the life of nature must ma.ke part of education.” In such an ideal discipline some introduction to the social sciences would naturally find a place. But there are few secondary schools in England where the different parts of the curriculum are fused into one great intellectual and moral synthesis in such a manner as Prince Kropotkin describes. It is doubtful, indeed, whether in the present state of our knowledge there would be, except among the members of certain religious bodies or among families closely bound to one another by common social SOCIOLOGY AT THE PARIS EXPOSITION, 1519 .| and ethical sympathies, sufficient agreement upon fundamental principles of faith and conduct to allow, in the curriculum of an ordinary secondary school, any such dominant and commanding synthesis of intellectual and moral ideas. Perhaps this lack of synthesis among the ideas which are involved in the subject- matter of education is a more serious matter than is generally recognized. To the present writer it seems to be one of the chief causes of a certain decline in intellectual interest which has been remarked by many experienced observers in English higher secondary schools. But he would attribute it to causes beyond our control, and is far from thinking that it can be artificially remedied by formulating a number of general propositions and teaching them, however eloquently, to boys and girls at school. Spiritus ubi vult spirat. Yet it w'ould be an unfortunate result of the transitional character of so much contemporary thought on ethical and social problems if masters and mistresses in secondary schools were to shrink from communicating to their pupils general ideas as to the aims and conduct of life under modern conditions of scientific inquiry and religious belief. There are some observers who maintain that ‘^at present the greatest and most dangerous error of some English secondary schoolmasters is that they too narrowly center their efforts on the boy in order to make him morally, physically, and intellectually satisfactory at school and to enable him to pass his various mental examinations on leawing school. ” ( C. C. Cotterill on the ‘ ‘ Prospective character of school training,” in Thirteen Essays on Education, p. 147.) This view, however, does not seem to be generally held, and the usual opinion is rather in favor of not trying to set young people thinking too soon about the problems of adult life. But the present writer would submit tliat the interest taken by ])oys and girls at school in political and social questions depends far less on what their school¬ masters and schoolmistresses say or avoid saying than on the currents of social enthusiasm or social despondency which happen to be running at the time in the larger world outside the school walls. 5. But, apart from more ambitious plans, can anything be done, luider present conditions, to impart to bo3^s and girls in secondary schools clearer and more consist¬ ent ideas about social economy and the functions of central and local government? On this point there are signs of much difference of opinion. Some headmasters and headmistresses are strongly in favor of making, in this more limited sense, social science teaching a carefully organized part of the secondary school curriculum. On the other hand, many experienced teachers shrink from the undertaking because they hold that we are far from being really agreed as to the principles which necessaril}^ underlie any order of societ^q and that there are objections to our preoccupying the minds of young pupils with theories which must involve, though they may conceal, much that is both economically and ethically disputable. Such teachers would argue as follows: “Our pupils, it is true, may have to live out their lives under the condi¬ tions imposed on all individual citizens by political democracy and by the caj)italistic organization of industry. But it would appear that both the one and the other are in the stage of rapid development and transition. Is it expedient, therefore, in the interests of my individual pupils or of the countrj" as a whole, that I should impart at school instruction on economic or political subjects in a manner wTiich would imply either (1) the permanence of a social organization which I maj^ personally believe to be transitory or (2) doubt as to the wdsdom of arrangements in which more experi¬ enced persons than myself appear to acquiesce, or (3) the immorality and injustice of social conditions with which the parents of mj^ pupils are obviously content? Is it not better for me to confine my efforts to grounding my pupils in branches of knowl¬ edge about wffiich there is no such dispute, and thus trj^ to form their judgments and sympathies by means of a less controversial discipline, so as to enable them to face life bravely and honestly, and to make up their own minds sagaciously and independ- entl}^ about its deex)er problems? ’ ’ i 1520 EDUCATION REPORT, 1899-1900. Whatever he the reason, the fact remains that there are comparatively few second¬ ary schools in England where political economy or “civics” forms a separate and important part of the organized curriculum. In the Cambridge University local examination a paper is set on political economy for those pupils who desire to take up that subject. I-n the Oxford University local examination papers are set (1) on politics and (2) on political economy. These examinations are very largely used by secondary schools for boys and girls. In Appendix I to this report will be found specimen examination papers set on politics and ])olitical economy in these examinations. In the Oxford University local examination for senior candidates the regulations, defining the scox)e of the paper in political economy, require candidates to “possess a general knowledge of economic theory as it relates to the (1) production, (2) dis¬ tribution, (3) exchange, (4) consumption of wealth, and (5) the economic functions of government. An acquaintance should be shown, under (1) with the laws of diminishing and increasing returns, the theory of population, the principle of the division of labor, and the origin and growth of capital; under (2) with the theories of rent, interest, profit, and wages; under (3) with the outlines of the theory of value and its application to international trade, the functions of money and the operation of banking and credit; under (5) with the rules and incidents of taxation, and the aims and difficulties of socialism. Candidates are also required to show some knowledge of existing economic conditions.” In the same examination (i. e., for senior candidates) candidates may offer to be examined in elementary politics as treated in Lewis’s work On the Use and Abuse of some Political Terms. To this Oxford senior local examination persons of either sex are admitted without limit of age; but no one born before July 1, 1881, is eligible for honors or distinction in the examination to be held in the present year (1900). In the Oxford local examination for junior candidates (open to persons of either sex without limit of age on the condition that no candidate born before July 1, 1884, is eligible for honors or distinction in the examination to be held in the present year) candidates may offer to be examined in elementary politics as treated in Strac bey’s Industrial and Social Life and the Empire. The following statistics show that the above-mentioned subjects are not taken up to any considerable extent: 1898. Examined . Passed . . Oxford local examinations. (1) FOR SENIOR CANDIDATES. {a) In politics. 1899. . 15 Examined . . 10 Passed . (6) In political economy. 10 6 1898. Examined . 59 Passed . 53 1899. Examined . 42 Passed . 41 Total number of senior candidates who obtained certificates in the Oxford local examinations in aliove years: 1898 1899 1,355 1,281 SOCIOLOGY AT THE PARIS EXPOSITION. 1521 Oxford local examinations — Continued. (2) FOR JUNIOR CANDIDATES IN ELEMENTARY POLITICS. 1898. 1899. Examined Passed..'. . 44 Examined 10 Passed . . . . 36 31 Total nundjer of junior candidates who obtained certificates in the Oxford local examinations in the above years: 1898 . . . 3,393 1899 . 3,037 Cambridge University local examinations for senior candidates in politiccd economy. Number of candidates: 1897 . . 136 1898 . . . 116 Total number of candidates presentinjij themselves for Cambridge University senior local examinations in the above years: 1898 . 2,191 1899 . . . 2,215 In papers set on other subjects in the above and similar examinations, and in the Oxford and Cambridge school examinations, there sometimes occur individual ques¬ tions which touch on some aspects of social science. A selection from these questions is given in the appendix to this report. 6. In an appendix to this report will be found the syllabus of social-science teach¬ ing followed at the William Ellis Secondary School for Boys, Gospel Oak, London, N. W. This syllabus is especially interesting to the student of the subject, liecause the founder of the school, Mr. William Ellis (born 1800, died 1881), was an earnest advocate of making instruction in social science a necessary part of school work. In one of his books Mr. Ellis thus defined his aim in education: “By education, I mean an earnest application of well-selected means to impart to all such a knowledge of the laws of the universe, esjiecially of their practical bearing upon the daily wants and business of life, as that all may be clearly convinced that their hajipiness is only to be attained by placing themselves in harmony with those law's; to communicate to all such manual, muscular, and intellectual dexterity as may qualify them to gain, extend, and improve their knowledge and appropriate and apjjly it; and also to implant those habits of observation, application, and forethought, without which the soundest intellectual acquirements are comparatively useless. Such a course of edu¬ cation, persevered in generation after generation, would raise up a people knowing and practicing the duties of social life, laboring and economizing for their own pres¬ ent and future maintenance, and struggling and contriving for the benefit of all. A. people so educated would be inspired, not with the mere vulgar notion of getting on, not with the vain and illusory desire of rising in the world, but with a solemn sense of the sacredness of every duty undertaken, of every contract entered into. And thus the desire of happiness and gratification, the motive force of our conduct'and exertions, would be subjugated and regulated by an all-pervading sense of duty, and thereby be rendered more capable of gaining its end.” (Quoted in E. K. Blyth’s Life of William Ellis, p. 74.) Writing in 1859 to the Duke of Newcastle’s commission on popular education, Mr. Ellis urged that school children should be instructed in “the phenomena of indus¬ trial life and the conditions of industrial success,” and made “thoroughly acquainted with (1) the sources of wealth — industry, knowledge, skill, and economy; (2) the ED 1900 — VOL II - 16 1522 EDUCATION REPORT, 1899-1900. connection between capital and labor, the reciprocal duties of employer and employed, master and servant, and the circumstances which determine the rates of wages and profits; (3) the importance of the respect for property and the necessity of government and laws for enforcing this respect where not otherwise sufficiently felt; (4) the advantages of division of labor and the new responsibilities incurred by its ado2')tion, the causes and consequences of fluctuations of value, and the more urgent call for integrity, perseverance, punctuality, order, and forbearance to allow all the operations of interchange to be satisfactorily conducted; (5) the uses of money; the causes and consequences of fluctuations of prices and wages; the suicidal folly of opposing prices in harmony with supplies actual and contingent; of organiz¬ ing combinations, strikes, and turn-outs; of impeding the introduction of machinery and of other improved methods of production, and the free flovr of capital and labor from one trade district and country to others where a more profitable employment for them is expected; (6) the use of credit in distributing capital and placing it under the control of those most comi)etent to employ it; the functions of banks and bank¬ ers; the new responsibility incurred by the use of credit; the causes of bankruptcies, commercial panics, and stoppage of works, and the precautions through which the suffering from these calamities may be mitigated.” (E. K. Blyth, op. cit., p. 204.) In the history of English education in this century Mr. William Ellis may be said to have been the apostle of instruction in social science in a special sense. To the advocacy of its claims and to the practical application of his principles he devoted great abilities, large means, and unwearying patience. lie had a profound admira¬ tion for the political economy of James IMill, and was deeply influenced by the philosophy of Bentham. But, as his biographer remarks, “social economy, as developed by Ellis, is a union of the principles of political economy, as understood by his predecessors, with those of morals and religion. Its j^^irpose is to instill motives of action, adapted to the phenomena of existing society, such as can alone effect permanent imj^rovement in the welfare of the people.” (Blyth, op. cit., p. 127. ) By the courtesy of the head master, Mr. Cumberland, I am able to print in an appendix to this report the jdan for teaching social science, now practiced at the secondary school which bears William Ellis’s name. At University College School, Gower street, London, AV. C., classes in social science were founded in 1858 at the instance of AVilliam Ellis. In these classes were explained “the elementary doctrine.? of political economy in the widest sense of the word, as it l)ears not only on the production and distribution of wealth, but also on the conditions of industrial success and social happiness and on the practical duties of each individual toward others.” ^ The head master of University College School, Mr. J. L. Patou, tells me that the classes still continue, but that, of later years, they have had no special syllabus. The text-books in use are: (1) For juniors, Mrs. Fawcett’s Political Economy; S. Jevons’s Primer of Political Economy. (2) For seniors, A. Marshall’s Economics of Industry; E. AValker’s Political Economy. 7. At the North London Collegiate School for Girls, Sandall Road, N. W., instruc¬ tion is given in civics (central and local government), in the theory of demand and supply, and in economic history. By the kindness of the head mistress, Mrs. Bryant, D. Sc., I am able to print in the appendix to this report three of the sylla¬ buses of these courses of instruction. Mrs. Bryant informs me that the lessons are of a very simple character, and are given in certain classes, no two in the same class, once a year. The courses on central government and local government are taken in alternate years. At the Manchester High School for Girls the head mistress, Mi.ss Burstall, writes to me that civics is taught in a course similar to those in use at the North London ^Extract from old report printed in article on “University college school,” in the Public School Magazine, by J. Russeli. SOCIOLOGY AT THE PAEIS EXPOSITION. 1523 Collegiate ScliooL Central government is taken one year and local government the next. 8. There are many other secondary schools, both for boys and girls, in which political economy and civics are taught in all the higher classes as a regular part of the curriculum, but it is unnecessary for me to add to the illustrations given above. I am indebted, however, to Mr. H. Bompas Smith, head master of Queen Mary’s School, Walsall, for the following observations, based on his personal experience in teaching social science in a secondary school. They indicate in a striking manner the advantage of making mstruction in economic subjects part of the regular curric¬ ulum of secondary schools, especially in industrial districts. I would call attention to the cautious spirit with which Mr. Bompas Smith deals with such disputed ques¬ tions as strikes, in contrast to the more dogmatic and ex parte manner in which (at a much earlier stage in the development of economic science) Mr. William Ellis referred to similar problems in a passage quoted above. “thu teachino of social science at queen Mary’s school, walsall. “The object kept in view is (1) to cultivate an interest in the social movements of the day and (2) to give some insight into the general principles of commerce. “A short text-book of political economy is taken as a basis and sup]3lemented by oral explanations and expositions of differing views, while the boys are encouraged to read selected portions of other authors and are frequently given questions to answer in writing at home. “It is found that boys of 17 take a keen interest in the subject, which would seem a valuable one for boys leaving school at about that age, especially if intended for a commercial career. Three points may perhaps liie mentioned: “(1) It is desirable to illustrate constantly by references to local conditions and local trade, thus connecting theory with concrete facts. “(2) When a boy has begun to grasp the subject, his reading should be wide enough for him to be able to compare differences of statement, but should at first be confined to a few important points, otherwise he will be apt to get bewildered. “(3) Disputed questions, e. g., socialism, strikes, bimetallism, will constantly arise. Here the method adopted has been to begin by stating any known facts bearing on the point and then to state as impartially as possible the opposing views. The mas¬ ter’s opinion is given as one among others. The boy thus comes to see the possibility of conscientious disagreement and the necessity of some day deciding for himself which side of the truth he will embrace.” 9. But, apart from the certainly increasing number of cases in which political economy and civics are regularly taught as class subjects, it should be remembered that in nearly every secondary school in England some measure of instruction in social science is given either to individual pupils or incidentally in the course of class / lessons in history (classical or modern), geography, or other subjects. How much this will come to depends on circumstances, i. e.,on the special interests of the teacher, or the nature of the subject, or the special aptitudes or aim of the pupil. In order-to remove a prevalent misconception, it may be pointed out here that a classical education, as understood at the great secondary schools in England, is far from precluding constant and useful parallels or contrasts being drawn between the political, social, and economic conditions of the ancient and the modern world. An efficient schoolmaster, when taking his pupils in Thucydides or Cicero or Tacitus, will find many opportunities of stimulating their political interest and steadying their political judgment. Dr. Arnold, of Kugby, was always very careful to avoid allusion to his own political principles in the course of his school lessons, and it was only on rare occasions that his subjects for essay composition touched on topics involving 1524 EDUCATION REPORT, 1899-1900. disputed points in party politics^ His aim was to enable his pupils to form an inde¬ pendent jndi2:ment for themselves, and to appreciate moral agreement amidst much intellectual difference. But Dr. Arnold was a strenuous advocate of classical educa¬ tion in its more liberal sense, because in the classical authors “with a perfect abstrac¬ tion from those particular names and associations which are forever biasing our judgment in modern instances, the great principles of all political questions, whether civil or ecclesiastical, are j^erfectly discussed and illustrated with entire freedom, with most attractive eloquence and with profoundest wisdom.”^ In many of the great public schools boys may read, as special subjects, books on polit¬ ical economy or on some branch of social science. Again, in the higher classes, subjects of social interest are often set for English essay compositions. Similar subjects fre¬ quently arise in the course of lessons on modern English literature. Again, debating societies and essay societies are a feature of all English secondary schools, and at their meetings discussions take place on a great variety of social, political, and economic subjects. Nor should it be forgotten that, though ethics is rarely included under that name as a definite subject in the curriculum, there are hardly any English secondary schools in which the Old and New Testaments are not studied, or in which simple discourses on life and duty, addressed by the head master or head mistress to the assembled school, are not made the means of imparting much ethical instruction in an undogmatic but impressive form. Nor will students of English secondary educa¬ tion need to be reminded how essentially important a joartof Dr. Arnold’s educational work were the sermons which he preached to the Rugby boys in the school chapel. From the autumn of 1831 to the end of his life in 1842, he preached almost every Sunday of the school year. “Even the mere readers of his sermons,” wrote his biograxdier, Dean Stanley, “will derive from them the Mstory of his whole mind and of his whole management of the school. But to his hearers it was more than this. It was the man himself, there more than in in any other place, concentrating all his various faculties and feelings on one sole object, combating face to face the evil with which directly or indirectly he was elsewhere perpetually struggling. He was not the preacher or the clergyman who had left behind all his usual thoughts and occupations as soon as he had ascended the pulpit. He was still the scholar, the historian, and theologian, basing all that he said, not indeed ostensibly but con¬ sciously and often visibly, on the deepest principles of the past and present. He was still the instructor and the schoolmaster, only teaching and educating with increased solemnity and energy. He was still the simple-hearted and earnest man laboring to win others to share his own personal feelings of disgust at sin and love of goodness, and to trust to the same faith in which he hoped to live and die him¬ self. It is difficult to describe, without seeming to exaggerate, the attention with which he was heard by all above the very youngest boys.” ^ And the place held by the school chapel in the thoughts of some English public school men of the present day is nobly described in a recent poem by Mr. Henry Newbolt, called “Clifton Chapel.” A father is supposed to be bringing his sou as a new boy to his old school, and they stand together in the chapel. This is the chapel; here, my son, Your father thought the thoughts of youth. And heard the words that one by one The touch of Life has turned to truth. Here in a day that is not far You too may speak with noble ghosts. Of manhood and the vows of war You made before the Lord of Hosts. 1 Stanley: Life of Arnold, vol. 1, p. 126. 2Dr. Arnold’s Sermons, Vol. Ill, Preface. Stanley: Life of Arnold, vol. 1, p. 171. SOCIOLOGY AT THE PARIS EXPOSITIOI^. 1525 To set the cause above renown, To love the game beyond the prize, To honor, Avhile you strike him down. The foe that comes witlr fearless eyes, To count the life of battle good. And dear the land that gave you birth, And dearer yet the brotherhood That binds the brave of all the earth. My son, the oath is yours; the end Is His, who built the world of strife. Who gave His children paiir for friend And death for surest hope of life. To-day and here’s the fight begun. Of the great fellowship you’re free; Henceforth the school and you are one. And what you are, the race shall be. 10. All the greatest secondary schools in England support a mission in some poor district of a large city. This personal tie between the school and some needy dis¬ trict is the means of interesting many of the boys in social problems and of giving some of them an opportunity of becoming personally ac(][uainted with the conditions of the district in which tlie mission is situated. There is often a similar association lietween a girls’ school and some branch of social work in a great city. In many schools the girls are instructed in the methods of wise social and charitable work. 11. Though there are no statistics on the subject, it seems probable that instruction in some rather limited but practically important branches of social science is being given in an increasing number of English secondary schools for boys and girls. There is a distinct tendency to pay more attention to social subjects in the curricu¬ lum, but an evident unwillingness (and perhaps, owing to the requirements of exam¬ inations and other reasons, an inability) to make such instruction, as a rule, any- tliing more than tentative, incidental, or exceptional. AVhere economics and social subjects are touched on, great care is taken to avoid issues of political or social con¬ troversy, or, when allusion must be made to such subjects, to deal with them in a dispassionate spirit. It should not be forgotten that many of the most celebrated of English secondary schools are boarding schools, and that the chief aim of English secondary education has always been not the imparting of knowledge, but the for¬ mation of character. One of the most famous of English head masters, Mr. Thring, wrote in 1867, “Formation of character and a right spirit are only in a very slight degree capable of being made a matter of imparted knowledge. Boys or men become brave and hardy and true, not I)y being told to be so, but by being nurtured in a brave and hardy and true way, surrounded with objects likely to excite these feelings, exercised in a manner calculated to draw them out unconsciously. For all true feeling is unconscious in proportion to its perfection.” ^ Now, it is obvious that this view of education imjilies a social and ethical ideal. But in the best English secondary education the social and ethical ideal is imjilicit in the tradition of the community — a tradition in which new elements are constantly being interwoven with the old — rather than explicitly taught by teachers in set les¬ sons. In fact, the strength and vitality of the tradition may lie measured by the absence of any felt need for directly impartedjnstruction. But it will be generally agreed that the tradition is often usefully supplemented or corrected, not only by sermons and addresses on ethical subjects and in friendly talks between masters and pupils — a very important element in the education given at English secondary schools — but by direct class teaching or individual instruction in economic and social problems. There is, however, in some minds at the present time a sense of 1 Education and School, p. 24. 1526 EDUCATION REPORT, 1899-1900. uncertainty and hesitation in regard to some of the fundamental problems of social welfare which may for a season impede the rapid development of social science teach¬ ing in secondary schools. The laws of human progress and the principles of social economy are seen to be far less simple matters than was the opinion of many pro¬ gressive thinkers sixty years ago. The problem is seen to be very complex and full of subtle elements, spiritual as well as economic or material. And there is a distinct tendency in England to stand in the old ways for a time, until the path lies clearer ahead. Still more striking is the revolt against the more materialistic forms of social philosophy. But the j^revailing tone of English thought on these subjects is, as has been truly said, “Left center.” Not revolutionary enthusiasm nor reaction, but temperate and cautious progress is likely to mark English thought on social questions, and the same characteristic will probably distinguish the instruction given on those questions in English secondary schools. But it is unlikely that instruction in political economy and kindred subjects will ever play more than an extremely subordinate part in the ordinary curriculum of our secondary schools. Exceptional boys, or boys in excep¬ tional circumstances, may learn much of these subjects, but the ordinary English parents and schoolmasters are likely to agree with Dr. Arnold in thinking that “the absence of all instruction in politics or political economy, nay, even an absolute erroneousness of judgment on such matters, provided always that it involves no wrong principle in morality, are comparatively of slight importance. Let the boy gain, if possible, a strong appetite for knowledge to begin with; it is a later j)art of education which should enable him to jiursue it sensibly, and to make it when obtained, wisdom. ... It is no wisdom to make boys prodigies of information; but it is our wisdom and our duty to cultivate their faculties each in its season, . . . to furnish them with the means and to excite the desire of improving themselves, and to wait with confidence God’s blessing on the result.” ^ 12. It would be unfortunate if, through the instruction given under the title of “social science” being confined to lessons in the elements of economic theory and of industrial history and to abridged descriptions of the institutions of local and central government, the minds of boys and girls at an impressionable age were accus¬ tomed to regsrd purely economic or commercial forces and motives as furnishing the chief (or the only necessary) key ,to the problems of social development. Little good would be done by forms of instruction tending to throw into false perspective the spiritual, the self-seeking, and the material, elements in the development either of nations or of the individuals out of which nations are made. Better use can be made of the few years devoted to secondary education than by attempting to preoc¬ cupy the minds of young people with doctrinaire generalizations about human society or to load them with masses of facts about commercial life and the devices of civil government. Those are not the most likely best to serve their country and their generation who have been taught at school to think about the mere machinery of administration instead of about the true aims and duties of government, and to conceive the chief end of life to be the seeking of wealth rather than the doing of duty. In this, as in all the higher parts of education, nearly -everything depends on the moral aims, the intellectual insight, and the personal examjile of the teacher. Corruptio optimi pessima. Dr. Arnold’s Miscellaneous Works, “Use of the Classics,’’ 1834, pp. 358-360. SOCIOLOGY AT THE PARIS EXPOSITION. 1527 APPENDIX 1. University op Cambridge. Local examinations {seniors), 1897. POLITICAL ECONOMY. 1. Is the total wealth of a community altered by exchanges among the members of the community of the useful articles in their possession? For example, if a car¬ penter supplies a table to a farmer in exchange for milk and butter, will the total wealth of these two be changed l3y the operation? Is it necessary that one of the two parties to such an exchange as that named should lose in order that the other may gain? 2. Explain the connection between the cost of production of a commodity and its value in exchange. Would it be correct to say that the price of a concert programme represents its expenses of production? 3. Distinguish between real and nominal wages. Does the rate of wages fairly rep¬ resent the cost of labor to the employer? Give some reasons why the wages paid in different places for the same class of lalior differ. 4. Give a definition or explanation of what is meant by the term “capital.” What are the chief influences which affect the increase of capital? Indicate which of these are more, and which less influential now than formerly. 5. Explain what is meant by the law of diminishing returns as ai)i:)lied to land. Comparing the amount of wheat (or other crops) raised on an acre of land in Eng¬ land in recent years with the crops of former times, it is clear that English land has given a larger average return per acre from generation to generation. How would you reconcile this with the law stated, or would you regard it as a contradiction of the law? 6. What is meant by saying that certain kinds of money are “legal tender?” Illustrate, from the English currency, the difference between money which is and money which is not legal tender. 7. In what different vrays may a country pay for the goods it imports from other countries? Examine the contention that the fact that the United Kingdom has for many years imported a greater value of goods than she has exported proves that she is getting into debt to the rest of the world. 8. Give, verbatim or in substance, that one of Adam Smith’s so-called canons of taxation which lays down the principle of justice in taxation. Criticise the justice of a tax proportional to the income of eacli taxpayer with the following modiflcations (as in the British income tax), namely: Incomes not exceed¬ ing £400 pay only on the excess above £160; and incomes between £400 and £500 pay only on the excess above £100. Local examinations {seniors), 1898. POLITICAL ECONOMY. 1. Explain and illustrate the meanings of the terms “personal wealth,” “auxiliary capital, ” “ consumption goods. ’ ’ With what other terms are these terms respectively specially contrasted? , 2. Give an illustration showing that the utility of a given quantity of a commodity varies according to the total amount of it already possessed. Explain the relation between the utility of a commodity and the price that people are willing to pay for it. 1528 EDUCATION EEPORT, 1899-1900. 3. What processes are included in the production of wealth, and what are the chief agents of i)rodnction? Explain why some things are sold more cheaply and other things less cheaply when tliey are produced in larger quantities. 4. Distingnish the elements included in the profits of business. How far is it true th.at the rate of profits in different businesses at any time tends to equality? 5. In estimating the economic well-being of a class of laborers, what are the chief data required besides a knowledge of their money wages? 6. Distinguish the different functions of money. How does credit operate as a substitute for money? 7. Explain the advantages of foreign trade. 8. What would probably be the effects of a tax levied on tlie owners of agricultural land in proportion to their rent? What would be the differences in the effects (a) according as the owners did or did not contribute any of the capital expenses of farming; (b) according as the rent of building ground was or was not exempt from the tax? Oxford local examinations {seyviors), 1898. ELEMENTARY POLITICS. 1. What does Seeley conceive to be (a) the subject-matter, (b) the aim, of the science of politics? 2. State and criticise Seeley’s classification of the different forms of the State. 3. What does Seeley say respecting the influence which the foreign relations of a State exercise upon its constitution? Give historical illustrations of your answer. 4. Explain precisely the distinction between organic and inorganic States. 5. “The minister is not the servant of Parliament, but its King. He does not carry into effect the wishes of others, but his own wishes.” Explain this statement, and consider how far it is true of governments at the present day. 6. In some states the power that supports the government is latent and has no organ. In the otlier class of states the power that makes the government has an organ through which it can act with regularity and legal formality. Explain and illustrate this statement. 7. AVhat is the original meaning of the term “aristocracy?” Account for the evil associations which it has acquired. QUESTIONS FROM VARIOUS PAPERS BEARING ON SOME ASPECTS OF SOCIAL SCIENCE. 1. Write an essay on “Patriotism.” 2. AVrite an essay on “England in 1837 and 1897.” 3. AVrite an essay on “Newspajiers.” 4. Explain and comment on the words of Burke, “The fierce spirit of liberty is stronger in the English colonies probably than in any other people of the earth.” 5. AVhat were the abuses corrected by the reform bill of 1832? 6. AVhat does the history of South Africa tell us as to the advantages and disad¬ vantages of a chartered company? 7. Explain why the Cape in Dutch hands never expanded beyond a small settlement. 8. Describe the extent and imiiortance of the woolen industry in England, explaining where the chief centers are, whence the raw material is obtained, and to what countries it is chiefly sent in its manufactured state. 9. For what reasons are the British colonies in South Africa on the whole well suited for European colonization? 10. AAdiere are the chief shipbuilding yards of the United Kingdom? 11. AA'hat do you know of (a) the usury laws; (b) Malthus; (c) Christian socialism? SOCIOLOGY AT THE PARIS EXPOSITION. 1529 12. Compare tlie respective advantages and dravrbacks of trade unions and c-ooi)era- tion as agencies for improving the economic position of tiie working classes. 13. State and explain the law of diminishing returns. What -is its bearing on other economic theories and on ])ractice? 14. Explain the following: (a) “Man is of all sorts of luggage the most difficult to be transported.” (Adam Smith.) (b) “ A^alue depends wholly on the relation between demand and supply.” (Walker.) (c) “The capitalist is the motive power in modern production.” (Bagehot. ) 15. Explain the following terms: “ AVages fund;” “incidence of taxation;” “free trade;” “peasant proprietorshi}).” 16. Illustrate from Thucydides Book II the value of sea ])Ower in the Greek world. APPENDIX II. THE PLAN FOR TEACHING SOCIAL SCIENCE AS CARRIED OUT IN THE WILLIAM El.LIS ENDOWED SECONDARY SCHOOL FOR BOYS, GOSPEL OAK, LONDON, N. W. Ill drawing up and submitting the following I do not suggest that I have attempted to improve upon Ellis’s Progressive Lessons, but merely that I have grouped by the use of machinery. Association of 'vmrkers; (1) Tra,de unions, their history and 'work; labor disputes and strikes; arbitration and conciliation. (2) tVorkingmen’s cooperative societies, their work in distribution and production. (3) Friendly societies; training in habits of industry; thrift and self-help. Value of the work of voluntary associations in the education of the adult citizen. I he State and labor; Factory acts; mine acts; 'women’s and children’s labor; dangerous employ¬ ments; health and safety of the worker. Information as to condition of workers: Labor department of the board of trade. The Government and municipalities as employers of labor, dock-yards, arsenals, and public works. The services rendered by retail shopkeepers, merchants, manufacturers, and other persons engaged in distribution and production. The importance to the nation of effective, honest, and intelligent management of all forms of business and industry. The disastrous results from mismanagement or'fraud. The duty of the community to sympathize with every reasonable effort of tne workers to improve their condition and develop theirintelligence. That Avhich injures their efneieney or lessens their hopefulness leads to natural loss and toThe maintenance or increase of poverty and ignorance. A healthy and skillful body of workers, upright in character and self-reliant, is a source of strength to the country. Faithful discharge of homelier duties of life is the best preparation for their discha.rge in city and nation. Civic duty begins in the life of the family; expands with occupation in trade, business, and profession. In earning their livelihood men and ivomen also serve their felloAv-citizens and their country. Membership of self-governing societies is among the best means of civic education. As intelligence, honor, and virtue are essential to the welfare of the family, so is patriotism neces¬ sary to national and .social life. We have to recognize that our public responsibilities are duties as much as personal and family obligations. We have no right to expect just legislation or impartial administration unless we perform with intelligence tho.se public duties Avhich devolve upon all. If Ave suffer injustice in connection with public affairs, we have little right to complain unless Ave have done our duty. 1540 EDUCATIOI^r EEFOKT, 1899-1900. change, already alluded to, that has come over the form which popular instruction is now taking. According to the rule, “the Union shall consist of mechanics’ insti¬ tutions, workingmen’s institutes, mutual improvement societies, educational insti¬ tutes, lyceums, athenaeums, useful-knowledge societies, technical schools, literary institutes, evening-continuation schools, young men’s Christian associations, and other societies in Lancashire, Cheshire, and North Derbyshire, and also such classes under the auspices of a county council or county borough council within such area as may be agreed upon, etc.” The rule in its present form was adopted in 1894, and while largely modernized the older enumeration of approirrijate constituent bodies has evidently been retained. At the present time all excepting 15 or 20 of the 410 institutes in union might be comprised under technical and evening-continuation schools, and a very large proportion are connected with some public administrative body, either school board or county council. In 1898, out of a total of 34,264 papers sent in to the examiners on various subjects only 158 were from candidates in history, 132 in The Life and Duties of the Citizen, and 13 in politica.1 economy. The Yorkshire Union, of which it may be noticed the official name is the York¬ shire Union of Mechanics’ Institutes, but which adopts the more comprehensive and more modern description in its report of the Yorkshire Union of Technical and Educational Institutions and Yorkshire Village Library, is a slightly older association than those of Lancashire and Cheshire. It has much the same ends in view, but, while its scope and methods are largely similar, a somewhat wider educational outlook is perhaps indicated by the simple statement in its rule that “the union is established for the advancement of literature, science, and the fine arts.” More aiipears to be done to foster the older form of institute, but one feature of the York¬ shire Union, illustrated (but on a much smaller scale) in the union of the neighboring counties, is especially distinctive — the Y^orkshire Village Library. Most English towns now possess some kind of public library, and the difficulty of obtaining access to books is often no longer a crying evil there. But in the villages the provision of books is still much more meager, and the arrangement is admirable by which for a nominal subscription the affiliated institutions of the Yorksliire Union can obtain their boxes of fifty volumes each three months. This plan is especially useful to the small village institute and reading room, and it is stated that sets of books from the Union Library of something over 40,000 volumes are now circulating in about 200 villages. The particular educa,tional value of these silent teachers can not be indicated, but in these villages and throughout the country the educational value of books, even when unaccompanied by the systematic guidance of a teacher or lecturer or some other friendly adviser, is perhaps exercising as great a. quickening of intelligence as the organized educational work with regard to which it is possible to obtain more exact information. Toynbee Hall cooperative travel. — Reverting novv" to Toynbee Hall, the various educational societies that have grouped themselves round the settlement may be mentioned, since they are in many respects distinctive features of its life. These organizations, including within their number two small economic clubs, liave largely sprung from the impulse of the students themselves who have been drawn together by the attractioii of a common interest. They are democratic and self-governing in their constitution and management, and several of them are chiefly differentiated from the smaller classes by this fact. Their chief business generally consists of their periodical meetings, but some, especially the antiquarian and the natural-history societies, arrange a considerable programme of visits, generally to places in or near London that offer esi)8cial attractions to their members. In tiie case of the last- mentioned society, however, summer excursions have been taken to more distant places, it liaving applied the principle of coopera.tive educational travel, inaugurated about fourteen years ago by the Toynbee Travellers’ Club. SOCIOLOGY AT THE PALIS EXPOSITION. 1541 The inception of this cluh^ now well known — for it has had many imitators and has led by exami3le to the formation of several extensive organizations in this country — may be traced to the desire on the part of a few students of the life and writings of Mazzini to visit some of the places in Italy chiefly associated with his name. But the attractiveness of this proposal and the advantages in economy that could be secured by the inclusion of a larger body rapidly added to the number of those who wished- to go, and in the event the ten special students of Mazzini had grown into the party of about eighty, of both sexes, v/ho in the spring of 1887 made the first organized Italian expedition from Toynbee Hall. On its return the clul) was formally constituted, amd it has ever since been an important educational and social influence a.t the settlement. All excursions that the club arranges are preceded by lectures on the places to be visited and a bibliog¬ raphy is carefully prepared for the guidance of the reading of the members. Most of the exiieditions have been to Ital^y others have been to Switzerland, to France, to the Netherlands, and to Germany; while twm, the club getting ])older with the success of its journey ings, have been to Sj>ain and to Greece. In 1892-93 the following expeditions wmre nmde: Date. Duration. Number of mem¬ bers going. Cost per member. Rome . Easter, 1892 . Days. 18 55 £. s. (1. 13 18 1 North of France . July, 1892 . 10 30 32. 5 13 6 Venice. .. . . . Easter, 1893 . 18 11 18 10 Flanders . May, 1893 . 8 .27 3 5 8 Note. — The cost given includes all necessary expenditures, except the midday meal. As illustrating the ulterior educational objects that the club always endeavors to Iteep in viewg it may be mentioned that the second expedition above w'as jilanned wuth ‘Mhe special aim of studying objects connected with the Kevolution of 1789.” While in Paris the party tvas greatly indebted to the skilled guidance of M. Emile Corra, and in the same w^ay while in Rome the i)arty that Avent there is reported to have been greatly indebted to many friends, both Italian and English. In general preparation for the expeditions of the year fourteen meetings were held at Toynbee Thll, Avhen papers Avere read, amiong others l)y the Bishop of London (Dr. Creighton) and Mr. Frederic Harrison. Two sjrecHl lectures Avere also given by Dr. Eawson Gardiner, “in anticipation of the projected Ausit to Rome,” on the place of that city in the history of the Avorld. In 1892 the occupations of 153 of the members of the club were classified as folio Avs : ' Women. Men. Total. Civil serA'ice: Post-office . 10 10 Other departments .... .... . . 8 8 Clerks and salesmen . 3 14 17 Domestic: Ma.rried .... 13 13 Unmarried . . . . 5 5 Miscellaneous: Architects (2), basket maker, bookbinders (2), brush maker, builder, chemist’s o.ssistant, ho.spital nurse, school-board kinder¬ garten instructor, journalists (2) , lecturers (2), librarian, printers (2), reporter, sculptor, secretary, shopkeepers (4), solicitors (2), solicitors’ clerks (2) , Avatchmaker, Avood carver . 7 23 30 Teachers: London school board . 45 16 61 Other . . 9 9 Total . 82 71 It 3 1542 EDUCATION EEPORT, 1899-1900. Ill 1899 there were 234 members in the club. Eesidences. — Men and women have always been placed upon an equal footing in the enjoyment of the various educational facilities that the settlement is able to offer, and while the burden of organization has always been mainly borne by men it has been found that the influence and help rendered by those of the opposite sex has in many directions proved invaluable. In one special way, however, it has been found possible to provide for men only in the two ‘‘students’ residences” now flourishing by the side of the settlement. These have now some fifty occupants. Each man has a separate room, with the use of a common dining and reading room, wliile the prox¬ imity of Toynbee Hall insures him many advantages, lioth social and educational, and the use of a good library. From 7s. to 8s. per week is paid for rent and attend¬ ance, and the internal economies of the house are managed by the students them¬ selves. The houses are self-supporting, and the aim has been to provide residences to wliich men earning their own living could come, even though their incomes did not exceed £75 per annum. The qualification for residence, in addition to satisfac¬ tory references, is the willingness to study on one or anotlier of the lines generally laid down by the governing body. The general supervision of the students rests with a censor of studies, who is appointed by the Toynbee Hall council. These students’ hostels, introducing something of collegiate life into the midst of a poor district in East London and planted at the side of a university settlement, ha^^e made some dream of their expansion into something of the nature of a democratic university. Such a develojjment is, however, improbable, partly owing to the situa¬ tion that lias been chosen, and liecause the actual claims of the district around them are apt to make too strong a demand uiion the thought and active sympathies of the men who may come to live in it. But the establishment of these residences, hardly less than that of the settlement to which they owe their origin, is of considerable interest, both on social and educational grounds. I\'V.sJcin Hail. — During tlie past two years, by, as it w^ere, a converse aj)plication of the settlement principle, another kind of students’ residence, Ruskin Hall at Oxford, has been started on more classic ground, and with aims that bring it more directly within the notice of this congress. The hall is described as a. “college for working¬ men;” there is accommodation for twenty-five students, and it is full, no vacancy, it is stated, having occurred without leading to many applications. The cost of residence, including board, lodging, and tuition, is £31 a year, or 12/6 a w^eek. In addition to the hall at Oxford (wliich can only be used by men ivho are able to leave their work and devote themselves for a time to their education), its objects are carried out in three other w^ays: (1) By the Ruskin Hall Correspondence School, in which some 1,500 students have been enrolled, and w^hich is intended “to enable any student to study subjects of social and jiolitical interest under the direction of the staff of tutors at Oxford;” (2) by a system of lectures delivered in different parts of the country; and, lastly, by establishing other residential halls, where stu¬ dents wlio can not leave their work can live. Such halls have been already started at Manchester, Birmingham, and Birkenhead, and others are in contemplation. Tiie special educational object both of Ruskin Hall and of all the affiliated branches of its wmrk is the provision for men who are working or w^ho intend to work at their respective trades, of instruction in the broad outlines of the national history, and especially of the history of its political and social institutions. Thus industrial his¬ tory and the history of the various wmrking-class movements, such as trade unionism and cooperation, will be among the subjects to wRich prominence will be given. Great enthusiasm and ardor liave characterized the inception of this Ruskin Hall movement, and already close relations have been established with many working- class organizations — with the cooperative movement, with the trades councils, and with thy trade unions. The intimate association that tiie hall has established with the last of these is perhaps the most distinctive feature of the movement, and in it, SOCIOLOGY AT THE PARIS EXPOSITION. 1543 according to a recent statement, lies its chief interest and hope. '‘Five or six of the official leaders of the trade unions are members of the council, and it is intended that the imoperty of the college shall he held in trust by the labor organizations.” In their close connection with and in the welcome that they have extended to Ruskin Hall the trade uirions have made a happy departure from the indifference that, so far as they are corporately concerned, they have generally shown in the past to the claims of education. Intestlgaiion and research. — On the general question of investigation and research I have little to say wdth regard to its bearing on popular education. For the most part they must be the work of individuals, although in any investigation of contemporary phenomena many can often help in the collection and preparation, or, still more probably, in the giving of information. Thus, the interest of many indiffiduals may be directed to a new field of thought; they may be led to look at old and familiar facts from a new point of view, and may discover in them a new signilicance. Among the subjects, for instance, in which a certain amount of investigatory work has been carried on from Toynbee Hall have been the following: The relation of voluntary to official sources of relief to the poor; the provision of meals for school children; the employment of school children; “shelters” and common lodging houses; the w’’orking of the Salvation Army social scheme; alien immigration, and the Jews in East London; household working-class expenditure; the building and furniture trades in London; the problem of the unemployed; and local house rents and overcrowd¬ ing. In the study of such questions much of the general interest referred to above has doubtlessly been aroused, but the starting of a new curiosity is something dis¬ tinct from education; it may lead to it, but cem not be identified with it. For a full and practical description of the methods of social and economic investigation and research 1 shall probably be safe in referring my readers to the paper contributed to this congress by Professor Llewins, the director of the London School of Economies.^ Other centers. — Other forms of educational work that are being carried on in East London might have been appropriately alluded to, such as the industrial exhibitions at the People’s Palace, stimulating to a higher degree of technical achievement emd to a more intelligent interest in the development of industries; to the excellent music provided at the same x^lace, at Oxford House, the university settlement in Bethnal Green, and, on a smaller scale, at To3mbee Hall itself; or to the schools of handi¬ craft, aiming alike at a restoration of the sense of the dignity of manual labor and at a greater beauty in the things produced. In other parts of London, also, other cen¬ ters of “renseignement populaire” exist, suchas the pioneer Working Men’s College, Morley College, and other settlements, such as Mansfield Plouse, in Canning Town, the Bermondsey settlement, the Passmore Edwards settlement, and the women’s settle¬ ment in Southwark, to which reference might well have been made. But the exigencies of space, and not indifference to the value of their work, make curtail¬ ment necessary. The important group of London institutions known as the poly¬ technics is, I understand, being dealt with by Mr. Sidney Webb. Art as a social influence. — To one other subject, however, suggested by the annual art exhibitions in Whitechapel and by the immediate prospect of the opening of a permanent gallery and museum in the same district, I nmiild allude, namely, to the social a,nd educational influence of art, referring in this connection especially to what is being done in Manchester through the Manchester Art Museum. Probably no place is more alive to the great popular educational value of painting and other forms of pictorial art, especially, perhaps, to those wdio live in large centers of population — and to tiie need of systematic exposition, if this va,lue is to be secured — than this great manufacturing city, a city that is also distinguished by the admirable organization of its various grades of evening continuation schools. The work of the Manchester Art Museum was begun in 1877, and is now described 1 This paper, if presented, wiis not among the 29 reports distributed, to the members of the con¬ gress.— L. F. W. 1544 EDUCATIOIi EEPOET, 1899=1900. as having created “the largest and most carefully planned system which has yet been tried in a large town for giving the mass of the people knowledge and admira¬ tion of the beauty of nature and of the most beautiful and interesting forms of human work.” “The museum contains the folio Vvdng, amongst other collections: Collec¬ tions of i^ictures, with descriptive text, illustrating important epochs in the develop¬ ment of the art of painting from the time of the cave dwellers to our own days; of pictures illustrating the history of architecture and of sculpture; collections to explain and show the development of the chief reproducing processes, such as wood engraving, line engraving, etching, lithography (these collections include clearly printed descriptions of each process, and sets of tools, etc., used in it); pictures of wild and garden dowers, trees, butterflies, birds and other animals; pictures of beautiful scenery near Manchester, and of fine scenery elsewhere; pictures to give knowledge of the most striking part of the earth’s surface — volcanoes, deserts, rocky and sandy coasts, etc.; j>icttires of historical scenes and noble deeds; portraits of his¬ torical personages and of local worthies; pictures for children, such as well-illustrated tales; casts of sculpture, textile fabrics, metal work, pottery, glass, etc., including many simple objects intended to guide work people in the choice of things used in their own homes.” In addition there are about 250 collections of educational pic¬ tures, twelve ill each, which are lent without charge to the elementary schools in Manchester. “The whole scheme of our Manchester Art Museum,” writes Mr. T. C. Horsfall, its honorable treasurer, “is based on our belief that Taction sociale de Tart may be very strong and vmry beneficial, and all the Avork done in and in connection with the museum — all the talks about pictures given to children in school hours and to groAvn-up A’isitors — are efforts to use art educationally. ” This systematic educational use of an art museum Avill be perhaps repugnant to the icsthetic sense of the hyper¬ critical, and the prominence given to the ethical and even the didactic sides Aviilseem to many to be inconsistent Avith the fullest appreciation of beauty. But for the pur¬ poses in view there is little doubt but that the Manchester method, this new “Man¬ chester school,” is on the right lines. Its ultimate practical object may be indicated by the folloAving extract from the museum report for 1898-99: “As the inhabitants of our toAvns elect the tOAvn councils Avhich govern them, the evil conditions noAV existing in the towns can not be altered unless the majority of the inhaljitants desire that they shall be altered; and desire for the alteration of the conditions can be created in the majority of the inhabitants only by knoAvledge tliat existing conditions are bad; they must know that better conditions are possible, and knoAV Avhy the better conditions are to be desired. An alteration in the state of our toAvns great enough to make physical, mental, and moral health possible for the majority of their inhabitants can therefore only be the result of a process of education and training Avhich makes knoAvn to them the fact that there is such a thing as full, healthy life, and gives them the strong desire to liA’e it. * * * To this end,” according to the museum handbook, “the collection has been chosen and arranged Mor the purpose of making it as easy as possible for persons quite ignorant of art to acquire the knoAvl- edge and the habits needed to feel the best influences of Avorks of art” — “ knoAvledge,” 1 Thus printed descriptive and explanatory labels are much used. In addition to labels describing individual pictures, others describing certain classes of pictures have been prepared. Thus the fol¬ lowing is used for landscapes: “Everyone should learn to enjoy the beauty of beautiful scenery. The enjoyment of it is one of the greatest and most wholesome pleasures we can have. It guves us count¬ less pleas.ant feelings and thoughts to keep our hearts and minds in healthy activity; it helps us to gain wholesome pleasure from books, many of the best of wdiich describe scenery, from pictures which represent it, and from many other things made by men, such as beautiful printed stuffs, wall papers, wood carving, and metal work, which contain representations of beautiful things found in the country; and it gives great help to those who wish to become good designers. Everyone in Alan- chester w'ho will take a little trouble can learn to love beautiful scenery, as on all sides of the town are beautiful places within a few miles. If most of the people in Manchester loved beautiful scenery, SOCIOLOGY AT THE PASIS EXPOSITION. 1545 to quote again from the report, the beauty of nature, and knowledge of the beautiful y/orks of man, and of human lives.” Conclusion. — In the preceding paper I have endeavored, as requested, to indicate some of the representative jjhases of the educational work of a university settlement in the east end of London, and to describe some of the other more important ways in wdiich attempts are being made to help the nonstudent class to have something of the student’s mind, by -which the social and industrial organism of which they form a part may be better understood, and the continuity of its life more fully realized. Knowledge helps to give a truer social perspective, and a truer perspective helps to the realization alike of duties and of powers. These between them have carried us far afield, and the variety of the subjects to which reference has been made will not, I trust, leave me open to the charge of having included the irrelevant. I am tempted to hope that this will not be so, because of the admittedly comprehensive character of the appropriate subject-matter of tiiis congress, and l)y the scope of the subjects included in the curriculum of Le College Libre des Sdences Sociales itself, under the distinguished auspices of -which Ave have been convened. KEPORT OF MR. AVEBB. The practical and enlightened socialism of England which could produce a Toynbee Hall has also invaded the local politics of that country and placed upon the London county council Mr. Sidney Webb, whose numerous writings are familiar to all serious readers. It was known to the organizers of this congress that Mr. Webb had inter¬ ested himself deeply in the recent movement in London Avhich resulted in the London School of Economics and Political Science, recognized by the commissioners under the University of London act (1898) as a school of the university in the faculty of economics and political science (including commerce and industry), and he was asked to prepare a report for the congress on commercial education, which he consented to do. Owing to Mr. W^ebb’s inability to attend the congress, this valuable report did not receive the attention which it deserved, but it vcas printed and distributed with the rest. W^ith the approval of Mr. ebb and through the courtesy of the secretary of the congress, M. Hauser, I have obtained the original English draft, which is as follows: The development of commercial education in London, until its effect upon the 'provision of instruction in economics and 2oolitical science, by Sidney Webb, LL. B., member of the London county council. Though England has contributed in no small degree to economics and political science, there Avas until a feAV years ago A^ery little organized teaching in the subject. Twenty years ago, a century after the iiublicatioii of Adam Smith’s Wealth of they could, hy insisting on smoke X->revention, soon haA^e beautiful trees and flowers in the town. “In order to learn to love it we must go to the beautiful places as often as Ave can, and try to see the beauty of Avoods, fields, clouds, and blue skj' there, and Ave must notice also the beauty of form and color in trees, floAvers, grasses, birds, and other beautiful things found in the country. And avc must also look carefully at, and try to find beauty in, all the pictures of such things and of scenerj' that we can see. “TheAVOrld is full of beauty, and the perception of it is necessary for our welfare. It is as foolish not to learn to see it as it Avould be, if Ave had. money in the savings 1)ank which we needed for the purchase of food, "irot to learn how to draw it out.” 1546 EDUOATIOIrT EEPORT, 1899-1900. xsations, there was practically no instruction in economics or political science in pri¬ mary or secondary schools. At all the rmiversities put together there were only about a dozen professors lecturing on the subject, and few of these devoted their whole time to it. Ybith the exception of the Eoyal Statistical Society, in one part of the field, there was in ail England not one scientific society or one scientific jreriod- ical dealing with economic and political science. During the last few years a great change has taken place. The elements of economic and political science are now occasionally taught in primary scliools and often in secondary schools. The number of university professors in the subject has considerably increased. Nevr societies and new journals testify to the great increase in the number of jiersons interested in the subject. Tliis change may be attributed to two main causes; First, the growing conviction that the social and political difficulties of the age are largely the result of economic causes, to be coped with by economic solutions; and secondly, the tardy discovery that economics and political science form the basis of all the higher types of com¬ mercial education. The recent great develojiment iu economic teaching in England has, in fact, lieen brought about mainly by the increased desire for a better system of commercial education. It is with this aspect of the change that I propose to deal in the present paper. A few years ago it was common to say that there was no commercial education in England. Even as lately as 1898, when Professor James reported to the American Bankers’ Association upon the provision niade for commercial education in the various countries of Europe, he was able practically to omit all reference to the United Kingdom, on the ground that nothing of the kind existed tliere.^ This state¬ ment is, as we shall see, no longer completely true, even if it ever was. But every foreign observer continues to be puzzled the contrast between the boundless and ever-increasing Irusiness transactions of the British Empire, and the lack of provision for ilie technical training of those who are charged with them. The main cause of this deficiency is, undoubtedly, the ingrained belief of the English business man that there is not, and never can be, any “commercial education” comparable with that which a man “picks up” in the actual business of daily life. Until quite lately the most intelligent merchant never dreamt of seeking for his son any special “commercial education.” He either sent him to Oxford, Avhere he usually studied the ancient classics, or else the father allowed his son to enter his office at 16, leaving school prematurely for tliis purpose. Since the conference, convened by the London Chamber of Commerce in 1887, the subject has been persistently pushed by that body, which deserves credit for its earlj^ and unwearied efforts. Other chambers of commerce have since taken the matter up and ha,ve set on foot promising investigations.’’ But, until quite lately, all the attempts failed to create an organized system of commercial educadion in the United Flingdom, or, as it must be added, to accomplish anything to speak of in the v;ay of converting the ordinary liusiness man to a belief in the subject. This long-continued failure, not yet wholly overcome, I attribute largely to the absence of any clear conception of what is required. 1 The Education of Business Men in Europe; a report to the American Bankers’ Association, by Prof. E. J. James. (New York, 1893, p. 232.) See also three other reports of the American Bankers’ Asso¬ ciation, entitled The Education of Business Men, I, II, III. (New York, 1891-1893. ) For access to some of the works cited in this paper I am indebted to the courtesy of the education department, and t’ne admirable library lately established in connection there v^dth under the direction of Mr. M. E. Sadler; and to the British Library of Political Science (10 Adelphi Terrace, Strand, London), where the student can consult a unique and enormous collection of public documents and other works not to be found elsewhere. 2Mr.J.J. Findlay’s instructive Brief Report on Commercial Education in England, made to the ^ Sheiiield Chamber of Commerce, 1891; together with the Report on Commercial Education presented to the Associated Chambers of Commerce in 1887. (See also the papers on Commercial Education at the International Conference on Technical Education, held in London, June, 1897.) SOCIOLOGY AT THE PAEIS EXPOSITION. 1547 What is now being supplied in England is— I. More coininercial instruction, not better commercial education. ‘"The Englishman enjoys the best commercial education in the world,” I heard one eminent German remark. “What he needs is more instruction in commercial subjects.” The distinction is fundamental, and the failure to understand it accounts for much of the apathy or hostility of business men to commercial education. Those who push schemes of what they call commercial education do not deny that far and away the best training for a business man is to be gained in business itself. They make no proposal to supersed-e the merchant’s office by the school, or to substitute any academic pupilage for the apprenticeship of the city. Apprenticeship schools have found no favor in England, either in commerce or in the manual crafts. The English view is that technical classes are no substitute for the v/orkshop, ]3ut only its complement. In the same way, schemes of commercial education are not intended to train the business man, but only to teach him things that he does not as a rule pick up in the city. He may do without this knowledge. He may hire some oiie else to supply it. But, speaking generally, he can not get it from any otlier source than a definitely organized institution. II. Commercial education must be divided into three distinct grades. There is, first, the instruction of the youth before he enters business life. There is, second, the provision of opportunities for evening instruction for the young clerk. And third, but perhaps most important of all, there is what may be called higher commercial education, required by every officer of the commercial army, if not also by every ambitious member of the rank and file. III. We are obtaining more variety in our secondary schools, including some which j^repare boys deliberately for business careers. In spite of all the improvement in English middle-class schools, since Matthew Arnold bewailed their inefficiency, most of them still seem to me to suffer from not being quite sure what they are aiming at. I do not pretend to know what school curriculum will fit boys most successfully to be clerks or merchants, civil engineers or bankers, actuaries or chemists. Sucli a curriculum would perhaps have no ver}^ obvious connection with their future work. But I can not believe that the Ijest cur¬ riculum in each of these separate cases is identical with the best curriculum for all the rest, and for a university career. The idea that a “good general education” of a literary or classical type is an aclecjuate, if not indeed the best, preparation for every kind uf career, sounds like a survival from the middle ages. This has during the last few years become increasingly recognized in England. It is now held that there should, at any rate, be a clear distinction betv/een an edu¬ cational course which ends at 15 or 16, and one which is intended to be continued up to 22 or 23. Yet so strong in England is the tradition that education is one and indivisible, that the vast majority of “middle schools” continue to go the same way as the “high schools,” hahitually working up to the same system of examinations, and. pursue accordingly much the same curriculum wuth merely minor variations as to the relative time allowed, to the severed subjects. This muddling up together of “gymnasium” and “ realscliule, ” of “lycee” and “ecole commerciale” can not but be detrimental to both varieties. There must be room for some schools, which need not be called commercial schools or bear any other badge of supposed inferiority, but which should reject all connection with the classical or mathematical sides of the university, which should dtecline to follow' its traditional curriculum, and which should arrange a course of studies deliberately based on the needs of l^oys who will become clerks in commercial offices a,t 15 or 16.^ 1 It is the crudest of misconceptions to suppose that such a curriculum would he made up of short¬ hand and hookkeeping, or the playing at commercial transactions, once tried (and, I helieve, aban¬ doned) in some German commercial institutions. The inimitable stock exchange school, described in R. L. Stevenson’s Wreckers, is scarcely a wilder parody. 1548 EDUCATIOlsr EEPOET, 1899=1900. This, I know, "will be nnsiinderstood, as involving Pu too early “specialization,” the loss of cult are, and so forth. What 1 am advocating involves no “narrowing” of the curriculmn. It implies, on the contrary, the inclusion of much more culture, the taking of a vrider view of existence, a great deal more of “seeing life truly and seeing life whole,” than the average secondary schoolmaster, experienced only in one narrovv line, is as yet either capable or conscious of. One of the greatest difficulties in tlio way is, indeed, the lack of adequately trained teachers. But it does mean the abandonment of scholastic prejudice and tradition in favor of a purposeful adapta¬ tion of means to ends. It means putting a great deal of deliberate contrivance into the business of making the most of three or four years of a boy’s life. I do not x;retend to suggest what form this contrivance will take in each case — how to produce the greatest possible efficiency without impairing the whole man. 'We are, in England, quietly learning mucli from the experience of other countries. The London county council has sent six selected teachers to work in German and French commercial schools, with a view to copying their best features in English schools. "We have particularly admired the “ecoles superieures de commerce ” of the principal Frencli towns, and especially their deliberate choice of subjects with a single eye to turning out the best, and therefore the most highly cultivated, business man — tlie comi)lete absence of Latin and Greek, but, on the other hand, the very Idgh develoi^ment to which other teaching is carried.’ An experiment on these lines is now being tried in London. The London county council lias arranged to have carried on, at University College, Gower street, a good secondary school, giving an education deliberately and exclusively directed to turn¬ ing out the best possible (and therefore, let me repeat, the most highly cultivated) commercial clerk or business man. In this school we are to some extent following tlie model of that established as long ago as 1863 by the Paris Chamber of Com¬ merce itself.^ IV. The special commercial instruction of the young clerk is part of the work of evening educational institutes. Yvdiat is most needed here is the employer’s cooii- eration and encoura.gement. London is preeminently the city of clerks, containing not only a far greater num¬ ber than any other center, but also probably a greater proportion to the total population than elsewhere. For their evening instruction in economics and com¬ mercial geography, French, German, Italian, Spanish, Portuguese, as well as in arithmetic, bookkeeping, typewriting, and shorthand, there is now fairly good pro¬ vision made at more than a score of public institutions in different parts of the metropolis, which number in these subjects alone probably 20,000 separate students.^ But 20,000 students represent only a small proportion of the young men and women in London between 15 and 25, and I fear we must conclude that the majority do not trouble about anything but cricket or bicycling after their office day. This is whei'e the Gterman clerk gets ahead of us. “I would much prefer English clerks,” said the head of one of the very largest tirms in the city, “but I find my office full of Germans. The English clerk takes no intellectual interest in his vrork, and seems to give his mind to sport.” If omplo3mrs made a point of letting it be known they liked their clerks to attend 1 Sec, for a complete list of these and other schools, The Annnaire de I’Enseignement Commercial et Industrie], par Georges Paulet (Paris, yearly), p. 700; and L’Enseignement Commercial et les Ecoles de Commerce en Franco et dans le Monde entier, par Eugene LOauty (Paris, 18S6), p. 778. - Is otice on the Commercial Instruction Organized hy the Paris Chamber of Commerce (Report to the Chicago Exhibition, 1S93) , Paris, 1893, p. 1G2. Industrial Education, by Sir Philip Magnus (London, 1S88). 3 See the Sixth Annual Report of the Technical Education Board of the London county council, London, 1899, and tiio Report of the Special Sub-Committee of the London County Council on Com¬ mercial Education, London, 1899. This total does not include the evening continuation classes of the school board for London, which teach typewriting, shorthand, elementary French, etc. SOCIOLOG-Y AT THE PAEIS EXPOSITION, 1549 evening classes, and considered the fact in their promotions, the 20,000 students might soon be multiplied fourfold. V. In the teaching of modern languages in i')articular, England is behind both Germany and France in method and variety. All competent witnesses seem to agree that English teachers of foreign tongues, whether in day schools or evening cla.sses, liave much to learn from Germany in pedagogic method. All testimony points to London being far behind both Berlin and Paris in the number of languages actually taught. England does more trade with the East than any other country, but the young city clerk or commerctial traveler who sought to learn modern Greek, Arabic, Turkish, Persian, Malay, : Armenian, Chinese, Japanese, Annaunite, Hindustani, or Tamil, to say nothing of Eussian, Dutch, and Norwegian, would find considerable difficulty in getting instruc¬ tion at low fees and convenient hours. There is a School of Oriental Languages, ' promoted by the Imperial Institute in conjunction Avith UniAmrsity and King’s Colleges, Avhich has hitherto failed to secure more than an infinitesimal number of students, and these fcAV are, I am informed, almost entirely noncommercial.^ But with the establishment of a new university in London this year, this branch of commercial education has received a new impetus. VI. Our most striking deficiency has hitherto been in higher commercial educa¬ tion, the proAUsion of higher instruction in commercial subjects for the business man. We have until lately had nothing in England to correspond Avith the Ecole Superieure de Commerce of Paris, for pupils betAA^een 16 and 20. We have equally had nothing corresponding with the Ecole des Hautes Etudes Commerciales, Avhich is intended to give pupils between 19 and 22, who haA^e already completed their secondary education, two years special training in the subjects needed l)y the banker and merchant. Similarly there has been until lately, in all England, nothing corresponding to tlie Ecole Libre des Sciences Politiques at Paris, but this reproach has noAV been removed. VII. The London School of Economics and Political Science is a high school of commerce. London has iioaA' got the beginning of a high school of commerce in an institution started quietly in 1895 and already affording an experience of great interest. The London School of Economics and Political Science was founded by a little committee, who belieA^ed it possible to create a demand among men engaged in the practical business of life for instruction in the concrete applications of economics to the affairs of commerce, finance, and public administration. The London Chamber of Com¬ merce had already tried the experiment of inviting Dr. Cunningham to give a course of lectures on commercial history, Avhich had been Avell attended by attentive audi¬ ences of young business men. That experiment was folloAA’ed up, systema.tica.il y extended to other subjects, and made part of an orga.nized course of education, under the directorship of Prof. W. A. S. IPeAvins, M. A. Through the intermediation of the London county council the new school was placed in communication Avith the London Chamber of Commerce, Avhich readily lent its premises for some of the v/ork and in every Avay promoted the idea. The school is noAV completing its fifth session, during Avhich it has had over 400 separate students, men and women, from 17 years of age ujjAvard, drawn maiidy from two classes. The greater number belong to the class of clerks, nipmagers, and young business men engaged in banking, commerce, insurance, railway administra¬ tion, or the government service (national or municipal). The minority belong to tlie student class, including between sixty and seventy postgraduates, specializing on economics and politicoi science and representing, besides the British seats of learning, universities from Moscow to Chicago, and from Budapest to Tokyo. Among the busi- iCoBipare Das Commercielle Bildungsweseii in Oesterreich-Uiigam, von Franz Glasser (Vienna, 1898), p. 422. 1550 EDUCATION EEPOET, 1899-1900. ness students, with whom I am more closely concerned here, are a few principals, bankers and merchants, actuaries and insurance brokers, railway managers, and heads of important public departments, but the majority are naturally young men in subordinate positions, for whose convenience the bulk of the work is done betvreen 6 and 9 p. m. One or two business houses have paid the very low fees for their own clerks, and this course has been adopted by two railway companies— the Great Ydest- ern and Great Eastern — whose example will x)i'obably be followed by others. The curriculum of the school includes commercial history and geograx^hy, the xu'in- cix^les and x:>ractice of banking, currency, and the foreign exchanges; commercial law, the economic and industrial history of the x^rincix^al countries, the history and inci¬ dence of taxation, including customs tariffs; the i^rinciples and x^raetice of railway administration at home and abroad, the history and x^resent x'>osition of factory legis¬ lation and trade unionism, the methods and interx">retation of statistics, with sx^ecial reference to commercial, financial, railway, and administrative statistical returns, together with systematic courses in economics. There are also dex^artments for polit¬ ical science (including the study of foreign constitutions and municix^al government) and x^aleograx>hy for historical students.’ In connection with the school there has been established a unique sx^ecialist library, the British Library of Political Science. Till. The influence of commercial education on the teaching of economics and X^olitical science is to render it concrete and specialized. It is easy to see that this union of the idea of commercial education with that of economics and political science is destined to produce certain changes in the manner in vdiich these subjects are studied and taught. For some years past there has been a strong reaction in England against the abstract and hypothetically deductive method of economics, employed by Kicardo, Mill, and Cairnes, as by the leading economists of France. In this reaction x^reference was at first sliown — by such authors as Ashley, Cunningham, and Hewins — for the historical method followed by lloscher, Schmoller, and so many of the German economists. But with this histori¬ cal method there is now coining to be associated that of the inductive investigation of the concrete facts of social organization. Professor Marshall haxjpily combines all three methods. The work of Charles Booth, David Schloss, Llewellyn Smith, Clara Collet, and A. L. Bowley — and I may perhaps mention that of my wife and myself — proceeds, to a much greater extent than has l:)efore been the case, on essen¬ tially the same methods as those followed by the biologist. The social organism, or the xxarticular x^art of it under investigation, is studied in much the same way as the I)iologist studies a xdant or an animal. Direct exx^eriment is, indeed, excluded — vi visection in sociology is not a X)OSsible method — but, on the other hand, the sociolo¬ gist has some helx:> which the biologist lacks, in the comx^jarative analysis of social records, such as rules, rex^orts, cash accounts, etc.^ The adoption of what may be termed the biological method in economics and X^iolitical science — the investigation of the concrete facts of structure and function of actual social organization as it is, and as it has been— facilitates the great specializa¬ tion demanded for the higher education of the commercial man. Commercial education of the university grade must be intensely sx^ecicdized. Each class of business requires to be dealt with by itself. It is useless to apx^eal to the clerk or the business man as such. The great world of clerks and business men, who seem to the academic student to form a single class, mu.st be broken ux^. The merchant, the shipowner, the corn factor, or x^roduce broker, and their emx>loyees, may, X‘Brhaxrs, form one large group. The insurance clerks, actuaries, and public accountants, who, in London, must number some ^This institution is recognized by German authorities as a higher commercial school. See the description of it in Kaufmannisches Fortbildungsschulwesen (Brunswick, 1896), Vol. II, p. 356. 2 See the introduction to Industrial Democracy, by Sidney and Beatrice Webb, London, 1898. SOCIOLOGY AT THE PARIS EXPOSITION. 1551 thousands, require something quite different. The greed army of railway officials, from the assistant traffic managers down to the youngest clerk in the Eailway Clear¬ ing House, need yet another kind of instruction. The clerks in banks and finance houses have specialized wants of their own. Finally there are the tens of thousands of clerks and officia,ls employed in the various branches of public administration for v/hom a distinct curriculum has to be provided. ’ Probably there are several other distinct groups needing separate treatment. So long as we offered these groups indiscriminadely a general political economy as equivalent to commercial education they passed by on the other side, and economics languished uncared for. But put before any one of these classes a definitely special¬ ized curriculum, based on the actual need of the calling, and experience proves that the abler, the more industrious, and the more ambitious of the young men will begin to take an intellectual interest in their occupation, and desire to learn something more about it than they pick up in the office. It is this discovery more than any other circumstance tliat is giving a new start to economics in London. It follows that the demand for highly specialized higher commercial education of this economic type will tend to discourage merely abstract lectures, such as those delivered by Gairnes and Fawcett. The instruction in economics and political science in London is destined to become more and more concrete and specialized, dealing with the actual facts of structure and function in social organization. IX. Economics is now recognized as a concrete science, and as the basis of higher commercial education. The reorganization of the University of London, now happily accomplished, marks a great advance in the recognition, first, of commercial education as -a subject of university study / and, secondly, of economics and politics as a branch of science, properly so called. During the negotiations for the reorganization of the university, the London county council strongly urged the desirability of making distinct pro¬ vision for higher commercial education, and offered to contribute a large annual sum toward its cost. At the same time strong representations were made that no modern university could afford to ignore political science as a distinct branch of university study, and that economics could no longer properly be included in the faculty of arts. Farther representations vrere made in favor of the explicit recognition of post¬ graduate studies and research, and the desirability of allowing students of economics and political science to take degrees in science (the B. Sc. and D. Sc.). These representations have been completely successful. The new University of London is to be divided into eight faculties — arts, science, law, medicine, theology, music, engineering, and ‘‘economics and political science (including commerce and industry ).” This is the first time that commerce and industry have been, in England, recognized as subjects of study in a university, and the first instance of the recogni¬ tion of “economics and politicrJ science” as a separate faculty. More significant still is the divorce of these subjects from psychology, philosophy, and metaphysics, which remain in the faculty of arts; the inclusion of the economic and political students among those of science, and tlie grant to them of degrees in science. We may recall the celebrated “Law of the three stages,” of Auguste Comte. Down to the latter part of the eighteenth century economics may be said to have been still in the theo¬ logical stage. Daring the nineteenth century its study has been associated with the J The absence of university recognition was pointed out in 1893 as the main defect of European institutions of commercial education. “What then is lacking in this economic (commercial) educa¬ tion to make it in demand? It lacks only the sanction which crowns university studies. It is not sufficient to open the doors of entrance into the schools of commerce, one must also open the doors of exit. Nothing further can be done until the legitimate demands in favor of economic instruction shall be met, and it shall be placed on a par with classical education.” (The Education of Business Men in Europe, by Prof. E. J. James, New York, 1893, p. 155.) In all the Belgian State universities, by royal decree of September 19, 1896, there is now a degree in commercial and consular sciences, forming a branch of the faculty of law. (Moniteur Beige, October 2, 1896.) 1552 EDUCATION REUOKT, 1899-1900, mental and moral sciences, and this may not inappropriately he described as its metaphysical stage. The new University of London significantly divorces economics from philosophy, and places it among the concrete sciences, thus unconsciously recog¬ nizing it as entering uiDon the positive stage. Another reform, in which the new university merely follows the example of Paris, is the grant of the degree of doctor of science to graduates of other universities who come to London for research or specialist study. It will henceforth be possible for graduates of other universities to come to London for investigation into economic, political, or social problems, and, at the end of one or two years’ research under the direction of the economic faculty, to present a thesis on their work, and if it is of sufficiently good quality, obtain the degree of doctor of science without examination. This opportunity may, it is hoped, encourage economic and political students from other countries to visit England and avail themselves of its unrivaled facilities for the study of industrial and social developments. There is, perhaps, no more promis¬ ing method of advancing economic and political science, and at the same time of promoting an entente cordiale between the nations, than such an interchange of graduate students between their respective universities. The report of Mr. J. Cobden-Sanderson on ‘‘The movement of arts and crafts in England;” that of Sir W. de W. Abney, on “Technical education in England;” and that of Mr. Horace Plunkett, on “Techni¬ cal instruction in Ireland,” are able documents, and well deserving the attention of educationalists, but they can be called social only in the sense that all education is social. \Ve shall therefore be compelled to omit their detailed examination, and content ourselves Avith commend¬ ing them to general attention. United States. It is greatly to be regretted that the Congres International de PEn- seignement des Sciences Sociales wa^s unable to obtain a report on the teaching of social science in the higher institutions of the United States. The strong drift in this direction during the past decade is a most interesting phenomenon. That it is increasing is most apparent, and both its cause and its final outcome are j)roblems of the deepest interest to educators and sociologists. In ^many respects we have gone much further in this direction than any European country. Columbia, Chicago, and several other leading universities, have not been afraid to establish and liberally sustain chairs of sociology, specifically so designated, and to call to them the ablest talent of the country, while nearly every prominent institution for higher education has one or more professors of sociology, either exclusively so engaged or com¬ bining it with other social science disciplines, such jis economics, his- toiw, ethics, etc. The University of Chicago publishes ofn dally a bimonthly magazine, the American Journal of Sociology, founded and edited by the head professor of sociology. Dr. Albion W. Small. At Philadelphia, the American Academy of Political and Social Science, which publishes its bimonthly Annals and other matters, is officered and conducted almost exclusivel}^ by the professors of the University of Pennsylvania. A number of noteAVorthy books on sociology haA^e SOOIOLOG-Y AT THE PAEIS EXPOSITION, 1553 been coming out of late, written by professors of sociology, and en]bod3dng the results of their class lectures. I need only mention those of Prof. F. H. Giddings, of Colimibipt,, “Principles of sociology” and “Elements of sociology;” Small and Vincent (Chicago), “Intro¬ duction to the study of society;” Vincent, “Social mind and educa¬ tion;” and Eoss (Cornell, Indirma, Stanford), “Social control.” Two reports were presented on secondary and primary instruction in social science in the United States. The authors of both these reports are connected with secondary instruction in the city of Chicago — Mr, Edward Emory Hill, professor of morals and political economy, at the Hyde Park High School, and Mr, Heniy W. Thurston, director of the section of social and economic sciences, at the Chicago Normal SchooL REPORT OE" MR. HILL. The teaching of social sciences in the secondarg schools of the United Stedes, hg Edward Ernorg Hill. If we except the subject of histor}^ which, in our public schools, commonly means the chronology of important events and the biography of distinguished personages, nearly all of the formal instruction in social science that is provided for in the second¬ ary schools of the United States is given under two heads — civics and political economy. Under the subject of civics, or civil government, attempts are made not only to impart a knowledge of the machinery of government, as embodied in the different political units of the country, such as the city. State, and nation, but also to give some instruction in political and constitutional history, to awaken an inter¬ est in questions of political philosophy, and to fix in the minds of pupils some of the fundamental principles of common and international law. The subject of politi¬ cal economy, or economics, is made to include not only a discussion of questions in economic theory, a survey of industrial and economic liistory, and a bird’s-eye view of present economic conditions and tendencies; it also serves as a convenient catch¬ all for instruction in principles of ethics and sociology, whose relation, indeed, to political economy it is not always easy to detect, but which otherwise could find no niche in the high-school curriculum. It is the object of this paper, first, to show what place civics and political economy have found in the programmes of our high schools; and, second, to indicate the character of the instruction given in these su1:>jects. In the last Eeport of the United States Commissioner of Education is a list of the sixteen more important studies of our secondary schools, with the number of pupils pursuing each study, and its percentage to the total number of pupils enrolled in these schools. Neither civil government nor political economy appears in this list. The fact that five of these more important studies are taken, each by less than 5 l^er cent and two by less than 4 per cent of the pu])ils enrolled in these schools, and that no mention is made anywhere in this report on secondary schools of the subjects that we are considering, is a silent commentary on the place that the social sciences have as yet found in the secondary schools of the United States that seems to have in it more of eloquence than of encouragement. But the situation is not quite so discouraging as it at first seems from an examina¬ tion of this document. If we turn to the educational reports of the different States we find that 215 out of the 244 high schools reported by Massachusetts offer a course in civil government, and that 77 of those schools provide for some instruction in political economy. In New York State, which has an enrollment in its high schools and academies of 66,342 pupils, 11,509 are reported as having taken an examination ED 1900 — VOL II - 18 1554 EDUCATION EEPOET, 1899-1900. in civics, and 3,012 in economics, during the past year; while in North Dakota these subjects are said to be prescribed in the course of study for high schools by the State board. That these are very favorable examples must be admitted, but they serve to show that the social sciences iiave secured some recognition in our secondary schools. Prof. E. Clow, of the State Normal School at Oshkosh, Wis., who has made quite extensive investigation relating to the teaching of political economy, states the fol¬ lowing conclusions: First, “that in the New England States, New York, New Jersey, and Pennsylvania there is a tendency to leave economics to the colleges, and that normal schools omit the subject altogether; second, that in the Central States and in Missouri and Colorado, economics is usually taught in the best high schools and normal schools, and third, that in all the old slave States and in the States of the far West it is generally omitted.” In accepting these conclusions two facts should be noticed: First, that more than 80 per cent of the secondary schools of the United States are in the States named in his first and second conclusions, and second, that all of the high schools, except four, from which information was gathered are in cities having a population of over 70,000. According to the reports received by the Committee of Ten on this subject, from many different sections of the United Stades, it apx:)ears that political economy is taught in about 5 per cent of the secondary schools of this country. The number of schools giving formal and specific instruc¬ tion in civil government is without doubt considerably greater. A second point to be considered under this head is the amount of time allotted to these subjects and the number of pupils who take them in the schools where they are taught. Professor Clow’ s table again affords us val uable assistance. He finds that in the schools where it is taught the average time spent on political economy is 14.6 weeks for normal schools and 18.7 weeks for high schools. In the Chicago high schools, where the amount of attention given to these subjects is exceptionally large, civics and economics are both taught in the last year of the course, each running about twenty weeks. The number of recitation periods per week is four, each period being nearly fifty minutes in length. No pupil is required to take either of these studies. The numlrer which elects them depends almost entirely on the popularity of the teacher or his reputation for ])eing “easy.” During the i:)ast year about half of the fourth-year cla.ss took civics and econojnics. As only about half of the puirils who enter the high school ever reach the fourth year, we find that only about 25 per cent of the pupils in the high schools of Chicago receive any formal instruction in the social sciences. But this number is exceptionally large. The board of regents of the State of New A^ork, in their last high-school bulletin, submitted to the principals of the high schools and academies of that State, for their consideration and adoption, nine courses of study arranged for schools having four years of work. In all of the nine courses vce find elementary United States history and civics as one of the studies for the first semester of the first year; in four, civics as a separate subject during the second semester of the first year, and in two, econom¬ ics as a study during the last half of the fourth 3mar. These courses were arranged after a careful study of the working programmes now in use in that State. If they may be taken as reflecting present conditions, this means thafi nearly all of the pupils in the secondary schools of New Y^ork receive a little incidental instruction in civics in connection w'ith elementary United States history during the first twenty weeks of their high-school course, that a few receive special instruction in this subject dur¬ ing the second twenty weeks of their high-school course, and that during the last semester of their high-school career a still smaller number, those taking what are styled the law and commercial courses, can have five hours a week to browse in the field of industrial history and digest a few of the leading principles of political economy. More to be considered, however, than either of the points that we have touched SOCIOLOGY AT THE FAHIS EXPOSITION, 1555 upon is the iinportance attached to these studies by tlie pupils themselves. The value of a subject from the pupil’s standpoint is apt to be closely associated with the amount of credit he can get for it toward graduation or for entrance to a college or university. Vfe may take the Chicago schools again as a type for our study. The credit allowed there for a subject is supposed to represent also the amount of time spent upon it. To graduate the pupil must earn fifteen credits. Of these fifteen credits at least 1.6 must represent mathematics, 1.6 natural science, 2.8 English, 0.8 history, and 1.8 foreign languages. Or he may elect work enough in these different subjects to secure in history 1.6 credits, in mathematics 2.8 credits, in nadural science 4 full credits, and in foreign languages 8.2. If we include English witli the other languages 11 of the 15 credits required for graduation can be gained in that depart¬ ment alone. But in the social sciences the greatest amount that he can loossibly earn during his entire high-school career is 0.8 of 1 credit, and he is not required to study them at all. Chicago, however, as we have seen, is exceptionally liberal toward these sciences. But if our high-school curriculums seem to be a little stingy in their concessions to the social sciences, what shall we say of the attitude of our higher institutions of lea,rning? Only three out of twenty-eight of the leading colleges and universities in the United States have ever conceded to the study of these sciences in our secondary schools any value whatever as a preparation for their courses within their halls that are supposed to develop a larger manhood and womanhood. If the youth of our secondary schools is to measure the importance of those subjects that are funda¬ mental to the i)ractice of good citizenship by the place they hold in the high-school curriciihuns, or the value assigned to them by the colleges and universities of our country, what must be his conclusions? And yet we Americans are accustomed to wonder why it is that our educated men do not take more interest in politics. In the second place, we a-re to consider briefly the character of the instruction in the social sciences in our secondary schools. “Charity,” it is said, “ covereth a mul¬ titude of faults,” but by no possible stretch of her mantle could she hope to hide all the bad work that passes for instruction in civil government and political economy. This, however, is in no v/ay the fault of the civics and economics teachers, for, strictly speaking, there are no such teachers, or very few at most, in our secondary schools. The teacher who attempts to give instruction in these subjects is nearly always the teacher of something else. The Latin teacher who may chance to have a spare hour can “fill it in” by hearing thp class in civil government. The mathematics teacher is supposed in some way to have absorbed a sufficient knowledge of the principles of political economy to be able to spend profitably what might otherwise be three or four vacant periods in the week in judiciously instructing a class in that subject. This situation follows necessarily from the fact that these subjects have found so small a place in the programmes of the great majority of our schools. But even those teachers who are specially interested in these studies and are for¬ tunate enough to be able to devote the larger part of their time to them are as yet far from being satisfied with their success. They feel that they are pioneers in a new field of pedagogju They find themselves in the midst of a great amount of material from which they must select a little — that which is likely to be of most value to their pupils as future citizens and which at the same time is best adapted to the needs of their present stage of development. The diflicuity of this problem can be appreciated only by those who have attempted to solve it. Many text-books, some of them excellent in a w^ay, have been written on these subjects, it is true, but their writers have shown the same confusion in their selection of the subject-matter that has characterized the work of the teachers. One gives so much space to national government that he has no time left for local institutions. Another becomes so much absorbed in local government that he seems to forget that he is also a citizen of a great nation. Some have plunged into the history and philosophy of our 1556 EDUCATION SEPOET, 1899-1900. social organisms. Others ha.ve contented themselves with a hare description of the machinery of onr various governments. In the field of political economy the text¬ book situation ha,s been even Averse. With one or two A^ery poor exceptions the only text-books on this subject that have been on the market for use in secondary schools Avere spoiled abridgments of Avorks prepared primarily for colleges. It is only recently that a desire to produce text-books on political economy suited to the needs of the secondary school seems to have become epidemic among students of economics. The results are full of encouragement to those Avho believe that political economy should receive respectful attention in our high-school programmes. They are not only the substance in part of things hoped for, but also, Ave trust, the CAudence of things not yet seen. To sum up, then, Ave find, first, that in the United States the teaching of the social sciences has not as yet found a A^ery important place in the Avork of the secondary schools; that tliey are taught in a cornparatiA^ely small number of these sch.ools, and that in the schools Avhere they are made subjects of instruction they are usually elected studies taken by only a small number of pupils and receiving little time and attention. In the second place, we have found that the character of the instruction in these subjects is for the most part A’ery poor; that not many of the teachers Avho are compelled to “hear classes” in these branches are interested in them or knoAV much about them, and that the fcAV instructors Avho deA’ote thein- seh^es Avitli zeal to this line of AVork labor under serious disadvantages. These facts, liOAveA’'er, are stated in the spirit of truth and honesty, and not Avith any feelings of pessimism or despair. The moA^ement in this country to put the study of the social sciences down into the secondary and elementary schools is still in its infancy. We believe, too, that it is a healthAp groAAung infancy. As encour¬ agement for this belief Ave find that each year an increasing number of schools is introducing tliem into their programmes anal that other schools are giving them a larger place in their curriculums; tliat their importance is being emphasized by fre¬ quent discussion in teachers’ conventions, in educational journals, and in the public press; that their study is being macle compulsory in some of our Ijest normal schools, and that the colleges and univ’ersities of our country, Avhich formerly assumed an attitude not only of indifference, but of hostility, toAvard their introduction into the public schools, are noAV SAvinging into line, not only giving them some recognition as preparatory AVork, hut also strengthening their own courses in these departments, Avith a vieAV of sending out better equipped teachers into this field. REPORT OF AIR. TIIUESTOX. Tlte teac/iiiuj of social sciences in the elemeniarij schools, hy Henry lb. Thurston. A. — THE DEAIAND. Although later in time than the demand for the teaching of social sciences in secondary schools, still the demand for such teacliing in the elementary schools of a democracy is just as logical and inevitable. Already this demand is beginning to make itself heard in the United States. The most exhaustive discussion of the advisability of such teaching is that of Prof. Edmund J. James, of the University of Chicago, entitled: “The- place of the ]>olitical and social sciences in modern education and their bearing on the training for citizenship in a free state.” (Annals of the American Academy, Vol. X.) In this monograph a parallel is draAvn betAveen the social sciences on the one hand and the natural sciences on the other, and it is argued tliat, just as the study of tlie l)hysical sciences has entered our educational system through the university, and has been pushed dowiiAvard through the college and secondary school into the elemen¬ tary school in the form of “nature study,” so the study of the social sciences must find its Avay doAViiAvard through the Avhole system. SOCIOLOGY AT THE PAEIS EXPOSITION. 1557 The thesia of Profesaor James, in his own words, is, “that the j)olitical and social sciences, or perhaps better, that the subject-matter of the political and social sciences must be utilized for purposes of education or instruction in all grades of our educa¬ tional system, from the university to the kindergarten, I mean that politics and economics, using those terms in the largest sense, or that the subject-matter of those sciences must become a constituent part of the educational curriculum, using that term in the largest sense, of our S5^stem of intellectual, political, and industrial train¬ ing.” (p. 361.) Two other important discussions of the same general problem should Ije men¬ tioned here, namely, the monograph entitled “Training for citizenship,” by J. W. Jenks, of Cornell University, published in the Supplement to the Second Year Book of the National Herbart Society, 1896; and a discussion of the same topic by Messrs. E. J. James, C. C, Van Lieuw, J. W. Jenks, Frank McMurry, Louis Galbreath, Id. M. Slauson, 0. T. Bright, and Frank Dixon, in the Supplement of the Third Year Book of the same society, published in 18T;7. It may be said further that during the last ten years the interest of educators gen¬ erally, and to a less degree the attention of thinking men and women has been turning toward the problem of a better jrreparation of boys and girls for the inevita¬ ble duties and responsibilities of citizens in a representative democracy, and what is far more necessary, for intelligent and genuinely social community life under urban conditions. As this new interest in social education has come first through a consciousness of the i^olitical incompetency and venality of many of our voters, it has naturally enough resulted in some Cjuarters in an effort to have special civic instruction given in the elementary schools. So far as can be ascertained, this effort began with indi¬ vidual teachers, principals, and superintendents in different jjarts of the country, but it is now becoming organized on a larger scale. For exmnple, the regents of the State of New York now practically require candidates for diplomas from the j)ublic high schools of that State, from which class the elementary teachers are largely drawn, to pass an elementary examination in civics. The city of Chicago, Ilk, has also begun to demand evidence of some special civic knowledge from candidates for positions as elementary teachers and principals. In the State of North Dakota likewise candidates for a county teacher’s certificate must pass an examination in civics, and candidates for a State certificate an examination in both civics and econ¬ omics. Doubtless similar demands are also made elsewhere and will soon become quite general. In fact although comparatively little has yet been done to satisfy this new demand for a better social education, it is gradually becoming evident to thoughtful persons that the demand itself is inherent in our democratic American life and consequently that the demand is bound to find expression. Even now it may perhaps be said with truth that the chief problem in the United States is not how to develop a consciousness of our need for a better social education, but rather how to give in a genuine and vital form that socializing education that we already feel ourselves to need. B. — EFFORTS TO MEET THE DEMAND. For a long time in the United States it was generally supposed that the public school system per se was in some genuine but unanalyzed way able to prepare all cliildren for democratic citizenship. As soon as this proposition began to be doubted in some quarters nedurally enough the first conscious attempts to give a better social education were made along the line of a purely political educcdion. The method at first used consisted in pushing down into the higher grades of the elementary scliools, from the college and the secondary school, the same system of analysis and dissection of the Federal constitution that had been customary in those higher institutions. By this analysis it was hoped to give that special social educa- 1558 EDUCATIOI-r EEPOET, 1899-1930. tion called preparation for citizenship which the public-school system of itself had failed to give. Even this education, in the few schools into which it vras introduced, was given only in the sixth, seventh, and eighth grades, to which only a comparatively small number of the elementary school pupils ever attain. Here is a summary of replies given by fifty persons, living in twelve different States, but most of them connected with secondary education. Some of the replies are applicable also to elementary schools, and thirteen a.pply exclusively to them. Ill reading this summaiy of replies received one can get some idea of the end these methods have in view and of the results already obtained from the teaching of civics in tlie elementary and secondary schools. 1. Economics as a separate discipline is attempted in no one of the grade schools reporting. 2. Civics is taught in more secondary schools than is economics, and in the schools which offer both subjects civics is taugl'H:, on the average, for more periods to a larger per cent of all the iiupils than is economics. 3. There is a distinct preference given in tlie answers, as a whole, to methods which allow more than one book, encourage study of local, political, economic, and social facts, and promote discussion; in sliort, methods which attempt to connect the subjects with the immediate environment of the pupils rather than to confine them to the mere text-book study of political and economic theory. 4. Very little definite knowledge of the effects of right civic knowledge upon the civic action of public-scliool pupils is shown by those who answered the questions. The assumption, however, is quite common that an intellectual grasp of the facts about good citizenship will somehow, as a rule, lead to the practice of good citizen¬ ship by those who know such facts. 5. The answers show a general conception of the importance of the discipline of the school in training young people to ]>e good citizens, but in comparatively few instances is any evidence given to show that the discipline maintained is training for citizenship in a democracy rather than for citizenship in an autocracy. 6. Opinions are very diverse respecting the ability of students to run their own clubs, athletic associations, etc. 7. There is comparatively little emphasis put upon the value of these voluntary associations in training for democratic citizenship. 8. The questions resjoecting the share of pupils in the larger civic life of the com¬ munity were frecjuently ignored, often misinterr>reted, and sometimes answered facetiously. Comparatively little conscious connection between school life and the community life as a whole was revealed. 9. The consensus of opinion is general tliat training for citizenship is a madter of fundamental importance in the United States just now, and the belief — perhaps tlie hope, rather — is frequently expressed that the influence of the whole public-school system is in, the direction of good citizenship, but, nevertheless, some fear creeps in lest, in spite of all, the real training of the schools may tend tovrard the ideals and practices of the political boss and partisan politics rather than toward genuinely good citizenship.' in order to gain further information about the methods of civics teaching, and some idea of the degree to which it was taught in the different gi’ades of the elemen¬ tary schools, a, second inquiry was made, to which came 75 answers from 22 different States, 35 of the answers being from persons now connected with elementary schools, and several more from persons who at some previous time had taught in such schools. From these answers it is clear that formal civic instruction has gained at least a 1 Taken from an article entitled “An inquiry relating to training for citizenship in the public schools,” by the writer (School Review, October, 1808, University of Chicago Press, Chicago, Ill.). SOCIOLOGY AT THE PAEIS EXPOSITION. 1559 foothold ill some elementary schools of most of the Northern States of the Union and of a very few of the Southern. The grades in which such instruction is offered, in the schools from which replies were received, are as follows: Twenty schools teach civics in the eighth grade only; 9 schools teach civics in the seventh a,nd eighth grades; 6 schools teach civics in the sixth, seventh, and eighth grades; 2 schools teach civics in the fifth, sixth, seventli, and eighth grades; 3 schools teach civics in all the grades.’- As a whole, these replies show that what Professor James argues for so conclusively (in the monograph before cited), namely, that the subject-matter of civics and eco¬ nomics should be taught in all gi-ades of the public schools, is already, so far as civics is concerned, attempted in at least a few isolated schools, and that there is some tend¬ ency toward this end in other schools. Again, in the same inquiry, in answer to the question, ‘ATow early should civic instruction begin? ” the replies point still more strongly in the same direction. These replies are as follows: Twelve persons think civics should be taught in all grades; 3 persons think civics should be taught informally in the first grade and formally in grades G to 8; 4 persons think civics should be taught in grades 3 to 8; 1 person thinks civics should be taught in grades 4 to 8; 3 persons think civics should be taught in grades 5 to 8; 9 persons think civics should be taught in grades 6 to 8; 6 persons tliink ehdcs should be taught at 10 years of age; 5 persons think civics should be taught from 12 to 14 years of age; 2 persons think civics should be taught only in the high school; 2 persons think civics should be taught only when the child is adolescent. The various methods for beginning the study run as follows: Orally, 11; with a book, 2; through field work, 5; current events, 2; study of home, city, 8; school government, 10; from an ethical point of view, 2; by giving proper conceptions of privileges and rights of property through school life, 3; in connection with geogra¬ phy and history, 1; by study of occupations, 1; by study of biographies, 4. Another hopeful sign for better social education of a political sort is seen in the recent publication of several -text-books that are better suited to the nature of chil¬ dren than any that have heretofore been written. Among these special mention should be made of three: (1) V/illoughby’s The Eights and Duties of American Cit¬ izenship (American Book Company, New York); (2) Forman’s First Lessons in Civics (American Book Company); (3) Dole’s The Young Citizen (D. C. Hea,th & Co., Boston). The intelligent use of books like these, supplemented by a great deal of observa¬ tion and discussion of the special functions and forms of organization of the local political units that touch the life of the child at so many points, can hardly fail to develop citizens who possess a genuine social consciousness and intelligence. Such instruction needs only to become vitalized by bringing it one step nearer the child by socializing his habit as well as his intelligence. What is wanted is to secure his active cooperation in making the school community “an ideal community,” in socializing his games, clubs, societies, etc., and in making his own town all that it may be, in short to socialize him vuth reference to every group of which he is a member. In a few places in the United States there is already promise of work of this character in the elementary schools. The work halts in general only because teachers who are able to do such v/ork are not yet numerous. From the facts set forth in this paper, from further information of a similar char¬ acter obtained in answer to the inquiries before mentioned, and from personal expe¬ rience, observation, conference, and correspondence it may be said in conclusion, and to summarize: . 1. The demand for a genuine social education that will take hold on both the habit and intelligence of the normal child in the elementary school in small and local mat¬ ters as well as in national affairs is inherent in our ideals and institutions, and is 1 The results have not yet been published. 1560 EDUCATIOl-T KEPOET, 1899-1900. already beginning to find both scholarly expression and an intelligent liearing in the United States. 2. The conscious efforts to give such a social education in the elementary schools are thus far confined almost entirely to the teaching of civics only in the seventh and eighth grades of a very small per centum of the total number of such schools. Almost no attempts are yet made to give any specific economic instruction in the elementary schools. All carefully conceived social instruction of whatever sort is as yet confined to those schools and those school systems which happen to be under the control of unusually progressive men. 3. Cliaos in method still prevails. The majority of teachers doubtless continue to lay special emphasis upon the analysis and discussion of the Federal and State con¬ stitutions. Still there are some signs that a few teachers are preparing themselves to lead the way in the task of developing a pedagogy of social good will, social habit, and social intelligence. Such teachers are making use of the school community life on its actiye side, of the games and voluntary organizations of the children, of the concrete functions of various local political units that touch the child’s life on every side, and of the great universal facts of the industrial interdependence of men and women of different occupations, in such a way as to work a gradual socialization of the child in act, purpose, and intelligence. Upon the possibility that these few sporadic cases of good social teaching may slowly become contagious anU epidemic depends the future progress of an adecjuate teaching of the social sciences in the ele¬ mentary schools of the United States. FUTURE OF THE COEGRESS. In the above somewhat extended treatment of the important Inter¬ national Congress on Instruction in the Social Sciences I have pur¬ posely reserved to the last the report of Mile. Dick May, secretary of the congress and general secretaiy of the Ecole des liautes Etudes, under whose auspices the congress was organized, and largely through her initiative. Education in France, and also the international educational and social movement, owe much to this intelligent, public-spirited, and enterprising woman, who seems possessed of unlimited activity and energy coupled with great practical executive ability. Her report, which is brief and to the point, and purports to relate to education in France, under which country it might have been logically treated, is really of a much broader character, and, as will be seen, led to such important results, that it properly forms the transition to our next subject and may fittingly conclude the treatment of the congress. It was the last to be presented, on August 2, and was discussed at length, especiaHy the series of propositions or desiderata with which it con¬ cludes. These latter were taken up systematically, discussed, some¬ what amended, and formall}^ adopted by the congress, resulting in converting it into a permanent international bodyy the character of which will be set forth later. The following is the report: Creation of a system of international social instruction in France, by Mile. Dick May. This paper can not be a report. The very terms of the question submitted to the congress, Creation of a system of international social instruction,” preclude the idea of an investigation of definite realities or an account of experiments realized. ROCIOLOGY AT TEE PABIS EXPOSITION-. 1561 Moreover, my friend, M. La Fontaine, was able to point out to us the importance of the question under consideration by explaining to us the distribution and functions of the chairs at the Institut des Hauites Etudes de Bruxelles, and there is no one of us, I think, who is not ready to applaud the partial success of the efforts made under the most unfavorable circumstances to inspire good will at all hazards ?md to pre¬ serve or restore harmony of action. It is this perpetual clement of uncertainty in the organization of international social instruction that I would eliminate, or at least reduce to a minimum, by the presentation of the project which I venture to submit to the deliberations of the congress. The framing of this project was not an altogether easy task, and I do not see to-day how I could have, conceived it a few months ago. I add in all humility, that when I £tsked the committee of organization to add this fourth point to the pro¬ gramme I did not exactly realize wha,t I was asking, nor the difficulty of carrying out the project that I hoped to result from the discussion. After a more thorough study of the data of the problem and the further reduction in the number of possible solutions during the eighteen months that have elapsed since the drafting of the pro¬ gramme, I have finally formulated for my own edification two series of observations, of which the following is a summary: 1. If there is to be a system of instruction susceptible of wide diffusion, and whose cosmopolitan unity, if I dare so express myself, is of a nature to interest the educators as well as the sociologists of all countries, this is certainly what it has been sought to establish for several years in the domain of social science. It is not at all a question, it is necessary to say, of adopting a grammar or a catechism, nor of placing at the disposition of a new school the golden thread of genera,! rules among the scattered pearls of authorized exceptions. The object, infinitely more simple, would be to bring to light and to ca,use to be appreciated the conclusions drawn, no matter from what source, by certain rare observers, as to the theory and practice of societies. Temporary and partial conclusions, slow and difficult studies, a rather limited scien¬ tific personnel, teaching bod}^ still more limited; would it not be opportune to facili¬ tate study by an exchange of hypotheses, by a comj^arison of conclusions, by associa¬ tion, by the perpetual variation of exi:)eriments to be applied and of ideas to be adopted, to prevent them from becoming laboratory experiments and academic ideas? Everything that is called social ought to be first human, and everything tha,t is human ought to be conceived or foreseen to be international. But all the right- minded people of the universal elite have now given their adhesion to international social education. 2. The first thing is to localize this organization, to give it not methods, which v/ould interfere with its flexibility and its variability, but a material center a,nd tan- gil^le seat on definite soil, benches, a desk, and a roof. The Ecole des Ilauies Etudes Soclales'^ was recently founded to study, in their extreme complexity, the totality of social questions. For the purely theoretical instruction given at the Institut des Hautes Etudes of Brussels, at the Instituto Cesare Alfieri of Florence, at the College Libre des Sciences Sociales of Paris; for the more specially economic and political teaching of the Ecole Libre des Sciences Politiques of Paris, and the School of Economic and Political Sciences of London, it proposes to substi¬ tute a more x^urely £ind directly social instruction, not at all hostile to theory (which occupies a considerable place in its programme), but broadly open to the immediate and repd study of those social questions which the wants and sufferings of human beings, the eternal and painful aspirations of man after happiness imperatively thrust home to the quickened conscience of society. The Ecole des Hautes Etudes Sociales in its moral section resolutely a.ttacks these problems of education and control, the solution of which for several years has seemed to be unfolding itself to the researches of western Europe. In its social section, properly so called, with its exercises i3repara- Ecole de Morale, Ecole Sociale, Ecole de Journalisme. 1562 EDIJGATIOK EEPOKT, 3899-1900. tory to poj^ular instruction, with its studies in labor organization, 'vyitb. its j)ractical courses in hygiene and mutual aid, in ‘‘cooperation and mutuality,” with its union of j^rofessors, laborers, and students, associated in a common task, it plunges into the yery realities of social life. Finalhr, its third section does not content itself with studying in its origm or its special legislation the primary social fact of the weighty influence of the x>ress of our time. It yrill endeayor to disentangle and define the con¬ ditions of professional preparation and practical education by which the journalist of the twentieth century, safe in his work, proud of his independence, conscious of his worth, will henceforth lire by his profession Vvdthout bargaining either his pen, his name, or his ideas. The school has much space at its disposal and an administration familiar with the material details of organization. Perhaps it could place an office at the disposal of the permanent international committee, whose appointment I propose to the congress. Perhaps it could open its lecture halls and its library to teachers from all countries who should testify a desire to lecture there during the summer months from Easter to the November openijig. And, if I may express myself conditionally, haymg no claim to exijress myself otherwise, I have at least every reason to hope that a request addressed to the director of the school would he kindly received. The project proposed at the conclusion of this report, as amended and adopted i)y the congTess, embraced the following articles: Akticle 1 . The International Congress for Instruction in the Social Sciences shall meet every two years. The place of meeting of each session shall be fixed at the pre- cedmg session by a vote of the congress. Ast. 2. A permanent international committee sliall transact the business of the congress in the interval between the sessions. This committee sliall be located in Paris in tlie rooms of the Ecole des liautes Etudies Sociales. It shall choose its officers from among its members, who are subject to reelection at each session of the congress. Art. 3. International social instruction sh.all be organized in all the countries that shall request it of the committee. Tlie permanent committee is charged witli facilitating the international chculation of the teaching body. Art. 4. The estahlislnng of an international socitd fund is intrusted to the care of the permanent committee. THE ECOLE I^ES HAUTES ETUDES. Before jiassing to the consideration of the permanent Congress of International Instruction in the Social Sciences, as thus constituted, it mat" he well to say a word relative to the admost equally new educational institution under y-hose auspices it was formed and with which it is to be so intimateh" associated, viz, the Ecole des Pautes Etudes Sociales at Paris, of which some account is given in M. Gide’s report; but since bis report was written it has taken more definite shape, and started on its career a short time after the congress closed. The organization and programme of lectures were drawn up in the form of a circular of announcement and distributed to the members of the congress during the session. The board of administrators consists of MM. Felix Alcan, the publisher; Charles Guieysse, and Georges Sorel. The council of directors has for its president kl. Emile Boutroux, of the Institute, and counts among its 55 members such men as Berthelot, Espinas, Fouillee, Gide, Anatole Leroy-Beaulieu, Seignohos, Sorel, and Tarde. The director is aL Emile Duclaux, and the general secretaiy Mile. Dick SOCIOLOGY AT THE PARIS EXPOSITION. 1563 May 5 who y/as also the secretary of the coiio-ress. As stated hy M. Gide, it embraces three schools — morals, social science, and journalism. The president of the School of Morals is M. A. Croiset; and MM. Marcel Bernes, Emile Boutroux, Charles Gide, and Gabriel Tarde are among the members of its council. The president of the School of Social Science is M. Emile Diiciaux, and its council includes thirteen leading- sociologists. M. J. Comely is president of the School of Journalism. The programme of ail three of the schools is given in full and is very attractive. Most of the persons above named are among the lecturers, but there are many others. Yie note those of M. de Koberty, who gives a course on Frederic Eietzsche; of M. Xavier Leon, vdiose subject is the life of Eichte; of 'M. G. Seailles, social philosophy; of M. G-eorges Dumas, origin of positivism. THE COLLEGE LIBKE DES SCIENCES SOCIALES. Before leaving the general subject of social instruction in France, it may be well to mention also the somewhat older, but still jmiing, College Libre des Sciences Sociales, founded in 1895. Its programme for the current scholastic jmar (1900-1901) is also before me. Dr. Delbet, president of the congress, is its director. He is a positivist without disguise, and gives a course on sociology according to Auguste Comte. The programme is full and varied, and in the truest sense free. Mr. Felix Le Dantec treats the important subject of biology applied to sociology; M. Jacijues Bertiilon, that of demography; Mr. Kelles- Krauz, that of socioiogie marxiste; M. Maxime Kovalevsky, that of the economic situation and social doctrines of France in the second half of the eighteenth century; M. Albert Ale tin, that of the history of labor, etc. PERMANENT INTERNATIONAL CONGRESS FOR THE TEACHING OF THE ^ SOCIAL SCIENCES. As already stated, the temporary congress of the Exposition resolved itself, on August 2, into a permanent congress with biennial meetings. It also at the same time created a permanent international committee to transact its business in the intervals between the meetings of the congress. This committee was constituted as follows: President: Ai. Emile Duclaiix, honorary president of the congress, director of the Ecole des Haiites Etudes Sociales do Paris. Vice-presidents: Germany, Professors Barth, of Leipzig, and Lexis, of Gottingen. Belgium, Hector Denis, deputy and professor at the Universite Libre de Bruxelles; Henri La Fontaine, senator and pro¬ fessor at the Universite Nouvelle de Bruxelles; Ernest Mahaim-, professor ordinary at the Universite de Liege; Emile Vandervelde, deputy, professor at the Universite Kouvelle de Bruxelles; Emile Waxweiler, chief of the bureau of labor, lecturer at the Universite 1564 EDUCATION EEPORT, 1899-1900. Libre de Bruxelles. United States, Simeon E. Baldwin, judge of the supreme court of errors of Connecticut, professor of constitutional lav>^ in Yale University; Lester F. YvYrd, geologist of the United States Geological Survey. France, Alfred Groiset, member of the Institute of France, dean of the facult}^ of letters of the Universit}^ of Paris; Charles Gide, professor at the University of Montpellier, lecturer in the faculty of law of Paris; Alfred Fouillee, member of the Institute of France. Great Britain, James Bryce, M. P.; Patrick Geddes, professor at the University of Dundee; Horace Plunkett, vice-president of the Ministry of Technical Education for Ireland; Michael Sadler, director of the Board of Education Library of London. Italy, Enrico Eerri, deputy, professor in the University of Rome; Achille Loria, professor in the University of Pavia; Luigi Luzzati, former minister. Russia, Maxime Kovalevsky, former professor at the University of Moscow; Eugene de Roberty, professor at the Universite Nouvelle de Bruxelles and at the Ecole des TIautes Etudes de Paris; A. Tchouprov, professor in the University of Moscow. General secretary, Dick May, general secretary of the Ecole des llautes iStudes de Paris, The permanent committee held its lirst meeting at No. 16 rue de la Sorbonne, Paris, on the 17th of December, 1900. It decided to publish as a volume the various reports sul)mitted to the congress, to take steps to provide for the resources of the congress, to call for propositions from collaborators as to the proper course to pursue, etc. The congress was hospitably received by the Ecole des TIautes Etiwles, and comfortable quarters were furnished for the sessions and for the transaction of its current business. It is too early to speculate as to what the movement signifies for the future. The Coxgress of Social Education. Next in importance for our purpose must be classed the Congress of Social Education, which was originally called for the 6th to the 9th of September, but which was obliged to hold its sessions just twenty days later, i. e., from the 26th to the 29th. To judge from the title alone of this congress and that for the teaching of social science, which we have been considering, it might be supposed that they would conflict somewhat, or at least cover much of the same ground, but, as we shall see, this was not the cafse, and the real object of the two congresses was quite difi'erent. Social education (education sociale) does not well express the purpose of the congress so named, at least not when thus literally translated into English. But it must be remembered that the word education has a different meaning in French from the usual English sense of that word. The fact is that in our tongue it is an ambiguous term, and includes not only the French meaning of the word hut most of what SOCIOLOGY AT THE PAEIS EXPOSITION. 1565 the French imply in the word ‘^instruction.” But, unless explained either expressly or the context, it is this latter alone that is com¬ monly understood by education in English usage. The French, hor/- ever, dracY the distinction sharply, and advertisements ma}^ be found in the French nev^spapers for the private iiistniction and education of jmung persons. The reader does not need to have this distinction further pointed out, and it is still wider between education and enseignement (teaching), which is the term that specially character¬ izes the functions of the congress to which we have been devoting- so much attention in the foregoing pages. But aside from this difi'erence between precept and example, between the induence of the active personal instructor with his pedagogic ap})liances and the intelligently organized environment exerted in a thousand subtle and nameless wa3vs in building up and rounding out mind and character, the Congress of Social Education had a special and well-defined function and purpose, and it was this that its organ¬ izers sought to express by the word social. In English, at least in America in our times, this conception is habitually conveyed by the term ‘‘civic,” and it is possible that the expression “civic education” may be a better translation of the name of the congress than the usual one of socird education. But all this v/ill be fully brought out b}^ the documents issued by the congress and by such an insight into the results rmcomplished as space will enable us to present. The original aniioimcement issued in 1899 was in a circular of the customary form, and is as follows: INTERNATIONAL CONGRESS OF SOCIAL EDUCATION. Political raid social discussions that have been agitating: men’s minds since the middle of the nineteenth century have gradually resulted in one idea which has received the assent of very different minds, viz, the idea of a social bond existing among individuals, and of their mutual responsibility in social matters. Hence the necessity of determining, both from the data of experimental science and Avith a view^ of satisfying the idea of justice, the conditions of association to be volnn- tirily established among all men; and this not merely for the determination of political rights and duties, but also and especially for defining the rights and duties Avhich affect the material and moral life of individuals, the legal status of the family, the organization of labor, and, in a word, for the definition of social rights and duties. To make this new- idea penetrate the mind — to bring about, in short, the education of the social sense of humanity — is the task wdiich henceforth devolves upon those w-ho seek a peaceful solution of the social problem. The search for the means to this end is the oliject of the effort ivliich we here xiro- pose. According to the programme draw-n up by the committee of initiation (groupe d’ initiative) for social education * * * the first question is to ascertain the present state of opinion on this subject, and then to decide upon a method to folloiv in order to insure to all individuals this education. The committee of initiation proposes * * * the organization of a special exposition which shall furnish the greatest possible amount of information. In order to complete its action and prepare for the wmrk of the future Ave have undertaken to bring together in a special congress at the Universal Exposition of 1900, all those w-ho can to any extent cooperate in the 1566 EDUCATIOIn KEPORT, 1899*1900. work of social education, and we ask their assistance in tlie preliminary investigationSp at the congress itself, and in the subsequent prosecution of the work. In order that social education may be rational, it is necessary first of all that special investigations determine a method for it, thus far little known and badly defined. Tlie method must include, first, observation, the ascertainment of facts, in order to accjuire a clear view; thus their existence is made known. Then account must be taken of the principles that they teach, the laws that govern them; thus their ]:)hi]osophy is made known. Finally, it is necessary to examine the practical con¬ sequences that flow from them, and thus to complete the necessary theoretical knowledge. The method once established, the work of educators consists in disseminating it, ill preserving, in the knowledge acquired, the same course and the same order that have led to its adoption. Social education v/ill thus become a means of bringing individuals to a knowledge of social facts, of fixing the idea in the mind, of calling forth in consciousness the sentiment which determines action conformable to the ideal adopted; finally in suf¬ ficiently strengthening this idea and this sentiment by constantly repeated action to secure the complete formation of what might be called the social sense, i. e., to secure action that has become unconscious through acquired habit. This procedure will constitute the necessary practical means of making possible at a later date a complete education. Education is not really attained unless the indi¬ viduals, by a sufficient study, have arrived at a clear idea of what is true. This idea is then sufficient to determine their choice and their action, but in the present state of average intelligence it is necessary, by an immediate practical activity determin¬ ing customs and shaping new surroundings, to lead on further progress to a point where a full knowledge of socia.! truths shall be acquired by all the individuals composing society. In order to obtain such a result, it will be necessary to arrange the studies under three different grades; (1) Questions of general method tending to establish the theory of solidarity; (2) means of diffusion or propaganda wherever the education of indiviart should attract all tliose who can perform a part in the education of a people: teachers, professors, students, public-Spirited citizens; the third part is addressed to all those who are already taking, or are ready to take, an active part in laboring for the greatest good of the future. Identification with the congress involves no obligation. A fee of 10 francs once for pJl has been decided upon to defray the expenses of organizing the congress. The committee of organization will limit the discussion to the lines announced in order to avoid duplication as far as possible; it will neglect nothing in order to bring out at this congress a very complete expression of the social thought at the opening of the twentieth century, but in order to accomplish that object it needs your cooper¬ ation and. the support of the wise and the devoted everyv/here. This circular is signed M. Leon Boiirgois, president of the com¬ mittee of organization; the two vice-presidents, Senator Jules Sieg- SOCIOLOGY AT THE PAEIS EXPOSITION. 1567 fried and M. Etienne Jacquin, councillor of state; by M. L. Mabiiieau, director of the Musee Social, general reporter; b}" the secretaries. Mine. Anna Lamperiere (general secretary), M., Marcel Chariot, chief of bureau at the Ministry of Public Instruction, and M. Ch. Fayaron, president of the Trade Syndicate of Carpenters; and by the treasurer, M. Etienne Charavay. The committee of organization was constituted as follows: MM. Briat, secretary of the Syndicate of Instruments of Precision; Buis- son, director of the Painters’ Association, Le Travail; Buisson (Fer¬ dinand), professor in the faculty of letters of Paris; Catusse, Minister Plenipotentiary at Stockholm; Chaufour; Dumaroiisen; Duinay, con¬ troller of the labor bourse; Fontaine (A.), subdirector of the office’ of labor; Geffro}^ (G-.), publicist; Giry, member of the Institute, pro¬ fessor at the Ecole des Chartes; Keufer, president of the Federation dll Livre; Lavy, formerly deputy; Letourneaii (Charles), professor at the Ecole d’ Anthropologic; Manoiivrier (Dr.), professor at the Ecole d’Anthropologde; Ma5mier, member of the Paris Typographic Sjuidical Chamber; Papillault (Dr.), prepavator in the Laboratory of Anthro¬ pology; llamet (il.), avoue pres le tribunal de premiere instance; Romanet; Seignobos (Ch.), martre de conferences at the Facult}" of Letters; Siegfried (Andre), student of law; Tissier (Th.), auditor to the council of state; Vel-Durand, councillor of state; Viturat, presi¬ dent of the Syndicate of Shirt Cutters; Wulff, publicist. PROGRAIviaE. I. GENERAL METHOD.— OBJECTIVE STUDY OF SOCIAL FACTS. 1. Establislniient of the facts of natural solidarity: a. Phenomena of interdependence- in nature (family, heredity, epidemics, climate, etc.). In history (groupings of races, classes, countries, opinions, etc., according to external conditions). b. Analogous social phenomena — ■ Facts of hygiene (public health, diseases, infirmities due to the bad distribu¬ tion of labor, charges for medical attendance, etc.). Economic facts (production, consumption, strikes, public works, etc.). 2. Theoretical and philosophical study of social solidarity: a. Foundation of the idea of solidarity, its nature, its limits, its relations with the idea of liberty and witli the idea of justice. b. General laws that govern the relations of social beings, consecutive sanctions. 3. Gonsecjiiences of the laivof solidarity applied to social relations among individuals: «. Differences of appreciation and of opinion according as one is an individualist or a solidarist. Advantages of solidary (collective) action; the interests of individuals are harmonious and not opposed; necessary substitution of the idea of solidary (collective) struggle of men for existence with external obstacles, for the idea of individual struggle between men. b. Induenee of social education on the organic character of society. Need of this education in order to arrive at right founded on the principle of justice. 1568' EDUCATION KEPORT, 1899-1900. n. PltACTICAL SOCIAL EDUCATIOX. 1. Diffusion of ideas of solidarity; theoretical and ohjective teaching: a. Duties, readings designed to make known the facts of solidarity, tnen the principles which govern them and tlie la.ws that result from them. h. Application to tlie existing facts in the school, in the family, in the general environment. 2. Development of social sentiment: a. Practical action conformable to the principle of solidarity; organization of temporary groups a.nd with a special object. h. Enforcement of solidary action in these groups; encouragement of private initiative, of the recognition of abilities brought out by circumstances, etc. 3. Exercise of the social sense: a. Organization of groups of children and men for all cases in which solidary action can be efficacious. h. Creation of an environment in which tlie individuals shall have to act from a social interest; to practice an exchange of services, solidarity between strong and weak; to learn the mechanism of collective action; to acquire adminis¬ trative experience, the knowledge of capacities, the voluntary acceptance of the opinion of the largest number — in a vrord, all that conduces to tire intel¬ ligent organization of free individual initiative, c. The putting into practice of solidarity in ?dl matters of social life in which individual initiative can be exercised; education of the less informed by the better informed; solidarity in the family, in the regiment, in work, in pro¬ duction, in consumption, in mutual aid, etc. III. PRACTICAL API'LIC.CTIOXS. 1. General characteristics of collective work : a. Denominational propagandist work; its special conditions, h. AVorks of charity; distinction from works of solidarity, c. AA'orks of solidarity; organization, social efficiency. 2. Examination of work now going on; progress attained: (I. Pure practical work (aid, orphanages, dispensaries) . !>. Practical educational wmrk (student and alumni associations, mutual aid asso¬ ciations, syndicates, federations, cooperative associations, etc.). c. Theoretical propagandist work (lectures, libraries, journals, reviews). 3. Conditions to be established for the improvement and jierfection of the operation of collective work: (I. Conditions relating to the founding and administration of such work. h. Nature of the progress to be realized through tlie initiative of citizens. r. AVorks to be founded in order to complete the sum total of collective opera¬ tions necessar}" for social education. The fo lowing is the 'D[uestionnaire^’ which was prepared Ea" the committee of initiation and sent out in the spring of 1900 to educators and chiefs of educational institutions; THEORETICAL INSTRUCTION. AAdiat works are recommended for making known the principles and facts of solidarity? Primary instiTiction: Readings, dictations, com2>ilations, phrases for written exercises, etc. Secondary instruction: Com^iositions, translations, various exercises. Eiigher instruction: Public lectures, theses defended, imbiication of books, articles, reviews, or memoirs. SOCIOLOGY AT THE PARIS EXPOSITION. 1569 PRACTICAL INSTRUCTION, Attempts at effective cooperation (solidarization) of students, in the class, in the school, in the lyceum or the faculty. Collective rewards and punishments; generalized resiionsibilities, disciplinary measures, etc. Temporary groups for a single purpose to he dissolved as soon as the result is; attained. Provisional agreements for a definite object; exchange of services called out under given circumstances, etc. Permanent organized groups,. Whether in the school, the lyceum or the faculty (cooperation for the j)urchase of school furniture, sewing materials, models for drawing, library books, laboratory instruments, materials for trying experiments, etc. ), or outside of the school (mutual associations with or without capital; student and alumni associations; associations- common to different orders of instruction, etc.). EDUCATIVE EFFECTS OF THE GROUPINGS, From the point of ''dew of — 1. The acquisition of ideas of effective solidarity among living beings in society (collective effect of mistakes or of acts useful only to one individual — injuries experienced directly by all through the misfortunes which befall one of the members of the group or association, etc.) . 2. Administrative experience (management of interests by those interested, control,, discipline, etc.). 3. Recognition of abilities (choice by students themselves of the directors of plays, of temporary supervisors, of treasurers, of representatives, or chiefs in whatever capacity, etc.). 4. Acceptance of the decision of the majority (submission to the result of a vote, discipline of propaganda, etc.). 5. Exchange of services, whether organized in a regular way or not. MATERIAL RESULTS. From the individual point of view: Results secured by an associate from his asso¬ ciation with others. From the collective point of view; General results secured by the totality of the associates. These several documents bring out in a clear light , the essential difference between this congress and that for the teaching of social science. Here the fundamental idea is that of solidarity. This word solidarity, primarily a legal term signifying joint liability in business, has received its present broader meaning within the past half centuiy, first in France, but now become cosmopolitan, so that it scarcely requires definition in any language. The congress met as stated, and held regular sessions to receive and discuss the various reports presented, some of which were of great value. Owing to the postponement above mentioned it conflicted with the sessions of the International Institute of Sociology and made it impossible for me to attend it, and I found it very difficult to acquaint mj^self with its results. One of the reports was made by M. ED 1900 — VOL II - 19 1570 EDUCATION KEPOET, 1899-1900. Emile Durklieim, professor of sociology in the Faculty of Bordeaux, editor of the Annee Sociologique, and author of important works on the division of labor, suicide, and other sociological subjects. M. Durkheim represents a particular school of sociology which makes a much larger claim than an}^ other for the independent character of society as against the individual, and he has emphasized with great power the paramount importance of association as the fundamental fact of civilization. His paper was on the role of the universit}" in the work of social education. 'M. Jules Payot, inspector of the Academy of the Marne, dealt with the question of primary instruction, and M. Giraudeau with that of secondary instruction in this nerr art of social solidarity. A number of resolutions (voeaix) were adopted with a view to giving a definite expression to the leading ideas entertained ])y the members of the congress. On motion of M. Darlu the congress resolved: That in the training of teachers for the secondary schools and in all examinations, whether literary, scientific, historical, or philosophical, a prominent place should ]}e given to questions of social morality. That in secondary education (lyceums and colleges for boys and girls) the teaching of morals should assume in a very marked manner the character of instruction in social morality founded upon ideas of solidaritv and social justice. That a chair of social education should be created at the higher normal school. On motion of M. Durkheim it was \ oted that it is desiralile that courses in social economy l)e multiplied in the universities. MM. Payot and Petit proposed and the congress agreed: That children and adolescent persons should be more and more trained in matters of mutual aid, association, patronage, etc., in tests of personal and collective initiative, and in voluntary concerted action; that alumni associations of State lycees and colleges and student oi’gani- zations should become centers of educative action, should utilize their capital in the form of loans on honor in favor of university chapters; that alumni associations of universities, lycees, colleges, and schools should take more and more the direction of social action toward the practice of solidaritjx The following proposition, ofi'ered by Mme. Dr. Edwmrds Pilliet, v'as also adopted by the congress: That in the three grades of instruction and in all societies for social education eliorts be made to give a legiti¬ mate place to the educative action of woman. The three following propositions were also indorsed ])y the congress: That the officers of public instruction of the thi^ee grades lend their aid more and more to the wmrk of popular universities; that the funds necessary to institutions created b}" private initiative in aid of social SOCIOLOaY AT THE PARIS EXPOSITION. 1571 education outside of the schools be Inscribed in the local budgets or, in default of resources in these local budgets, in the national budget; that the public authorities insure the legal limitation and gradual reduction of the hours of labor, in order to secure to laborers the necessary leisure for their intellectual, moral, and social improvement. None of the papers or reports submitted to this congress have come into my possession, and the above represents substantially all the information relative to this congress that any except its adherents possess. The International Institute of Sociology. I v/ill pass now to the consideration, as my final task, of the only exclusively sociological congress that met in Paris during the Exposi¬ tion — i. e., the only one of a high scientific character devoted to what may properl}^ be called original research in sociology, wholly discon¬ nected from any propagandist or pedagogic objects, viz: The Inter¬ national Institute of Sociology. ITS HISTORY. Although not one of the regular congresses of the Exposition, the meeting of the Iiiternationai Institute of Sociology in Paris during the progress of the Exposition rendered it practically such, and it was generally so regarded by the world at large. It met in rooms of the Sorbonne from the 25th to the 29th of September, and placards w^ere posted at the entrance and through the halls, ‘"Congres de Socio- log'ie,” precisely as in the case of other congresses. It is not one of the older associations — ^^like, for example, the International Geological Con¬ gress, which was in fact for 1900 one of • the regular Exposition congresses and met in the Palais des Coiigres — but is a comparatively young institution, having been founded in 1893, and being a normal product of the modern awakening to the necessity for a more thorough and scientific study of the phenomena of society. As very little is known of it outside of its membership and a few special sociological students, a brief sketch of its history and operations not only will be appropriate but seems to be demanded here. 1 can. not better begin such a sketch than by quoting the words of M. Rene Worms, who has been at once its secretary and its inspiration from the first, and wbich form the introduction to the first volume of its ‘Wmiales:’’ No one any longer fails to understand the su]3rem8 importance of social studies, ])ut they are understood in very different ways. Without wishing to blame or to ignore what others are doing, a certain number of men who have for a long time been devoting themselves to these studies have come to agree on certain very simple rules of method that they consider necessary to apply to them. These rules may ])e reduced to this form: 1. To regard all orders of social facts as intimately connected with one another, without omitting any of them in the process of investigation. 2. In the study of each one of them, to proceed Ijy the oljjective method ratlier 1572 EDUCATION REPOET, 1899-1900. than by the subjective method; to observe, classify, induce^ (induire), instead of inventing and constructing. 3. Then to strive to understand the world such as it is, which alone will enable ns to say what it ought or is to he; to make a science before pretending to make reforms; to know in order to act, hut to know before acting. Such are the essential views which should, according to these thinking men, govern the work in sociology. Having associated themselves since the end of 1892 for the publication of a Eevue Internationale de Sociologie, which has appeared since January, 1893, following the initiative of the director of that review, they concluded that they ought in addition to form a scientihc association whose work should carry this con¬ ception into operation. It was their idea that this association, being open only to experienced investigators, should become the authorized guardian of the principles above laid down and the regulative center of the young sociological science. It was thus that was founded in July, 1893, tlie International Institute of Sociology. One year after its birth the Institute held at Paris in October, ISDd, the lirst of its annual congresses. ITS CONSTITUTION. The following statutes of the Institute will render still more clear its nature and purpose: Article 1. The International Institute of Sociology has for its object to group the sociologists of the various countries for the common study of sociological questions. Art. 2. It shall consist, at the most, of one hundred members and two hundred associates. Art. 3. It shah meet x>eriodically in congress. Each congress shall fix the place and date of the next. Art. 4. The congress shall hear and discuss the communications of members and associates of the Institute on sociological questions brought before it. It shall elect the mendjers and associates of the Institute. It shall choose the officers who are to serve until the next congress. Alembers and associates may take part in the con¬ gresses and speak in the scientific discussions. Members only may take part in or vote at the elections. Art. 5. The governiug board of the Institute shall consist of a president, four vice- }3residents, and a general secretary. Its members sliall be chosen as far as i^ossible from different nations. They shall serve one year, excejit the general secretary, who shall seme ten years. In the intervals between the congresses the board shall have power to choose members and associates. All correspondence relating to the Insti¬ tute should be with the general secretary. Art. 6. Tlie Institute shall publish annually a collection of memoirs, containing the communications made to the congress and the discussions to which they have given rise. There may be inserted, with the ajiproval of the board, jiapers on sociology emanating from members and associates of the Institute which have not been communicated to the congress. The collection shall be offered for sale at a ju'ice fixed by agreement between the board and the publishers. Each member or associate shall receive gratuitously one coi)y of the volume in which he has inserted a memoir. venture to use this word, as do the French, in the sense of make inductions, after the analogy of deduce, although this meaning is not yet recognized by dictionaries. There seems to he special need of a verb in this sense. — L. F. W. SOCIOLOGY AT THE PAEIS EXPOSITION. 1573 Art. 8. Any speaker may exj^ress himself in his own language. The memoirs' designed for the Annales shall be furnished to the board by their authors in the French language. Art. 9. No reproduction or translation of the papers that have appeared in the Annales shall be made except with the common consent of the Ijoard of officers of the Institute, of the author, and of the publishers. Each emthor shall, however, have the right to publish a translation of his memoir in a periodical other than French, with the words: From the Annals of the International Institute of Sociology. Art. 10. To defray the expenses of the Institute the members of the Institute shall pay an entrance fee of 20 francs, and the associates an entrance fee of 10 francs. Art. 11. Any proposal for amendment to the statutes shall be brought to the knowledge of the members at least six months before it is voted upon. It may be adopted by a vote either of a majority of the members of the Institute or of three- fourths of the memlrers voting. ITS MEETINGS (CONGRESSES). The first meeting or congress of the Institute was held in Paris on the 1st to 4th of October, 1894. Sir John Lubbock (now Lord Ave¬ bury) was its first president and attended the congTess. His opening address was to some extent a defense of the movement, which did not, as is well known, find universal favor, especiall}^ in England. Some of the leading men, however, who could not see their way clear at that time to identif}' themselves with it, have since become members of the Institute. After quoting a statement by M. Fustel de Coulanges, that he regarded the terms sociology and history as synonymous. Sir John proceeded to remark: However, 1 can scarcely think that these two vrords can be employed as syno¬ nyms. In some respects history means more than sociology. The accidents, the successions, the dynasties, can scarcely enter into sociology, while the discussion of questions relating to education, health, the condition of the poor, and many other circumstances contributing in great measure to the prosperity and welfare of man¬ kind, have not, so to speak, formed any part of history, at least thus far. There are, then, parts of history that do not enter into the domain of sociology, and cjuestions in sociology not entering into that of history. How sad it is that his- torians have so neglected the social side of history. We find pages, and even chap¬ ters, devoted to wars, battles, struggles for power, while the social condition of the people is v/holly omitted or treated in a phrase or two. It is said tha,t “ happy is the j^eople who have no history.” There can not be a people without a history. It may be that their history consists of the quiet and silent grovvth of the people; but that is none the less a history, and it is for that very reason more instructive and more interesting. He then proceeded to give his ideas of the advantages of interna- tional associations, which he reduced to the three following: 1. The fact of uniting the representatives of different nations is an advantage. It establishes friendsliips which contribute and vdll contribute still more by degrees to avoid those errors and those misunderstanidiiigs v/hich, between nations as between individuals, are the beginning of grave disputes. 1574 EDUCATIOISr EEPOET, 1899-1900. 2. They Ijring together men wlio are devoted to similar studies, and give them an opportunity to compare their views and to have frie?idly discussions, although criti¬ cizing one anotlic'r. 3. They permit every nation to protit by tlie experience of all the others. After adducing quite a series of cogent reasons for approving the steps taken, he concluded his address with the folloveing words: For all these reasons I think that wc are making a wise decision in founding this institute, and, if it succeeds, as I believe and hope it will do, we shall have taken to-day one imtre step in the march of civilization. This congress met in the Ancien Convent des Cordeliers, 15, rue de TEcole de Medecine, aljove the Miisee Diipuytren, vdiich is the meet¬ ing place of the Soeiete dhhnthropologie de Paris, which placed its hall at the disposition of the Institute. The vice-presidents for that year were: Enrico Eerri, Jacques Novicotv, Albert Schaeltle, and Gabriel Tarde. The general secretary , M, Rene Worms, followed the president in a short address on the organization and objects of the Institute, and papers were read by M. Maxime Kovalevsky, ‘Gu’etude du prehistorique en Russie;” Paul de Lilienfeld, “La methode d’in- duction, oil methode organique appliquee a retude des phenomenes sociaux;” Sir Douglas Galton, “First results of an inquiry into the physical and mental deviations of children in the ]Dublic schools;’’ Louis Gumplowicz, “ Un programme de sociologie;” Giuseppe Fla¬ mingo, “La (|uestion des sans travail et ses solutions;” G. Combes de Lestrade, “ La sociologie et la division du sol; ” Enrico Ferri, “ Socio¬ logie et socialisme;” Rene Worms, “La science et Fart en matiere sociale;” Jaccjues Novicow,“La justice et ie Darwinisme; ” G, Tarde, “La sociologie elementaire; ” Ferdinand Tonnies, “Considerations sur Fhistoire moderne;” Casimir de Krauz, “La psychiatric et la science des idees; ” Pedro Dorado, “ La sociologie et le droit penal;” Adolfo Posada, “La sociologie et Fanarchisme; ” Emile YForms, “ L’avenir economique des societes;” Jules Mandello, “Importance sociologiqiie des agglomerations;” Nicolas Abrikossof, “ L’adaptation des individus au milieu social;” and Georg Simmel, “ Iniluence du nonibre des unites sociales sur les caracteres des societes.” These papers and the names of their authors sufficient!}- attest both the serious scientific character of the work commenced and the thor¬ oughly international complexion of the membershi]3 of the Institute. The second congress was held at the same place a year later, viz, from September 30 to October 3, 1895. Dr. Albert Schaeffie, of Stutt¬ gart and Tubingen, had been chosen president, but owing to advanced age and feeble health he was unable to attend and IVI. Kovalevsky was requested to preside. It was equally enthusiastic and successful vv-ith the first; and the second volume of the Annales, containing the papers presented, is somevdiat larger than the first. No congress was held in 1896, but the papers that v/ould ha^'e ]>een ' SOCIOLOGY AT THE PAEIS EXPOSITION. 1575 presented had the eongress met were sent in and published in the third volume of the Annales, which forms a not less solid and impor¬ tant volume than the two that preceded it. The third congress was held in 1897, from the 21st to the 21:th of July, this time in a hall in the Sorbonne that had been generously assigned to it by the authorities of that institution. Its president v/as M. Paul de Lilienfeld, senator of the Pussian Empire and a well-known sociological writer. The leading topic for discussion at this congress was that of the organic nature of society, a doctrine which has for its . defenders many of the leading sociologists of the world, including the president and general secretary of that congress and M. Jacques Novi- cow, all of whom contributed to the discussion. It was not, however, a wholly one-sided affair, and the more extreme views were severely criticised by M. Tarde and other members. All the papers and dis¬ cussions are printed in full in the fourth volume of the Annales, CONGRESS OF 1900. The Institute held no other congress until the year 1900, but a vol¬ ume of the Annales for each of the years 1898 and 1899 appeared well stored with valuable matter. The board of managers of the Institute, with the exception of the general secretary, was changed each year. The following is a list of the successive presidents: 1891, Sir John Lubbock (Lord Avebury), England; 1895, Albert Schaeifle, German}"; 1896, Alfred Fouillee, France; 1897, Paul de Lilienfeld, Russia; 1898, Gurnersiiido de Azcarate, Spain; 1899, Achille Loria, Italy; 1900, Guillaume de Greef, Belgium. Dr, De Greef was unfortunately ill at the time of the meeting, and unable to attend. M. Jacques Novicow, o.f Odessa, one of the first vice-presidents of the Institute, was chosen to preside in his absence. The congress of 1900, meeting as it did, in Paris and in the Sor¬ bonne during the progress of the Exposition vvhen the French metrop¬ olis was thronged with all classes of people from eveiy countr}" in the world, would naturally prove a success, and as a matter of fact it v/as a very important gathering. It was well attended and the papers presented were of a high order. The programme embraced five principal topics : (1) the clan ; (2) the artificial family ; (3) social mechanics; (4) historical materialism; (5) industrial associations and the peaceful solutioii of strikes. • While there were usually several speakers on each subject, the principal paper on the clan was b}" M. TLixime Kovalevskiy the emi¬ nent Russian anthropologist; that on the artificial family was by M. Raoul Guerin de la Grasserie; that on social mechanics was by Mr, Lester F. Ward; that on historical materialism v/as by Baron Casimir de Kelles-Krauz; and that on industrial a^ssociations and strikes was by M. Albert Jaffe of Hamburg. This relates only to those who 1576 EDUCATION REPOKT, 1899-1900. were actually present and read their papers, but a very important contribution to the subject of historical materialism by Dr. De Greet had been sent in and was read in full. The learned professor informed me later, when I called on him in Brussels after the congress was over, that the effort to prepare this paper, made in the midst of arduous professional duties at the close of the year at the Universite Nouvelle de Bruxelles, of which he is rector, was the cause of his break-down, and that as soon as it was completed he was compelled to go to the seaside to recover his health. To political economists and sociologists, especially in these days, no explanation is needed of the term “historical materialism,” but in purely educational circles it may not be familiar. Indeed, this for¬ mula is somewhat new, much more modern than the subject itself, which is more or less familiar to all Avho read, either by some other name, or as a principle or question not vet ciystallized into a single phrase. To some it is better known as economic materialism, or as economic determinism. It is essentially the doctrine that civilization rests on a material basis, and that the spiritual side is the natural out¬ growth of the material side of social life, a function of it, as it wTU-e. It is the doctrine that puts economic considerations ffrst, as the con¬ dition and sine (jua non of all progress and social welfare. The word “materialism” in this connection is perhaps unfortunate merely on account of a certain stigma that has become attached to that word, though in {{uite another connection, for no one denies that economics deals chieffy with material facts. In its crudest form the conception is embodied in Moleschott’s calembour: “Man ist was man isst,” but latterly it has undergone a process of I’elinement and moral sublimation at the hands of Karl Marx, Triedrich Engels, and Achille Loria, until it has come out as the syml)ol of all social reform and the hope of the producing masses. This is not, of course, the place to discuss it, but it is important to draw attention to the sociological significance of the introduction of such a question into the deliberations of such a strictly scientiiic bod}^ as the International Institute of Sociology, and it is also a pleasure to testify to the entireK objective and scientiiic treat¬ ment that it received. All the papers and discussions on this subject, wdiich took more than two dajcs of the congress, will appear in Vol. YII of the Annales of the Institute. SOCIOLOGICAL METHODOLOGY. The subjects of the clan and the artificial family called out less dis¬ cussion, periaips because it was felt that they were more in the line of anthropology than of sociology proper; that of industrial association and the prevention of strikes, though treated from the strictly socio¬ logical standpoint, was seen to belong quite as much to politics in the broad sense, or political science, and also to involve economic ques- SOCIOLOGY AT THE PARIS EXPOSITION. 1577 tions. The leading paper on social niechanics, however, was recog¬ nized as coming strictly Vv^ithin the purview of theoretical sociolog}^, and that from the side of methodology, and its presentation and dis¬ cussion consumed an entire da}^ M. Winiarsky, whose report on this subject to the LnternationpJ Congress on the “Teaching of the social sciences” was given in full in its place (see supra, pp. 1496-1500), though not 3^et a member of the Institute (he was elected an associate at the close of the congress), had sent in a letter of some length which was read, and his advanced views on the application of mathematics to sociolog}^ wpre discussed. So far as the use of mathematics is concerned, it must be done with great caution and only in the most general way. The appetitive fac- idties of man constitute true natural forces, and in so far as their oper¬ ation can be accurately known they are as susceptible to mathematical treatment as any other natural forces. That “hunger and love,” of which Winiarsky has so much to say, constitute the great mainsprings of social as of individual action has not only been clear to all the economists from Malthus and Ricardo to Mill and Jevons, but has ])een perceived and stated by earlier philosophers like Kant and poets like Schiller, especially by the latter in the celebrated lines of his Lyrisch-didaktische Gedichte, written in 1795: Docli veil, was ein Profesi?or spricht Nicht gleicli zu alien clringet, So iibt Natui’ die Mutter-Pfncht Und sorgt, dass nie die Kette bricht, Uiid dass der Reif nie springet. Einstv-eilen, Ins den Ban der Welt Pliilosophie ziisaminenbalt, Erhiilt sie das Getriebe Dureb Idnnger nnd dnrch Liebe. It IS the recognition of this truth that alone can make sociology a science. The difficulty does not lie here, but in the little that is known of the workings of the complex psvchic forces. It must be admitted that even these affective or appetitive forces are far more’ subtle and recondite than any of the physical forces with which the other sciences deal, so that if all v/e had to study was what I have called the “dynamic agent” of society, that part of the individual and social mind in which the social forces reside — tlie mere propelling power of the world — we should still have a very diffi(‘ult problem. The great danger is that it will be forgotten that this is not the whole of that prolffem. This has been, in fact, forgotten by the economists, not only of the mathematical, but of the purely physical school, The}^ created the “'economic man,” possessing nothing but physical appetites that they could calculate as the lavr of gravitation can be calculated, and the consequence was that the economic science founded upon such a man has been found to correspond with nothing real in 1578 EDUCATION KEFOKT, 1899-1900, society, and that nearly all the ‘’economic laws'' deduced from this principle have not onij" proved to be false, but have, as I have shown, ^ turned out to be for the most part the reverse of the real state of things. This has ])een almost wholly due to the neglect of the other correl¬ ative and equally important factor vvddch, in contradistinction to the d^mamic agent, I denominate the “directive agent,'' which exists in all grades of humanity but increases in influence with the intellectual development of the race, until in all industrial peoples, and especiall}^ in our modern highly civilized societies, it so immensely complicates all these simple economic calculations as to seem almost to render hope¬ less Eill efforts to establish an exact science of social phenomena. Some, indeed, are ready to abandon the task. Vv hile I recognize the extraordinary difficulty in the way of the scientiiic sociologist and deny the possibilit}" at the present stage of applying mathematics to sociological problems as a rule, I do not admit that even the most complex S]3iritual considerations create a qualitati's.'e distinction between sociolog}" and other sciences, but only that tliey are calculated to make the students of this young science modest and circumspect in all attempts to use exact methods. In the hands of masters like Cournot, (xossen, Jevons, and Walras, even mathematics is a safe instrument of economic and sociological research. The danger is that lesser minds, fascinated by the charms of such exact processes, may carry them to excess and l)rln.g all our labors into disrepute. It vrould be impossible, even if it were desira])ie, to introduce into this sketch the important papers that Avere laid 1)efore the congress of sociology relating to the clan, the artiticial family, historical mate¬ rialism, and industrial associations, for the reason that they are not obtainalffe, being in the hands of the editor of the Annales of the Institute, i)i Avliich they Av"ill duly appear. My OAvn communication I ha've concluded to use here, both as an example of pure sociology as brought out in connection AAuth the Paris Exposition and also as relat¬ ing strictly to the methodology of that science, and tlierefore in a A"ery proper sense pedagogic and edmcationah 1 think I can say without undue egotism that the considerations put forth in this p:iper, by Avhomsoever they may be presented, are those that lie at the Am-ry foundation of the science of sociology and constitute the justification of the claim to the existence of such a science. I had the necessity for some such a presentation so forcibly thrust upon me liy the character of sociological literature in general that I felt impelled to formulate once for all the basic principles of the science and to make the effort to attend the only international congress of sociologists in the Avorld and endeaA"or to impress these principles upon the minds of the memhers of that great representati\"e body of sociological thinkers. 1 The Psychic Factors of Civilization, p. 278. SOCIOLOGY AT THE PATHS EXPOSITIOH. 1579 The appreciative reception with which the communication met embold¬ ens me to make the further effort to lay it before other classes of thinkers and in my own language. Such is my apology, if an}- were needed, for concluding this report with this paper. Social Mechanics. Read before the Fourth Congress of the Institut International do Sociologie at Paris, S^^ptemljer 25, 1900, by Lester F. Ward.i INTRODUCTORY. Many thinkers deny that there can be a social ineclianics. They maintain in varying degrees that the phenomena of society are so complex and irregular that they can not be subjected to exact methods of investigation. Some very logically claim that this excludes them from the domain of science altogether, and hold that there is no such science as sociology. Others recognize such a science, but say that it is not of the same class as other sciences, but is only a moral science, contingent and conditioned, in which the truth attained does not possess real or apodictic cer¬ tainty, but only moral certainty, or probability. I do not propose to discuss this point, but shall postulate the true scientific char¬ acter of sociology., and proceed at once to set forth the grounds on whicli I consider the claim to rest. I ivill only say at the outset that if social phenomena are in fact not uniform and invariable, the same as in other sciences, and if social laws are not exact, as in the physical world, then there is no true science of society. I will also say that if I regarded social phenomena as wholly lacking in the quality of exact¬ ness, and all sociological truth as necessarily conditioned and only probable, I should have no interest in sociology, and should devote no time or energy to it. But it is said that anyone must certainly see a difference hetYreen the phenomena' of society — historical events, political affairs, religious movements, moral reforms, and industrial transformations — and the action of physical bodies, as in astronomy, physics, and chemistry. I do not deny that from a superficial standpoint there does appear to be such a difference, but it is scarcely greater than fhat which we find between certain of the sciences that are recognized liy all as such, even some of the purely physical sciences, as, for example, l)etween astronomy and meteorology. Here it is clear that the difference lies wholly in the degree of knowledge possessed of the causes of the phenomena, and no one Cjiiestions that the most capricious atmos¬ pheric phenomena are the effects of unvarying physical causes, but which are con¬ cealed from direct observation. It is only a step from this admission to the recognition of the same truth in hinnan events. Nearly all true philosophers have taken thus step, and what is crJied the pliilosophy of history is neither more nor less than such a recognition. It is said that while it is impossible to see this orderly causation in individual actions it can he seen in those continued collective actions which make up the history of the world. That it is also true of individual actions, though concealed from view, is virtually implied in this, and some great thinkers have distinctly so stated. No one has expressed this more clearly than Kant,'^ who is never classed as a determinist. Before proceeding further let me lay down the principle upon vchich the scien¬ tific character of sociology and all the other complex sciences rests. It is that in the complex sciences the quality of exactness is only perceptihle in their higher generalizations. It is well known that as we rise in the hierarchy tiie sciences diminish in gen¬ erality as they increase in complexity. By generality is memit tlie relative inimber of phenomena that take place under anyone law, ’and simplicity is virtually the 1 From the Annales de ITnUitat International rle Soeiolog-ie, Tome VII, Parts, 1901, pp. 163-203. 2 Kritik der reinen Vernuni't, Ed. Hartenstein, 1868, p. 380. 1580 EDUCATION EEPORT, 1899-1900. same thing, viz, the occurrence of many phenomena as the result of a single force or cause. Any field of phenomena, as that of astronomy, in which this is true, be(,‘omes the subject of a highly exact science. As we rise in the scale a larger num¬ ber of principles come into action and the nundjer of phenomena, relatively to those of the whole field that are controlled by a single princiifie, diminishes. In other words, as the number of principles increases their range or scope diminishes. The causational Cjuality of the phenomena is not affected, but the difficulty of perceiving and understanding it is increased. A point is at length reached at which it is impossible to recognize the direct action of any one single principle. It then becomes necessary to group the princiifies or laws into classes and deal with these classes as units. The action of such groups or classes of principles can be seen to be uniform and aii exact science can be based on such collective action. The most complex of all fields of phenomena, viz, that of human society, can be made an exact science by this method and l)y no other. A few illustrations will make this clear. In any complex field of phenomena the ability to see the action of law is dimin¬ ished or wholly annulled by the multiplicity, obtrusiveness, and proximity of the objects occupying the field. These arrest attention and defy classification. One can not see a city when in it on account of the buildings, or a forest on account of the trees. All attempts to reason about things under such circumstances are vitiated by what I call “the fallacy of the near.” All observations are attended with what may be denominated the Brobdingnagian perspective. To overcome this the first pre¬ requisite is distance. The greater the distance, provided the objects can be clearly seen, the greater tlie degree of order that they will present. This order is simply the visual manifestation of the uniform laws under which they have been producehysiography of any region also yiehls to this class of speculation, and conies forth with a symmetry and beauty that are fascinating in a high degree. Passing over many great fields, which, if examined, would be found to furnish equally good examples, we may first approach the human plane by a glance at the lessons of ethnography. There is no more seductive study than that of the similarity presented by tlie customs and arts of uncivilized races in widely separated regions of the globe. The xihenomena called “ethnographic parallels,” by Dr. Edward B. Tylor, wliile doubtless sometimes pointing to a common origin and natural derivation, are now for the most part explained as the re.sult of uniform causes pervading the whole field of human activity. No better illustration could be adduced of the presence of law in the p>sychic, anthropic, and social worlds. SOCIOLOGY AT THE PAEIS EXPOSITION. 1581 Many intei’esting examples, are furnished among civilized races l)y the movement of population. Only one of the least observed of these will he cited, viz, that which is dependent upon the physical fact called by geologists ‘‘the fall line of rivers.” The law is that the chief seaboard cities of any country settled by migration will be determined l^y this fact, and will be situated at or near the head of navigation of the principal streams. A striking example of this is presented by the eastern United States, where all the large and many of the minor towns are located at the foot of the Piedmont plateau and on the landward margin of the coastal plain, at the points *- where the principal streams intersect this line. Advancing one step farther in the direction of the recognized domain of sociology proper, we may consider the conclusions reached by statistics. The eminent Belgian statistician, Quetelet, although a poor reasoner, saw the workings of law in human affairs so clearly that he named one of his principal works Social Physics, probably unaware that Comte had already used this expression for the entire domain which he afterwards baptized ‘ ‘sociology, ’ ’ taking great pains to point out their perfect synonym y . In the whole field of vital statistics, including chiefi}^ the facts of marriages, births, and deaths, Quetelet found that it was only necessa.ry to collect a sufficiently large number of such facts in order to deduce from them exact and uniform laws, and he tells us just how often it will happen not only that a man of eighty will marry a girl of sixteen, but also how often a man of twenty will marry a woman of sixty. Statistics of suicide and other crimes have been extensively studied since Quetelet’ s time, and although a great number of special conditions modify the result, it is only necessary to make the investigation broad enough in order to arrive at laws that are exact and uniform. From this the passage is easy to the multitudinous social phenomena which make up what is called the daily news. Most unphilosophical j^eople pore with rapt interest over the columns of the daily press, noting as unique and remarkable all the accounts of crimes, fires, railroad and other accidents, and the innumerable social events that are continually taking ifiace. But the philosophic mind sees in all this nothing but the j'egular and ordinary course of things, and nothing in any proper sense excep¬ tional or extraordinary. The particular names, places, and details are of course utterly heterogeneous, and incapable of prediction except by those fully acquainted with each particular case, but the general result is something well known, since it is constantly going on, and there is no essential difference between one year and another or between one country and another. If there is a difference in time and place, even that difference is due to special crnises which can be discovered with sufficient research. Thus we might go on to multiply illustrations of the reign of law in the most com¬ plex fields of social activity, all going to prove that the science that treats of that field is an exact science if we only confine it to the most general aspects. It can only descend more and more into the details as the data for such less general conclusions slowly accumuia,te and are arranged and coordinated for the purpose. While, for example, it is impossible to say what a particular individual will do under a given set of circumstances, because this would require a knowledge of his entire character as the result of his education, experience, and hereditary predispositions, it is pos¬ sible to say what general course ail mankind may be depended upon to pursue under certain general conditions. From this knowledge of “human nature,” i. e., of the social forces as natural forces, the law of parsimony, or of greatest gain for least effort, has long been recognized, and it is about as exact, i. e., reliable, as any law of physics. This is merely saying that there is not much more cliance of the existence of unknown perturbing influences that rvill overcome this law than of unknov/n bodies in space that will cause perturbations in the movements of the heavenly bodies. In all attempts to find the beginnings of sociology, and to xjoint out who have been . its true precursors, there has been com|:)lete harmony in recognizing the j^rimary principle of law in human events. Those who have in any degree irereeived this 1582 EDUCATION EEFORT, 1899-1900. have ])een placed on tiie list of early sociologists. Passages to this effect are culled from the writings of Plato, Aristotle, Lucretius, Tertullian, Machiavelli, Bruno, Bacon, Hobbes, Descartes, Bossuet, Locke, Leibnitz, Fontenelle, Vico, Montesquieu, Bufion, Hume, Adam Smith, Ferguson, Kant, Turgot, Condorcet, Saint Simon, Carey, Bastiad, and John Stuart Mill. This was the first and for ages the only con¬ ception which gave to history a scientific character. It is the conception that under¬ lies all the other steps in the yirocess of creating a science of society, and it has now culminated in the more definite formula that such events are true natural i:)henomena, to ]3e studied by the same methods as other natural phenomena. The idea conveyed 1)}' the word, “actions” is wholly misleading, since it implies that they might have been other than they were, while the scientific idea is that, given all the circum¬ stances, nothing else could have taken place than jjrecisely what did take place. All this may be regarded as preliminary to the treatment of social mechanics, but it is a preliminary v/hich, in the present state of our science, seems essential. It is the mechanical basis of the science of sociology, without which there could l)e no such science. It establishes the existence of a class of true natural forces in society, rvhich places sociology fully in line with the other true sciences. 1 prefer the name “social mechginics” to the “social physics” of Comte and. Quetelet, because it more clearly expresses the idea of force and law in society, and also Ijecause it more readily admits of the fundamental classification which I shall propose. I have always insisted that this mechanical force which produces the phenomena of society is a psychic force, but I have carefully distinguished it from thought, which is not a force, and which, in so far as it is a cause, is a final cause (causa finalis) and not an efficient cause (causa efficiens). The social force resid.es in the affective or appetitive department of the mind, and is a true propelling force. It is the cause which makes all sentient beings move and act, a true or efficient cause, pro¬ ducing effects in the same way that they are iproduced in the physical world. The social forces are chiefly appetites, and Professor Foiiillee has proposed for them the term “appetition,” which I am quite willing to accept, but I can not agree with him in cla'-sing them as ideas. It is, however, a perfectly legitimate extension of this gen¬ eral conception to regard these appetitive impulses, or springs of action, taken col¬ lectively and viewed from a broad, general standi)oint, as constituting the Vv^ill, and tiie term ‘ ‘ will ’ ’ has the advantage of applying equally to the negative class of impulses, Vvdrich impel away from tire undesirable, as to tire positive class, which impel toward tire desirable. Having thus found and. defined tire social forces, we may proceed at once to tire iLiirdavmejrtal subdivisioir of social mechanics. This can Ire none other than tire sub- di'si;-ion of nrechairics itself as a mathenratical science, since there is no essential dirierence in the nrode of operation of natural forces in general, and we have seen that the social forces are true iratural forces. A^s, therefore, the primary subdir ision of mechanics is into statics and dynamics, these brairchesof social mechanics become respective!}" social statics and social dynamics. They will be treated in this order. Many sociologists have seen the logical irecessity of this classification, but it has irever seemed to me that a single oire, not even Oomte, has clearly perceived or adequately expressed its true meaning aird import. There are some who reject it altogether, but such usually also fail to perceive, or at least to admit, that sociology is a domain of natural forces. SOCIAL STATICS. Ill view of the general confusion on the subject of social statics, I will perhaps lie permitted to go somevcliat into detail and to set forth with special care tlie funda- menta,! principle upon which I conceive this branch of the science to rest. Any true force acting alone causes motion in a straight line. The universe consists SOCIOLOGY AT THE PARIS EXPOSITION. 1583 chiefly of aggregates which are in the nature of systems, and these have their exist¬ ing configuration by virtue of the action of many forces which modify one another. The action of each of these forces alone would tend to carry the x>ortions of the aggregate affected by it out of the' system into space, and thus to disintegrate and destroy it. The different forces working together tend to preserve it. They do so by partially antagonizing one another and bringing the different parts or elements into a condition of approximate equilibrium. This holds true for every form of aggregate or system throughout the entire uni¬ verse, and in every department of nature, in the organic as well as in the inorganic, and in the psychic and social worlds. So far as the maintenance of systems is con¬ cerned, every force, considered in and for itself alone, is essentially destructive, i. e. , it is centrifugal. This has always been perceived so far as the social forces are con¬ cerned, for the affective faculties to which these forces belong include the passions of men, and their destructive and dangerous nature has formed the subject of most ethical teaching. The true reason why they have not been scientifically studied is that they have been regarded as essentially unworthy and bad. Sociology is the only science that can explain their true nature as the propelling forces of society, or, as I haA"e called thenijcoilectively, the dynamic agent. And it is true that if there were no way of curbing this social energy it would quickly destroy the social order. Social statics deals with the process by which social energy is conserved and con¬ verted into a useful instead of an injurious agent — that is, rendered constructive .instead of dccstructive. Social statics might therefore be called ‘ ‘ constructive sociology. ’ ’ It deals with the process of social equilibration. Among the many crude conceptions of social st-atics is that which identifies the terms ’‘statical” and “stationary,” and thus confounds social statics with social stagnation. The distinction will become clear as w^e proceed, but a single illustration Avill prepare the way, viz, that the difference is essentially the same as the difference between a mill pond and a stagnant pool. Although the process involved in social statics is a strictly unconscious and genetic one, still, as our thinking is largely anthropomorphic, Ave can best understand it if it can l^e illustrated by hurnam methods. The true effect of every mechamism is to cre¬ ate an equilibrium, more or less complete, of natural forces. Of course the purpose is to use these forces, and all invention x^roceeds upon the assumj)tion that the quan¬ tity of force is not diminished hy the mechanism, but is controlled in the interest of man. Devices for constraining and directing force convert it into energy. The force jireviously exerted in useful ways is made to act in useful wa;vs. The amount of force caused to act in useful w^ays is greatly increased at the expense of that acting in useless ways. In a word, the previously scattered force is now concentrated, focalized, and directed into advantageous channels. Previously diffused in sx^ace, it is now con¬ densed and applied to a given x'>oint, as the sun’s rays in a ]:)urning-glass; or, previously continuous in time, it is now restrained and set free all at once, as in guiq^owder. Perhax)s the most typical examxde, and the one which, by giving the x^roper latitude to the terms, can be considered as covering every form of mechanism, is the storage battery. The essential principle is the storage of energy for subsequent use, the time, the direction, and the quantity being subjected to the will of the inventor. It is not confined to electricity or combustion, but applies to all forces, and the mill x^ond, to which reference has been made, is a simple case in x>oint. We thus see that the action of the human mind is in the direction of creating arti- .ficial mechanisms for the utilization of natural forces, and that the quality common to them all is their x^ower to i3roduce a more or less complete ecjuilibriuin that can])e disturbed at the will of the user and for his benefit. Sucli mechanisms may be called structures, i. e., they are things constructed. The x^urpose for which a mechanism is constructed — what it does — is called its “function.” We therefore always have 1584 EDUCATION REPOST, 1899-1900. the two facts, structure aud function. The advantage of these terms will presently appear. Sociologists constantly speak of social structures, and this is altogether proper. i Social structures may include such as are artificially devised and correspond to the j mechanical structures that we have considered, but it is evident that the ordinary use of the term does not contemplate these, and by social structures is usually meant ! those which are unconsciously and spontaneously produced. The analogy is gener- ' ally with oi’ganic forms, which are the products of evolution and wholly beyond the inventive genius of man to create or even imitate. Most social structures are in fact i of this class. But just as the comparison of mechanisms to structures v.ddens our ^ view of their true nature, so we may profit in the same way by looking upon all « structures as in a certain sense mechanisms. We saw that the common cpiality of ^ all mechanisms was that of equilibrating forces. We may now, if we take the right | vievr of them, perceive that this quality is also common to all structures whatsoever. The full realization of this truth opens up to the view' one of the broadest philo¬ sophic fields that present themselves to thinking minds. Witliout a survey of this field and some idea of its nature and scope, the science of social statics can not be clearly comprehended. The fundamental question is: By wdiat process are natural structures formed? ^V e know' how' artificial structures or human mechanisms are formed. ^Ye have also seen that they have the same leading quality as unconscious or genetic structures. The j tw'o are alike not only in both feeing structures, but also in both performing func- * tions, i. e., they do not exist simply for tliemselves, but, as it w'ere, for some purpose. j If, however, the term “purpose” is applied to 1)oth it must be taken in a different sense. Its meaning applied to the human mechanism is clearly teleological. Applied to genetic structures, even those of society, it can not be regarded as teleological, ■ since there is no design, and w'e can only say, in the language of modern science, ^ that the structures are a(Japted to their functions. The problem is then reduced to that of ascertaining how' this adaptation is brought about. Fully to grasp the subject, it is necessary to start from the broadest possible b'asis. Not limiting the conception of a structure to social and organic forms, w'e must expand it to include all systems and all aggregates of whatever kind. We shall then be better ai)le to see the one universal law' that controls them all. This law' is not the same as the law' of evolution, i. e., the unfolding of something previously con¬ ceived as roiled up. It may be called adaptation, but this term helps us notin the least to understand the true process. It is necessary, first of all, to distinguish between a law' and a principle. A lave is an expression of the order in which phenomena take place. A principle is the manner, mode, or method of their occurrence. It answers the question: How? For example, evolution is a law', but natural selection is a principle. The world has never been fully satisfied w'ith laws. It is only satisfied wdth principles. Principles alone explain, and the mind is never fully at rest until the phenomena under con¬ sideration are explained. Adaptation must also be classed as a law', since, as already remarked, it requires explanation, and the problem before us is neither more nor less than that of discovering the principle that will explain adaptation. Notw'ithstanding the modern tendency tovrard monistic conceptions in ail things, W'e must not be blinded to the fact that in every department of nature there exists oj^position. The universe is, as it w'ere, polarized. This show's itself not merely in the form of centripetal and centrifugal forces, but also in that of gravitant and radi¬ ant forces — in all the forms expressed by the antithetical terms attraction and repul¬ sion, concentration and dissipa,tion, condensation and dissolution. We need not 1 consider the question whether or not these are merely different modes of manifesta¬ tion of one universal force. To our povrers of observation they are real, if not antag¬ onistic, at least antithetical forces, everywhere operating throughout the universe. SOCIOLOGY AT THE PALIS EXPOSITION. 1585 From our present point of view the important fact is that the interaction of these antithetical forces always results in some kind of structure. It lias the effect of pro¬ ducing symmetrical bodies. In the realm of space portions of the primordial nebula are separated out, con¬ densed, and rolled up into spherical or spheroidal forms. If smaller masses fail to aggregate with the larger ones they assume similar forms and are made to revolve about the larger ones as secondary bodies, often with still lesser tertiary l^odies revolving about them, the whole forming a system and obeying exact laves. The particles of \vhich these orbs consist are also sui)ject to this same law and form molecular s^^stems wdiich are believed to be as symmetrical and exact as the solar systems. Such molecular systems are numerous, and aggregations of them con¬ stitute the different substances known to chemistry and mineralogy. Whether these be called elements, inorganic compounds, or organic compounds, they all have the same fundamental constitution. In the organic w’orld the symuietrical bodies produced by the interaction of anti¬ thetical forces are the organized forms, l^oth vegetable and animal, with wdiich the earth is peopled. These, too, are systems wonderfully adapted, and although the bodies are themselves ephemeral, they possess the power of seif-renewal, thus ren¬ dering the forms permanent. In the social world the same antithetical forces are in operation wdth the same result, and social products scarcely differ more from organic products than do these from cosmic products. All the forms produced by the interaction of antithetical forces are structures, and social structures are as definite and symmetrical as organic,, chemical, or astronomical structures. We shall return to this subject, but it is essential to connect the entire train of phenomena considered with the principle primarily laid dowui that all structures whatsoever, and wdiether the products of human design or of spontaneous nedural forces, have for their essential characteristic the partial ecj[uilibration of the forces in action, and that the necessary effect of the conflict of forces and the constraint and alteration of motion is to produce symmetrical forms or systems — i. e., structures. The generic term for the whole process, in whatever department of nature, is organi¬ zation, and that wliich has always been going on in the universe and has resulted in the present condition of things is nothing iimre nor less than a process of organi¬ zation wdiereby the previously unrestrained and unproductive forces of nature have been arrested, stored, and appropriated to constructive purposes. This is the great underlying principle of all organization, and I have long sought for an appropriate term by wdiich to express it. It is primarily collision, deflection, constraint, and transformation of motion, resulting in greater intensive activity at the expense of extensive activity, a shortening of paths with a repetition of circuits, and ultimately the formation or building up of definite circumscribed structures. Although begun in opposition and antagonism, it soon assumes the milder forms of antithesis and interaction, resulting at length in compromise and ultimately in cooperation. I have alternately used all these terms, but none of tliem seem fully to describe the. principle under consideration. Equilibration and adaptation are the important resultant effects. We are carried back to the w/ell-wmrn Hegelian trilogy, and plainly see in this process a synthesis of the antinomies at work. After much reflection, I have finally selected as the term that embodies the most complete expression of this all-comprehensive principle the word synergy, in v/hich is contained not only the passive idea of coexistence or mutuality, but also the active idea of wmrk or energy. Synergy, then, is the principle which explains organization and adaptation in the universe, and these must therefore fall wholly wfithin the province of statics. What¬ ever relates to structure belongs to statics, and as function is only the utilization of the energy stored by structure, function must also belong to statics. It is rernarka- ED 1900 — VOL II - 20 1586 EDUCATION KEPOET, 1899-1900. ble that so many sociologists have fallen into the error of supposing that the dis¬ tinction between structure and function is the same as that between statics and dynamics, and that while anatomy is statical, physiology is dynamic^ All this is as true of sociology as of biology. The f)rocess is the same in all depart¬ ments of nature, and the same principle, viz, synergy, produces the same results. It is only necessary to recognize the liomologiies of these products in different fields of jdienomena. These products of cosmic synergy have already been mentioned in most of the fields of more general law, and we have seen that celestial structures are orl)S and solar systems, that chemical structures are atoms, molecules, and substances, and that vital or biotic structures are biopliores, cells, and organisms. There are also psychic structures, and if vce were to seek for them we should find them in the states, or more properly the acts or phenomena, of consciousness, which are as intel¬ ligible i:>roducts as any of the material products considered.^ We are, of course, chiefly concerned with social structures, and must discover what is the exact homologue in society of the cosmic, organic, and .psychic structures enumerated. The forces at v/ork in this field are the social forces, and ah every point they are polarized in the same way as the physical and vital forces. In biology this dualism is the interaction of tlie centripetal forces of heredity and the centrifugal forces of variation, and the result is an adaptation of the organism to the environ¬ ment. The psychic reverse of this vital obverse is the great dualism of function versus feeling, upon which I have so frequently laid stress.^ Function represents heredity and is centripetal, metabolic, conservative. Feeling represents variation and is centrifugal, catabolic, destructive. Adai^tation, which is the resultant of the work performed by these antithetic forces — i. e., the effect of psychic synergy, is synthetic, anabolic, constructive. In the animal world this psychic structure, as it may be called, is chiefly instinct. In the lower races of men it becomes that great homogenous j)la.sma out of which are subsequently differentiated religion, law, and social order.* II will cite among others; Auguste Comte, Philosophic Positive, Tome IV, p. 231 (but Comte half perceived his error in saying that social dynamics treats of the “continued movement’’ of society, and that “the popular division into anatomy and physiology tends to disappear entirely”); Roberty, La Sociologie, see third edition. Chap. VII, especially the footnote on p. 112; Bernes, Sociologie et Morale, 1890, p. 59; Novicow, Annales de I’lnstitut International de Sociologie, Tome IV, p. 190; Lud¬ wig Stein, Wesen und Aufgabe der Sociologie, p. 8 (Abdruck a. d. Arehiv f. system. Philosophic, Bd. IV); Rene Worms, Revue Internationale de Sociologie, sixieme annee, 1898, p. 539. It is true that some have combated this idea. Dr. De Greef did so in his Introduction a la Sociol¬ ogie, Premiere Partie, 1886, p. 89. I have done so in tlie American Journal of Sociology for Septem¬ ber, 1896, Vol. II, p. 241, and in my Outlines of Sociology, 1898, p. 173. More recently Dr. Worms has corrected his mistake, and MM. Coste, Dubui.sson, d’ Araujo, Delbet, and other members of the Society of Sociology of Paris, have exposed the falsity of this idea with considerable clearness. (See the Revue Internationale de Sociologie, septieme ann-Je, 1899, pp. 455, 462, 465, 539, 541, 544, 549.) 2 See my article entitled The Natural Storage of Energy, in the Monist for January 1895, Vol. V, pp. 247-263. 2 My efforts to unfold this principle date back to 1889, when on August 31 I read a jraper before the anthropological section of the American Association for the ^Advancement of Science, at its meeting in Boston, entitled. Feeling and Function as Factors in Human Development, abstracts of which appeared in the Boston Advertiser for September 1, and in Science for October 23 (Original Series, Vol. I, No. 17, pp. 210-211). The idea was extensively developed in Dynamic Sociology, Vol. I, Chap. VII (see especially pp. 485 If, 601 ff). A chapter (XIII) was devoted to it in the Psychic Factors of Civilization, and it received treatment in several of the chapters (V, VII, VIII, X) of the Outlines of Sociology. New light was shed upon it by still later researches, and I returned to it from a some¬ what different point of view in an article in the American Journal of Sociology for January, 1898 (Vol. HI, pp. 520-536), entitled Utilitarian Economics. A much longer article, written in French, and entitled L’Economie de la Douleur et 1’ Economic du Plaisir, but dealing with the same thought in a much expanded form, was read before the third congress of the Institut International de Soci¬ ologie in September, 1897, and appeared in the Annales of the Institute for that year (Tome IV, Paris, 1898, pp. 89-132). ^-See my article entitled The essential Nature of Religion; International Journal of Ethics, Vol. VIII, Philadelphia, January, 1898, pp. 169-192. SOCIOLOGY AT THE PARIS EXPOSiTIOlf. 1587 As the social forces are x)sycliic, all social structures must have a psychic basis. They are all evolved out of this x^rimordiavl psychic plasma, vdiich seems to me more nearly to constitute the essential germ of religion than of any other human institu¬ tion.^ And in speaking of religion as a human institution, we have eniployed a highly generic term, which may serve as a name for all social structures whatsoever, and we may say that the social homologue of the products of cosmic, organic, and psychic synergy is human institutions. ■ The synergetic products of physical and vital forces are material objects; those of psychic and social forces are chiefly immaterial. They are instincts, habits, aptitudes, customs, and institutions. These are all adaptive, protective, and constructive. They produce, like the others, a partial arrest, restraint, and equilibration of the interact¬ ing forces, a transmutation of motion, a conversion of molar into molecular, and of extensive into intensive activity, and they may be denominated mechanisms or devices for the gathering, focalizing, husbanding, and storing of the psychic and social energy. While in the broadest sense of both terms all social structures may be called institutions and all institutions may be called social structures, there is a narrower sense in which a distinction may be dra,wn, and the term ‘ ‘ institution ’ ’ may be applied rather to those spontaneous products of the social forces which are more basic and of a more exclusively psychic character, while the term “structure” may be given to the superstructure, as it were, which men more or less consciously erect upon these natural foundations. In many cases the distinction is vague and difficult to draw, while in others it is x^erfectly clear. Among the most important of these latter may be mentioned religion, as the institution out of which rises the church as a structure; marriage, as an institution upon which rests the family as a structure; government, as an institution to which corresponds the state as a structure. To these might be added matriarchy and the clan, patriarchy and the gens, the blood bond and the tribe, law and courts of justice, punishment and prison systems, education and the school, etc. Among human institutions which do not so readily admit of this contrast may be mentioned language, literature, art, and science; while to the class of social structures in the restricted sense, but to which the corresponding institutions are vague or wanting, may be referred all the multitudinous voluntary organizadions and associa¬ tions, whether for social, moral, educational, or industrial purposes. In a certain sense, however, the division of labor may be said to be the institution corresiionding to such structures. Any one or all of these examples might be taken up and analyzed from the point of view of the present discussion, and shown to be the product of social synergy as that term has been defined. Our limits compel us to restrict this analysis to a single example. The case that I shall cite is one which a priori would be perhaps least expected to furnish a good illustration. It is that of the blood bond which binds primitive races into tribes. If the terms are taken with sufficient latitude, however, the^/ represent a most critical stage in the history of mankind. Under matriarchy, ■ or clan life, and to a less degree under patriarchy, or gentile life in its earliest and simplest forms, comparative peace prevailed. The warlike stage of culture followed these, and grev/ out of the formation of larger groups firmly cemented into tribes, in which, along wdth an intense tribal attachment, or race instinct, there went a considerable sense of power. The love of race, i. e., instinctive attachment of each individual for all other members of the same groui^, was always accompanied by a corresponding hatred of the members of other groups, a fact vrhich led to constant wars. The whole subject, which is far too large for me to outline here, constitutes V'hat 1 Mr. Herbert Spencer has brought out this truth in a very clear manner. See his Principles of Soci¬ ology, Vol. Ill, p. 181 (sec. 662). 1588 EDUCATION KEPOET, 1899-1900. is known as the ‘‘struggle of races,” upon whicli so much has been written and the true signiticance of which has at last been discovered and made plain by the writings of Ludwig Gumplowdcz and Gustav Eatzenhofer. It tits admirably into the broader scheme that I have here unfolded. It is a perfect illustration of the working of social synergy. Every step in the i^rocess of the equilibration of these at first wholly antagb’ nistic forces has been clearly traced and the successive resultant social structures named and described. Eatzenhofer shows in a masterly way how" the several steps are taaen throughout the entire process. The order is as follows, the words in italics marking the steps or stages: (1) subjugation of one race by another; (2) origin of caste, the conquered race forming a lovrer and the conquering race a higher stratum ot society; (3) gradual loosening of this condition, leaving simply a state of inequoUty, indi¬ vidual, social, and political; (4) gradual rise from purely military dominance to a recognition of laiv and the origin of the conception of legal right; (5) origin of the state, under v/hich all classes have both rights and duties; (6) cementing of the whole mass of heterogeneous elements into a more or less liomogeneous qjeople; and finally, (7) development of a nation. In all this w^e see in the most vivid v/ay the various aspects of equilibration or social synergy, from the primary conflict and antatgonism, through the successive stages of resignation, acquiescence, compromise, affiliation, cooperation, and ultimate complete coalescence and unification, such as are manifested by the originally heterogeneous French, German, and British nations. The net result is social organization, and it constitutes a typical case of organization in general. In fact, the process can be much more clearly seen in society than in any of the lower departments of nature, and a clear comprehension of it throws a flood of light upon the obscure processes of organic life of which we can only see the matured results. Thus does sociology often illuminate the simpler sciences. This example leads us directly to the broader truth that organization is the basis of and in fact constitutes order in the social wurld, and all the different social structures and human institutions are themselves organized into a whole, which is the social order. The social order is the subject of social statics, and all that has been said comes under that division of social mechanics. Social structures are reser¬ voirs of power applied to social ends. They are the conditions to social efficiency. They are all, as much as the state and the nation, products of a struggle. Darwin has taught us that throughout the organic world there is a “struggle for existence.” Society is also a theater of struggle, but a broader view of the subject in both fields and in all other fields justifies us in modifying Darwin’s severe formula, and in looking at the order in the inorganic, the organic, and the social worlds as the product rather of a struggle for structure. In society the structures that result from this struggle are human institutions, and without indulging too much in metaiihor, w^e may justly say that human institutions are the storage batteries of society that husband the social energy, the products of social synergy, which is the highest expression of the cosmic synergy, or universal struggle for structure. SOCIAL DYNAMICS. We have seen that the proper subject of social statics is social order. In sharp contrast with this, the proper subject of social dynamics is social progress, or at least social transformation. The one deals with the status, the other with the movement. We found the social order to be the result of organization, and that this organization consists in the formation, under the principle of social synergy, of social structures, which are further coordinated into one supreme structure, viz, society itself. What, then, constitutes social progress? Every structure represents a certain type of organization. This is as true of cos¬ mic and organic as of social structures. Under the synergetic principle of equilibra- SOCIOLOGY AT THE PAKIS EXPOSITION. 1589 tion all organized structures tend toward fixity, and statics deals with an assumed condition of structural fixity. But as the whole process consists of a struggle between centripetal and centrifugal forces, the actual state of fixity is in fact never reached. In biology it Avas long supposed that organic forms Avere absolutely fixed, but Lamarck and DarAvin shoAved that this Avas not the case, and that all forms are in a condition of iierpetual change. Although it has not been called liy that name, the recognition of this truth really added to the current science of static biology a neAV science of dynamic biology, and the enormous strides that have been taken in biolog’A^ since this discovery Avas made only attest its immense imiAortance and fertility. Most of tlie sociology, even doAvn to th.e jiresent time, relates to social statics. It is occupied Avith the discoA’ery and description of social structures, even as the old biologists collected and described animals and plants; and many still insist that thi^s is all there is of sociology. Eighteen years ago I made an effort to break AAnth this tradition and emphasize the dynamic as])ect of our science, but it Avas premature, and had about the same effect as did Lamarck’s Philosophic Zoologique, Avritten half a centurji^ before the Avorld Avas ripe for it. The principal obstacle to the acceptance of the general truth of dynamic sociology is the failure to recognize the science of social mechanics, due to the almost com¬ plete chaos and confusion that prevail among sociologists on the subject. If there is no clear conception of AAdiat constitutes social statics it can not be expected that there Avill be any definite idea of social dynamics. I have tried to shoAV AAdiat social statics is, and I noAV propose, as my concluding task, to indicate the true nature of social dynamics. The fundamental fact is thad all structures are constantly changing, so that social statics is really a theoretical science, though none the less legitimate and necessary on this account. The fact that species are not fixed, but constantly changing, does not preAmnt our study of plants and animals, considered as ultimate products, and the statical sociologist may at any time take, as it Avere, an instantaneous photograph ot society and study it at his leisure as a naturalist studies a cabinet specimen. But Avhen Ave say that social structures are changing Ave do not mean that the individuals are reneAved or that the groiqis are groAving and expanding. GroAvth and multiplication are simply the functions for Avhich the structures exist, and, as Ave saAV, all considerations of structure and function, sometimes called anatomy and physiology, belong to statics. What has the physiology of animals to do AA’ith the great dynamic process of organic development? Nothing Avhatever. It is precisely the same Avith social phenomena, and to find the dynamic element Ave must look further. To come at once to the point, the change that constitutes d3mamic moA’ement is change in the type of structure. LTnder an ever-changing environment the centrif¬ ugal forces are constantly seizing opportunities to break over, be it never so little, the barriers set by the centripetal forces, and Avherever this results in adA^antage, however slight, it is attended Avith success. In biology this constitutes the princqAle of natural selection or surviA^al of the fittest, Avhich is the fundamental principle of dynamic biology. My oAvn expression for it is the principle of advantage. Social structures are subject to the same laAvs as organic structures, and human institutions also constantly changing in tj'pe and character to meet the changes in the social enAuronment, Avhich are far more numerous and A^aried than those of the organic environment. We might rest the case here and refer all changes in social structures to the prin¬ ciple of advantage, but obviously this avouIcI be quite inadequate and unsatisfactory. We must analyze the phenomena much more closely, and find the sociological principle through Avhich they are brought about. There must be some underlying heuristic principle Avhich Avill explain the modification of social types of structure. 1590 EDUCATIOiS' EEPOET, 1899-1900. It must be constant] y borne in mind that the activities of men are the effects of the social forces as c-aiises. Most of these activities are purely statical. They come under ]\I. Tarde’s lave of imitation, and are mere repetitions. But there are some, and the frequency of these increases vdth the increase in human intelligence, that break over this rule, and, to however small an extent, deirart from the normal, add some little to what has gone before, and imj^rove upon the old way. This is what M. Tarde calls invention. The term innovation seems preferable, as more generic. All this is little more than the simple statement of the observed facts. The jwinciple underlying it remains to be sought. It is to be found in the psychology of human action. IVe will supx^ose a given action to he dynamic and not merely static, to be an inno¬ vation and not a simple repetition. If we analyze such an action we shall find that it has three distinct effects: 1, to satisfy desire; 2, to perform a function; 3, to modify the environment. Only the first of these effects is consciously sought. The indi¬ vidual as an organism is impelled to action by the motives that are in his nature, and he can only act in obedience to these motives. Tliey are the psychic, and become, when taken collectively, the social forces. The generalized formula to which all such motives can be reduced is the satisfaction of desire, and when this phrase is compre¬ hended vrith sufficient breadth it is seen to be true that no action ever is or can be performed except for the purpose of satisfying desire. The action is supposed to accomplish this end, but whether it does so or not, it must be intended to do so, otherwise there would be no motive, and we should have an effect without a cause. But whether an action does in fact satisfy the desire for which it was performed has, as we shall soon see, no bearing upon its dynamic character. It may fail entirely in its primary purpose and still be a dynamic action. The second effect of the action, viz, the performance of function, is primarily a vrholly unconscious one. The agent is not normally concerned at all with it. It is the result of ages of cosmic adaptation so complete that the individual has no need to know that his action will produce this effect. Throughout the entire animal kingdom below man it is not probable that the functional effect is ever considered, or that it is known to the agent that a given action, such as eating, will have a functional effect, such as to nourish the body. The sole motive is desire (hunger, etc.). Even in the lov;est races of men, as M. Letourneau has pointed out, it is doubtful whether the reproductive act is known to be the -cause of reproduction, and in the most civilized communities of the world the cases in which it is performed for that purpose are extremely rare. The functional effect is altogether statical, and merely results in the rei^etition of cells (nutrition,. growth) or of individuals (repro¬ duction, multiplication), and adds nothing in the direction of modifying the type of social structure. Let us now consider the third effect, which was characterized as modification of the environment. Social i^rogress, as I have so often pointed out, differs from organic evolution in the important particular that, whereas in the latter the environ¬ ment transforms the organism, in the former man transforms the environment. This third effect is in chronologic sequence the first. The end of the individual is the satisfaction of desire, but except in the very simplest cases this end is not the immediate effect of the action. The end must usually be attained through means. The action is expended directly and immediately upon some means which secures the end. The extent to which this is true depends upon the position of the agent in the scale of organic development. The lowest of all creatures are simply bathed in a nutrient medium which penetrates and nourishes their bodies. A little higher, as in Vorticella, they draw the nutritive particles to themselves by the vortical action of cilia. At still higher stages they seek their food with increasing conscious effort, until, in the highest animals, such as the Carnivora, the pursuit and capture of their Xwey involves great effort and exertion. But here, as throughout the entire animal SOCIOLOG-Y AT THE PASIS EXPOSITION. 1591 kingdom below man, the effect is to strengthen and adapt the organism by virtue of the Lamarckian principle of increase by use, supplemented by the Darwinian prin¬ ciple of natural selection. The extent to which the environment is modified is comparatively trifling. It is true tha.t through certain instincts some changes are occasionally wrought in the environment. Birds build nests and beavers darns, and some rodents, such as the prairie dog, make subterranean homes that are more or less permanent. On the other hand, the effect is often destructive instead of con¬ structive, as where all the food animals of a x>redatory species are destroyed, or v/here all the grass and herbage of a herbivorous species are eaten up. Instincts rarely pro¬ duce any enduring results. Birds abandon their old nests every year and build nev/ ones even in the same tree. It is clear that we can not say of any animal that its action tends to transform the environment in which it lives to its own permanent advantage. But with man this is just v>diat occurs. His efforts have very little effect in modi¬ fying or perfecting his own physical poAvers. Up to a certain point in the course of his slov/ emergence out of the animal state the biologic law doubtless applied to him, and in various ways, unlike those of the other animals, it modified his physicad nature, giving him the erect posture, the plantigrade foot, the high facial angle, and the massive brain. But this process gradually diminished until for all the races now known to inhabit the earth it is inappreciable, and for all the developed races it is nil. In fact, a reverse process, at least in part, seems to have set in, and instead of physical advancement there is a tendency toward physical degeneracy. On the other hand, even the most primitive types of men accomplish something in the direction of transforming the environment and adapting it to themselves, while everything that is included in the phrase material civilization consists in just this and nothing else. This general truth is vaguely recognized, but it is commonly supjposed that it is the result of conscious and intentional action on the part of men. A careful analysis of the conditions shows that such is not the case, but that it is merely incidental and unintended, a,n unsought and undesired result of the effort to satisfy desire. If desire could alwa,ya be sedisfied Vvdthoiit effort, without causing any modification of the materiads which are in contact with man, there vrould be no human progress. No effort would be put forth for this purpose alone. The environ¬ ment would remain as little changed as it is by the birds and animals that inhabit the forests and the pladns. The only reason for this difference is human intelligence. Man is the only animal whose mental powers are strong enough to enaUle him to see that his end, the satis¬ faction of his desires, can be adtained through certain material means, through transformations in his environment. And the higher his intelligence the more of these means he perceives, but the more subtle and recondite the means the more difilcult they become. The more remote the end the more laborious the means, and the employment of such means involves prolonged effort. But the more severe and protracted the effort the larger will be the incidental results, i. e., the greater will be the transformLation wrought in the environment. The individual end is the only thing that is desired, hut it is perceived by the reason that the end can only be attadned through effort applied to the meams. Now the attainment of the end — the satisfaction of the desire of the individual — has no social importance. It may be set down as v, 'holly statical. So also must he considered statical the indirect functional effect of satisfying desire — sustenance, nutrition, growth, rex)roduction, multiplication. The only consequence of the action that has any social value is the incidental alteration in the surrounding material conditions that had to be made before the other effects could be secured. The most obvious form of transformation, and the one that still continues to be the most important, consists in the artificial shaping of raw materials to man’s needs. The animal finds a world with such and such objects in it. It knows no other way 1592 EDUOATION REPORT, 1899-1900. than to utilize these objects nearly as they are. Man linds the same world, but he knows how to adapt the objects to his use, and he proceeds to do so in proportion to that knowledge. The result is that in a civilized ra.ce nearly everything that is said to have value in the economic sense has been transformed. Let anyone look about him and try to discover a v/holly untransformed object of which he ever makes any use and he will find it a difficult matter to do so. Evoi light, heat, earth, air, and v/ater are more or less modi fled to man’s advantage. This transformation of raw materials into objects of human use is accomplished by means of two processes— invention and labor. Every perception of the possibility of modifying the environment or amy part of it in such a way as to secure the fuller satisfaction of desire is an invention. All the effort put forth in producing this modification is labor. The result, i. e., the actual modification brought about, is production in the economic sense of that term, ajid all production is of this kind and can be nothing else. These products of invention and labor, i. e., of art, are therefore merely means to the individual end, which alone is a conscious and purposive effect. The second effect, viz, the functional end, or end of na,ture, of preserving and continuing life, is unconscious, and is the result of adaptation brought about by natural laws. Botli these effects are statical in the scientific sense. The third effect, viz, that of modi¬ fying the environment, also unconscious, unthought of, and undesired, is the dynamic effect, and the only one that has any. social value. Or, to express it in language that is teleological in form l)ut not in fact, the end of the individual is the satisfaction of desire, i. e., human happiness; the end of nadure is the preservation of the individual and the race; the end of society is the amelioration of the condi¬ tions of existence. It remains to connect these conclusions with the primary definition of social dynamics, viz, that it deals with the modification of the types of social structures. So far as industrial structures a,re concerned this is clear enough, but for other struc¬ tures than industrial it is not so clear. It should ai)ply to all human institutions wdiatsoever. It does so apply as soon as we give sufficient latitude to the terms employed. Every Iiuman institution is constantly undergoing modification, and every increment of modification is the result of the operation of this dynamic prin¬ ciple. AYe must give to the term invention all the breadth that M. Tarde gives to it. The labor involved in realizing and perpetuating the invention is either a part of the act of invention or else it is simply imitation and repetition in manifolding the objects wrought. But the olijects need not belong to the industrial world. The product need not be a material product at all. The institution may be any of those immaterial social products that were dealt with under social statics. One of these wliich seems the least tangible, one about which there seemed to be doubt as to vdiether it should be classed as an institution at all, is language. No more difficult one could be selected by which to illustrate the principle under consideration. If our dAuiamic principle proves applicable to language it surely can be applied to any other human insti¬ tution. In this case the end desired is intercommunication between men. • The means employed is sx^eech or gesture or some form of significant action. The change or modification of this immaterial social structure, or i^rimitive human institution, takes })lace in the direction of improving and perfecting the symbols employed in the conveyance of thought from one individual to another. Every stej) in this direction is an invention in the x:)rox)er sense of the term, and the increments gained are preserved by imitation and rex>etition, which may be characterized as labor or human effort. If we were to trace the whole history of the science of semaniics we should find that it consisted entirely in a continuous apx)lication of this x^rocess from the rudest forms of language to the highest flights of oratory or literary exx^ression. SOCIOLOGY AT THE PAKIS EXPOSITION. 1593 The only difficulty with thus illustration is that language is such a primitive insti¬ tution that it can not be called exclusively human. It shades off into an a,ijimal instinct, and in tracing it backward the dynamic principle here set forth applies in diminishing degrees until it is lost or merges into tlie principle of natural selection, which is its biological homologiie. The same would be foamd true of many other primitive institutions, such as religion, marriage, and even government. P>ut this does not prevent the principle from coming gradually into full force vritli the progress of human society and constitutiiig the basis of social dynamics in all depaitrnents. It is that which brings about all modihcations in the types of social structures, and introduces new and more efficient structures that gradually succeed the old and obsolescent ones. Changes may of course be retrogressive, and we have in society forms of local and restricted catabolism corresponding to atrophy, reversion, atavism, parasitic degeneracy, and even extinction, in biology. Tliese would forui interesting subjects for discussion, and could be shown to come under tlie same law as the anabolic transformations, but this would carry me too far. While the science of social ie rather than to name it. It corresponds to the Lamarckian principle of effort in changing the organic structures employed in secur¬ ing the ends of the creature, such, for example, as the lengthening of the cervical vertebrae of the giraffe l>y the effort to browse on the boughs that are beyond the reach of other antelopes. In the other characteristic that the result is wholly unsought a,nd even unknown to the individua,! there is also perfect parallelism in the biological and the sociological principle. The only essential differences are, (1) that human effort is telic, in perceiving that the means will secure the desired end, and (2) that human effort affects the environ¬ ment and not the organism. For convenience of distinction, therefore, between the purely automatic and reflex effort of the animal and the rational and teleological effort of man, we may apply to the latter the term conation. The two great x^rinciples of the science of social mechanics are, therefore, social synergy, which controls the phenomena of social statics, and conation, which controls the phenomena of social dynamics. k : s,- CHAPTER XXIX. EDUCATIOX IN THE PHILIPPINES, CUBA, PORTO RICO, HAWAII, AND SAMOA. INTELLECTUAL ATTAINMENTS AND EDUCATION OF THE FILIPINOS. CONTENTS. Sources of information. Ethnological, social, and intellectual characteristics of the Filipinos. Effects of Spanish culture upon the Filipinos. Literary and scientific activity among the Filipinos. — Native authors. Early insurrections and conditions preceding the insurrection of 1896.— Free Masonry and the Kati- punan Society.— Letters and documents illustrating the propagandism of revolt. — Filipino politi¬ cal writings. Statistics of education. Higher education. — ^The University of Santo Tomds, the Medical College of San Jose. Secondary education. — Colleges and private schools, normal and special schools. Primary education. — Condition on arrival of Americans, as shown hy reports of army officers; recent laws. Appendixes. Bibliography and ancient alphabet. In the following summary, besides giving the statistics of education proper in the Philippines from official sources, an attempt is made to produce evidence taken from other and foreign sources as to the character and intellectual capabilities of the Fili¬ pinos, and the results of the education which has been afforded them in the past. The account of the characteristics of a people by foreigners is always incomplete and unsatisfactory, because the observers are necessarily, if unconsciously, influenced by their own national temperaments, prejudices, and education. Especially is this true of observations made by Europeans upon a people so radically different from them¬ selves- in race, language, and antecedents as the Filipinos. It has, however, been possible to select testimony which may be regarded as entirely impartial, if equally unsympathetic, the observers having had a merely scientific interest in their work, with no political or religious bias. Their testimony to the natural capabilities of the Filipinos has been supplemented by extracts from the yrritings of the latter them¬ selves, as an illustration of their ability to share in the intellectual life of the modern world. The observers referred to are a number of German and French scientific men who have visited the Philippines within the last sixty j'^ears and have published works upon the geology, natural history, and ethnology of the islands, with obser¬ vations upon the character and intellectual capacity of the Filipinos. These writers were not mere transient visitors or ordinary travelers or news collectors, but veere especially qualified men who were sent to the islands, in some instances, by institu¬ tions or by their governments, to x^rosecute their researches, and they either remained there a long time or made repeated visits, and possessed exceptional facilities for becoming acquainted with the peoirle. Their opinions are therefore of esxjecial value. Besides the writings of these scientific visitors there are a great many Spanish works, both ancient and recent, upon the history a,nd ethnography of the islands which con¬ tain a vast amount of valuable information, to which Filipino writers have also made 1595 1596 EDUCATI01>r KEPOST, 1899-1900. valuable contribiitiong in recent years. The following summary Avas prejAared from a study of a number of the works alluded to above, a list of which will be given in the appendix. It appears from the authorities above referred to that the natives of the Philippines may be divided, for practical purposes, into the Christianized or civilized peojdes, called “Indios” by the Spaniards, who alone are noAv designated by the term “Fili¬ pinos,” and who form the great majority of the population; the wild mountain tribes called “Inlieles” (infidels or heathen) by the Spaniards; and the Mohammedans of Mindanao and the Sulu Archipelago, to Avhom the Spaniards gave the name of “Moros” in memory of their ancient enemies, the Moors of Spain. Ethnologically the Filipinos as well as the wild tribes are divided by a diversity of dialects into a numlAer of separate peoples, Avho were formerly tiibes, but they all haA^e long had a common form of settled municipal life under the Spanish Government. Taking both Filipinos and Avild tribes together, there are in ail sixty-nine subdiAusions of the popu¬ lation Avith separate or tribal names given in the atlas of the Philippines prepared at the obserA’atory of Manila and published by the United States Coast and Geodetic SurveAo Some of the Avild tribes consist of only a fcAV persons. The most represent¬ ative of the Filipinos are the Tagals, the Ilocanos, the Visayas (avIio are the most numerous), and the Yicols or Bicols, the Tagals being the foremost intellectually and the natural leaders of the islands. The Filipinos number al3out 6,000,000. The diminutiA^e blacks, called for tliat reason “Negritos” (small negroes) l)y the Span¬ iards, Avere probably the earliest inhabitants of the islands, Avhoin the immigrant tribes of Malay stock gradually drove to the mountains. They are uoav confined to a few localities in the islands, and number about 20,000. By a second Malay inA’asion the first comers Avere in turn gradually driven to the mountains, Avhile the new immigi’ants settled along the coasts and became the ancestors of the present Filipinos. A tliird, much later invasion, Avas a IMohammedan conquest and Avas interrupted by the arriAuil of the Spaniards. The islanders had been engaged in traffic Avith China and Japan for centuries before their discovery hy the Spaniards, and many Chinese and Japanese had settled among them and left descendants of mixed blood. To these oriental elements of the population Professor Blumentritt adds Mexicans and Peni- vdans, Avho used to seiwe in the army in the Phili])pines, and from the intermixture of all these various races the Filipinos are derived. The Spanish element in the popu¬ lation is comparatively insignificant. The Avild tribes inhabit the mountainous regions of most of the larger islands of the arclupelago. They are usually described as of Malay origin, but the atlas before referred to assigns the Aviid tribes of a large part of the great island of Mindanao to the Indonesian race. These Avild tribes retain the religious beliefs, the customs (including head hunting), and Aveapons of their ancestors. They live in a state of constant feud among themsehw's, and their life as described by M. Montano, Avho traveled through eastern Mindanao in about 1880, is an existence of perpetual terror. Their number is difficult to estimate, but it is sup¬ posed that there are nearly 1,000,000 of them. The same uncertainty exists in regard to the Mohammedan Malays or Moros, Avliose number is put by Professor Blmnen- tritt at about 500,000. The Filipinos proper — that is to say, the settled, civilized peoples Avhose represent¬ ative men are educated professional and business men, the best of Avhom are, as Avill appear, on a par Avith the corresponding classes else Avhere in the Avorld — are descend¬ ants of those dAvellers on the coasts of Luzon and the Visayas Avho Avere already advanced in civilization Avhen discovered by the Spaniards. Long before that event they had been carrying on a trade with China and Jaxran.^ Philippine vessels Avere 1 According to De Morga, AA'ho Avas a member of the high court at Manila and vice-regent there in 1598, the Chinese were sending twenty ships a year to Manila at the time of the conquest, laden with cotton, silk, porcelain, sulphur, iron, copper, flour, quicksilver, cloth, and gunpowder, in exchange for skins of deer, buffalo, and marten. The Filipinos had small brass and cast-iron cannon in Manila when the place was taken by the Spaniards. EDUCATION OF THE FILIPINOS. 1597 seen in Malacca by the Portuguese on their arrival there in 1511, before the Philip¬ pine Islands were discovered by Magellan. Notwithstanding their conversion to Christianity, and even since their modern civilization, the Filipinos have never had a share in their own government, except for two brief periods when the right was granted to them, as it was to the Cubans and Porto Picans, to send deputies to the Cortes, but the privilege was quickly taken away again. The islands have otherwise always been a military, or rather an ecclesiastical-military, possession of Spain; so that the position of the Filipinos in recent years has come to be a political anomaly, a condition which was keenly felt by the educated and wealthy class. The history of the subjection of this mixed race — imaginative, emotional, and capable of culture — to European influence begins with their spiritual rather than their military conquest more than three centuries ago by a few Spanish Catholic missionaries, and the dominion of the conquerors, which was for the most part j)eacefully secured, has been administered since in such a way that the modern suc¬ cessors of those who were at first the devoted intellectual and spiritual benefactors of the converted heathen have become obnoxious to the descendants of the latter. The “Indies” for many generations yielded to superior knowledge and force ema¬ nating from a distant, mysterious, and dread source of authority, but eventually, partly through the enlightenment brought by their conquerors, but especially through contact with modern European ideas, their leaders came to knov/ their equitable rights and have demanded the exercise of them by the same methods which have been follow'ed time after time in European history. The modern social organization of the population is substantially the same as the Spaniards made it three hundred years ago, v/ho wisely forbore to run counter to the nai.ional disposition of the “Indies” in subjecting them to Spanish rule, but diplo¬ matically perpetuated their original organization as far as form is concerned. The reorganization was brought about in the following way: At the time of their discovery by the Spaniards the Filipinos were living in inde¬ pendent communities or villages, except in the region about Manila, in Mindanao, and Sulu, where larger governments or sultanries existed. Each village (called barangay in Tagalog) was governed by its datto, or chief, and his lieutenants, who composed the nobility of the village and formed an hereditary caste. Below them were the common people, the plebeians, and below them again the slaves, who were divided into several classes. The power of the dattos was absolute. The caste system is inherent in the race, and remains to this day, the Spaniards having pre¬ served its form or spirit while they took away the original authority of the chiefs and converted them into dependents of the Spanish Government. The transformation was effected mainly by means of religion. The Filipinos were ncdurally religious and eagerly accepted the Catholic form of Christianity, which appealed to their temjDera- ment and imagination. Their eagerness to be baptized into the new faith made them willing to become the subjects of the King of Spain, a step which they seem to have regarded almost as a consequence of baptism, so that the use of troops after the first military demonstrations was seldom necessary to “subdue” the settled natives, the missionaries being the heralds of the Spanish civilization, while the soldiers were only their auxiliaries.^ The practice of the missionaries was to unite several neigh- iThe Dutch expedition which made a liostile visit to the Philippines in 1600 found that there were very few Spaniards in each district. “ They have a priest for each [district], whom the inhabitants hold in great veneration, so much so, that it is only for want of priests if they do not hold all these islands in servitude, for there are even places where there are neither priests nor Spaniards and never¬ theless they cause the tribute to be paid there.” That the Spanish ‘‘ conquest” must have been one of peace rather than violence is further illustrated by letters found by the Dutch while preying upon the traffic in Manila Bay in 1600. These letters showed that complaint had been made to the gov¬ ernor of certain Spaniards v/ho had illtreated the “Indians.” The governor had given orders to the priest to take information on these acts and transfer the guilty to Manila at the King’s expense. “The monks were the first to effect the conversion and administer the spiritual and temporal and ecclesiastical affairs of the natives,- but after the arrival of the archbishop and bishops the manage- 1598 EDUCATIOIs^ EEPOET, 1899-1900. boring barangays, after they had accepted Christianity, into a ne\Y municipality or pueblo (the Spanish word for town) in order to break down the individual authority of the dattos and facilitate administration^ But the members of tlie different barangays came together under their oven chiefs, forming the wards or barrios of the compound pueblo, and resumed the old name of barangay, althougli in a few genera¬ tions the memory of an independent political organization died out among them and the liaraiigay was made a mere fiscal unit of fifty families. In order to prevent hostility on the part of the dattos their original dignity was preserved to them by the Spaniards under the mixed Spanish-Filipino title of cabeza de barangay, or barangay chief. ^ From among these a chief of the entire munici¬ pality was elected amiuaily by a board consisting of a certain number of the nobility of the pueblo. This head man of the pueblo received the title of capitiin or gober- nadorcillo (petty governor) from the Spaniards. The election was attended by the local friar (the nomination being subject to his approval), was presided over by the Spanish provincial governor or his representative, and was subject to confirmation by the Spanish governor-general at Manila.^ Thus both the spiritual and civil branches of the Spanish Government exercised supervision and control over the municipal government, while in form it was conducted by the native aristocracy. The gobernadorcillo was responsible to the Spanish Government for the general con¬ duct of his pueblo and the taxes, while the ancient hereditary authority of the chiefs of barangay dwindled away and they became mere tax collectors. As the actual governing authority of each chief of barangay was only temporary — during his term ment was transferred to their vicars. The governor and high court of Manila aided the monks in their work of conversion.” (De Morga, Hakluyt Society translation, p. 321.) A letter from Dope Clement VIII, dated March 25, 1592, addressed to all the spiritual and temporal authorities and all classes of people in the Philippines, contains the following exhortation. “Since,” says his holiness, addressing the “older Christians” (vetustiores Christianos alloquimur, i. e., those fromSpain), “those nations, as you see, are to make their way of life conform to the example of each of you, we ask you to bestow your humanity and kindness upon both the converted and unconverted in every possible way, in order to confirm the former in the true religion and invite the latter to it.” (P. 321.) iM. Montano, the French savant vdio visited the Philippines in behalf of the French minister of public instruction, found Jesuit priests in northern Mindanao in 1880 freeing the slaves of the wild tribes, “reducing” the latter to Christianity, and settling the converts in new pueblos, exactly as their clerical predecessors used to do three hundred years ago. 2De Morga states that not long after the occupancy of the Spaniards the King of Spain directed by royal order that the honors that had belonged to the chiefspn former times should still be parid to them. The election of chiefs as described by De Morga toward the close of the sixteenth century remained substantially unchanged in the nineteenth, when the German savant Jagor witnessed one about 1360, except that Do Morga (in the English translation) states that the electors consisted of all the married men of the town, whereas in modern times they are confined to the nobility. The gobernadorcillo was the administrator of justice and heard civil suits up to a certain small amount. Appeals lay from him to the Spanish governor of the province. The Spaniards did not disturb the old customs of the natives as far as they were not contrary to natural right, such as slavery (which was a “natural right” in 1590), successions, inheritances, adoptions, wdlls, and lawful contracts. It was lawful to plead native custom in lawsuits, as had been the case in suits before the dattos pre¬ vious to the arrival of the Spaniards. The jewels and gold which the natives held from their ancestors v/ere exempt from taxation. All this by royal order. 3 The German savant, Jagor, witnessed an election on the island of Samar in 18G0. He says (Reisen in den Philippinen): The election took place in the communal building (tribunal). The representa¬ tive of the Spanish governor sat at the head of the table as president, with the cura on his right and the clerk, who was also interpreter, on his left. All the cabezas de barangay of the village, the out¬ going and the ex-gobernadorcillos then took their seats. Six cabezas and as many ex-gobernadorcillos were first chosen by lot to serve as electors, the outgoing incumbent making the thirteenth. All but the electors then left the room. After the president had read the election law and cautioned the electors to perform their duties conscientiously, the latter advanced to the table, one after the other, and wrote the names of three candidates upon a ticket. The candidate who has the greatest number of these votes is thereby elected gobernadorcillo for the ensuing year, unless the ciira or some elector objects, the election being subject to confirmation at Manila. The confirmation rarely fails, because the cura would prevent an unsatisfactory choice. The other officers are elected in the same way. Everything was done with decorum. The proceedings were in the native lang'uage, hence the need of an interpreter. EDUCATION OF THE FILIPINOS. 1599 of office as gobernadorcillo — the sentiment of loyalty of each barangay for its heredi¬ tary chief became v/eakened in the course of time, although respect for him as a member of the caste of nobles survived and still remains. The gobernadorcillo Y\^as aided in his functions by various officers who were elected, like himself, from a,mong the nobility and received Spanish titles like those of similar communal officers in Spain. They had charge of tlie policing of the municipality and decided petty actions at law. These functionaries represented the old pre-Spanish village nobility, and in man^/ cases were direct descendants of them. A modern Tagal or Visaya pueblo, with its gobernadorcillo and his lieutenants, and its tribunal or council house, is often likened by Europeans to a French commune, with its maire, juge de paix, and gens d’armes. The periodical transfer of allegiance b;/ the members of a barangay to another chief than their own, to whose election, however, their own nobility contributed, doubtless had the effect, which the Spaniards could not have anticipated, of familiar¬ izing the natives with a form of elective government and so of preparing the way for the revolutionary organization on a large scale which preceded the insurrection of 1896. As to the natural endowments of the Filipinos, understanding by that term, as has been explained, the settled. Christianized communities, the following seems to be a, fair summary of the testimony of various observers: ‘‘The people who inhabit the great island of Luzon,” says De Morga,, “are of a clever disposition for anything they undertake, sharp and choleric, and resolute. All live by their labor, gains, fishing, and trade, navigating by sea from one island to another.”^ Modern writers say substantially the same thing. The German and French writers describe them as intellectually quick in many ways. They are excellent imitators, but without much originadity. They are inclined to su]:>jects which impress the imagination and appeal to the emotions rather than to madters which require mathemaiical reasoning; yet they are good mechanics, and there are civil, mechanical, and mining engineers and draftsmen among the professional men. They are preeminently artistic, and some tribes are noted for their skilled handiwork. Members of the Ilocano tribe leave their own country and travel from place to place as handicraftsmen, and become goldsmiths, artistic jewelers, musicians, sculptors, and wood carvers. Native sculp¬ tors and painters are patronized by the church for its many statues and pictures, and their work is praised by travelers, although most of them have only attained medi¬ ocrity in the fine arts for want of proper models. The artist Luna, whose paintings attracted attention in Madrid and Paris some years ago, was an Ilocano. His subjects were striking scenes in Eoman life, such as gladiatorial contests in the arena, and are said to have been treated with natural power and fidelity to history. The selec¬ tion and treatment of such subjects by a person so far removed from historical sym¬ pathy with them as a Filipino would, in the common mind, be supposed to be, show the susceptibility of the native imagination to European culture. All Filipinos are musical, and there is no pueblo without its band wdrich plays superior music (oper¬ atic airs, for example) wdiich was introduced by the Spaniards and is appreciated by the common people. As to morpJs anid conduct the Filipinos are describecl as inclined to pleasure and ease, a disposition v/hich, perhaps, has been confirmed by the facility of getting the necessaries of life — rice and fish — and the want of inducement to labor. Neverthe¬ less, they are said by some employers to make good laborers when certain of pay. All appear to be addicted to gambling, as showm particularly in the sport of cock fighting, but not to drunkenness. They are ambitious, possess a high degree of amour propre, and will revenge insults to their pride. ^ 1 Hakluyt Soc. translation, p. 241. 2De Morga says that in his day “they considered many things and words as the greatest outrage and insult, when said to men and women, and they were less easily forgiven than wounds or violence.” 1600 EDUOATIOInI EEPOET, 1899-1900, The common people are descril^ed as naturally timid, but nevertheless are capable of heroic deeds under the leadership of their superiors, or Avhen aroused by religious fanaticisind Isabelo de los Eeyes y Florentino, a Filipino (Ilocano) writer, says of his countrymen ^ that the Ilocanos have been neglected by European vf riters, ovdng to the pra,ctice of describing all Filij^inos as if they were Tagals, and even the latter have been caricatured and described with coarse strokes, as if with a white washer’s brush. The Ilocanos are small in stature; are ambitious, energetic and enterprising, timid, but capable of heroism, and have furnished brave soldiers. They are polite and not sensual. There are three classes — (1) the principales, or the rich and influential; (2) the common i^eox)le of the pueblo; and (3) the country people or peasants. The principales are of a more delicate appearance than the other classes. They are educated, and some have distinguished themselves as students. They are addicted to card playing, and some preserve the ancient despotism which distinguished their ancestors. To the lower class belong the painters, musicians, sculptors, and mechanics. They are mostly imitators, and have not had the best of teachers. They built vessels in the last century from drawings made by Europeans.^ Probably a large majority of the Filipinos can read and write their own lan¬ guages, but few of them know Spanish, only those having taken the trouble to learn it who v/ished to use it in business. Under Spanish rule much of the routine offlcial business of the government was conducted by Filipinos who had learned Spanish. The common people are eager to read anything they can get which is printed in their language, but hitherto they have been starved in this respect, their reading having been confined to sacred subjects, the lives of saints, and poetry, while all knowledge of the interiectual movement of the modern world has been kept from them. Among their intellectual amusements is the theater, and they follow with unflagging interest the plots of interminable plays.* M. Alontano, a French savant, describes a play which he witnessed in 1880 at a pueblo of the Bicols on the east coast of Luzon on the occasion of an election of the gobernadorcillo. The inauguration was celebrated by feasting, music, processions, and the j)lay in question, which was written by a native poet in Bicol. The plot, as given by M. Montano, is clearly an imitation of the old European romances which were still in fashion in the sixteenth century. This play lasted several days, and had been more than a month in rehearsing by the young peoi)le who took the parts in it. On the opening day everybody was in gala costume, and the neighboring villages had contributed their population. There was a procession with a flat representing a vessel, which was manned by small Bicols in the costumes of sailors, who exec¬ uted maneuvers while singing. Then came the accessories of the play, carried by workmen concealed in them, such as lions, a fabulous serpent or dragon of paste¬ board, whose folds reached back into the procession, and immense whale-like monsters. Next followed a chorus of young girls, each carrying a lantern with a 1 In this connection the following facts, as illustrating their nervous and emotional temperament, are of interest. A curious nervous disease has been noticed among the Filipinos by several observers. When suddenly attacked by this affliction, which may occur, it would seem, at any time or place, the patient uncontrollably imitates the actions of the person he happens to be with, and obeys his suggestions absolutely. Some Filipinos are capable of religious frenzy, like the Moros. The latter, as is well known, sometimes become fanatical, devote themselves to death by an oath (juramentados), and then attack Christians without regard to odds. 2 El Folklore Filipino, Manila, 1889. The author was honorary member of the Society of Commer¬ cial Geography of Madrid , of the Royal and Imperial Geographical Society of Vienna, and delegate in Manila of the Society Academique Indo-Chinoise of France. SRe los Reyes points out the superiority of Filipino women to the men in some respects, and says that they advise and guide their husbands in business affairs. It was the influence of the women that made conversion easy in early times. Other writers have made the same observation. ^DeMorga (p. 320) states that the monks taught the natives to “represent dramas and plays in Spanish and in their own language very gracefully.” This was before 1600. EDUOATIOIsr OF THE FILIPmOS. 1601 letter on it, the whole spelling the words Mila.grosa Imago Virginis. Then came bands of music, artillery, and ornamented cars hearing glittering images of the saints. The day wound up with lirevvorks and illumination of houses. There were triumphal arches and obelisks of bamboo on the line of march. At the play the crowd stood in the open air facing the stage. The theater itself only afforded shelter to the principales of the pueblo, who occupied the boxes. The authorities of the pueblo sat upon the stage itself (as the grands seigneurs of the time of Louis XIII were accustomed to do), which also accommodated the orchestra. The stage fittings were as simple as those which sufficed for Shakespeare, in Avliose time a sign, hung upon the stage, answered for scenery. Here even the sign was wanting, and it w^as only by the actors calling out “What a frightful desert,” or, “I salute your majesty in fear and trembling,” that one knew whether tlie scene was in a desert or a palace. The play was in part as follow^s; Hilling the day performance the princess of Constantinoiile, after many catas¬ trophes, Avas carried off from her father’s court by a shepherd, Avho was also a powerful magician, and ho took her to the most inaccessible parts of the moun¬ tains, Avhere she was guarded by the pasteboard lions and dragon which had cut such a prominent figure in the procession. When the play opened in the evening the father of the iirincess was seen, surrounded by his court, bewailing his loss. He paused, hoAvever, long enough to salute the new gobernadorcillo, Avho entered to take his seat, Avhile tlie band played the royal Spanish march and the audience axix>lauded. After this interruvition the unfortunate monarch sent his courtiers in search of his daughter. Just as they ivere about to start some Moorish ambassadors arrived, who also offered to join in the search. This offer aroused a commotion, and jiro vocations and challenges Avere given. The ambassadors and courtiers danced about in a saber fight; the ladies of the court also seized sabers, and the ballet became general. M. Montano remarks that the Filiiiino drama often introduces Moros, both ladies and paladins, and their dialogue always concludes Avith this ballet, called “ Moros-Moros,” from which circumstance jdays of this kind take their name. The finale AA^as as folio avs: The princess had resisted the magician shepherd in si^ite of his threats, and had subdued tlie monsters to her Avill. Xoav a|ipeared on the scene the valiant Prince of Tuscany, Avho alone of all the searchers had been able to find the missing jirincess in the desert, Avith Avhom he is desperately in love. The jirince, hoAvever, has one capital fault Avhich Avould forever xirevent liis marriage with the princess. He is a Moro, that is to say, an infidel, Avhile the jirincess is a fervent Catholic, and feels in duty bound to conceal from him the sentiments Avith which his splendid appearance and his valor have inspired her. The iirince jiresses his suit and falls upon his knees liefore the ivrincess, who is half Avon, but still restrains herself sufficiently to say that jierhaxis she might have listened to the seductive Avords of her Avooer v/ere it not for his Avicked religion, Avhich he must renounce if he expects to receive any kindness from her. At this point, says M. Montano, the audience, completely Avrapped in the play, held its breath in order not to lose a syllable of the dialogue, and manifested its enthusiasm by folloAving the words of the actors with Ioav, cadenced whistles. The Bicol author kneAV that for his audience non-Catholic and enemy are synonymous terms, and hence the intensity of feeling at the Avooing of a Christian by an infidel. The play ended by the con¬ version of the Prince of Tuscany and his marriage to the princess. While the characters in this play are European, the ideas of princes, embassies, magic, Christian, and infidel, seemed to be familiar or congenial to the iiatiA^e cus¬ toms and temperament. Oxiportunity for higher education lias been offered the Filiiiinos by the University of Santo TomJs a,t Maniila for nearly three hundred years (it was founded as a col¬ lege in 1611, about twenty-five years before Harvard), and by various colleges and ED 1900 — VOL II - 21 1602 EDUCATION EEPOET, 1899-1900. schools which have been established from time to time in tire islands, principally by the friars and Jesuits, beginning at a very early periodd Literary cultivation was always characteristic of Spanish colonial civilization, the clergy, with the urgent cooperation of the Kings of Spain, having a,lways established schools of higher learning in the colonies which were open to the liatives, and the kind of education offered in those institutions has produced lawyers, statesmen, literary men, generals, and presidents of tlie native blood in the various countries of Spanish America. The effect of the education introduced by the Spanish friars and of intercourse with Spaniards themselves, citizens of a Latinized, European, Catholic nation, upon the Filipinos, a people belonging to a different hum.an family, of a radically different linguistic stock, a race, one would say, alien to the core to European ways of thought, lias been, 'nevertheless, to give the latter a considerable tincture of the intellectual cultivation of Europe. This is seen, aside 'from their writings and professional occupations, hi the tastes and manners of the educated, classes, as described by various observers, in minutim of conduct and allusions in conversation, Vvhich show the effects of culture. The United States Philippine Commissioners remark that ‘‘The educated Filipinos, though constituting a minority, are far more numerous than is generally supposed, and are scattered all over the archipelago ; and the commission desire to bear tlie strongest testimony to the high range of their intelligence, and not only to their intellectual training, but also to their social refinement, as well as the grace and charm of their personal character. These educated Filipinos, in a word, are the equals of the men one meets in similar vocations — law, medicine, business, etc. — in Europe or America. Graduates of the university have naturally betaken themselves to the only careers 1 De Morga, speaking of tlie substantial government buildings erected in Manila after the tire of 1603 says of the Jesuits that “they promote the study of latinity, the arts, and cares of conscience, and close to them is a college of Spanish students with their rector.’’ (His Avork Avas published in Mexico in 1609, before Santo Tomds was founded.) “The order of St. Augustine has many schools in the islands of Pintados [the Yisayas] and many monasteries both there and in Luzon. The Dominican order holds the schools of the proA’inccs of Cagayan [in northern Luzon] and others in the province of Pangasinan, besides monasteries and missions. “The Franciscan order has some schools and monasteries around Manila and all the province of Camarines and the coast opp>osite to it and the lagoon of bay, Avhieh make a large number of schools. “The Company of Jesus has three large schools ai’onnd IManila, and many missions and several others in the isles of Cebu, Leyte, Ybabao, Samar, and Bohol.’’ After speaking of the vvillingness of the natives to be couA’erted, De Morga adds; “At the .same time that the monks have taught the natives matters of religion in their schcoLs, they labor to make them more skillful in things for their advancement by holding schools of reading and Avriting in Spanish for the boys, teaching them to assist in the church, plain song, and chanting Avith the organ and playing upon instruments.” Manila Avas a shoAvy capital in 1603, “one of the toAvns most praised by strangers avIio Sock to it of any in the Avorld.'' It aauis the scat of an archbishop, and the pomp and decoration of the religious ceremonies added to the attractions of the city. It had a number of charitable institutions. Adz, “ a conventiuil house — a royal foundation — with a lady rector and assistants, Avherc AAmmen in distress and maidens of the city are taken in under the form of religious retirement:” a hospital under royal patronage for Spaniards Avitli “ a doctor, apothecary, surgeons, administrators, and servants, with its church, sickrooms, and set of beds” (the superintendents Avere three Franciscan monks); another hospital founded by the Brotherhood of ISIercy, of Lisbon, for the benefit cf the poor, including slaA^es and poor women; and still another hospital for natives, founded by a Franciscan lay friar, Fray Juan Clemente. 2 Deport of the Philippine Commission to the President, a'oI. 1, p. 120. In an article upon the “Philippine problem” in the New York Independent of May 2, 1901, Senor Antonio Regidor Jurado, LL. D., remarks that the United States “should remember that the Filipinos are capable of discussing the science of government. * * General Azearraga, Senor Sagasta’s predecessor as premier of Spain, is a Filipino, as are Senor Govantes, undersecretary of the Spanish home department; Senor Abella, one of the most prominent members of the Spanish Cortes; Senor Ajniler, priAmte secretary of the Spanish Queen Regent; Judge Laserne; Senor Manuel Azearraga, undersecretary of the colonial department of Spain, and General Orozco, captain-general of Saragossa.” EDUCATION OF THE FILIPINOS. 1603 open to them under the political conditions in which they were to live, viz, law, medicine, and the church. Among the lawyers, Professor Semper remarked thirty years ago, were to be found advocates worthy to be compared with the best in Spain. But on account of the antimodern spirit which prevailed at the university up to a recent period and the repression of free intellectual activity in the islands there was neither opportunity nor inducement for ambition to undertake studies in the scientific, social, and political subjects which- have been fashionable so long in Europe, but which might have had dangerous consequences in the Philippines. Nevertheless the influence of literary and j^rofessional Filipinos Vv- ho had been educated at Manila and in Europe was very marked in the recent political histor}^ of the islands. All competent observers have remarked that the Filipinos have a natural aptitude for instruction, the children being mentally quick. Many Tagals can speak several languages, and the English used by representative Filipinos in the United States is noticeable for its idiomatic excellence. Their capacity for one branch of elementary culture is shown by the fact that they knew how to read and write, with alphabets of their own, when they Vv ere first discovered by Europeans. According to Montano, some of the wild mountain tribes still use alphabets like those w'hich were found among the natives of the coast wdien the Spaniards arrived, and they have traditions that their ancestors had many writings on leaves at the time of the Malay invasion, which were destroyed when they fled to the mountains. There are several of these alphabets which have been studied by French and Spanish and Filipino writers. De Morga says on this subject (he was speaking of a time irrior to 1600) : “The Visayas use letters and characters of their own which resemble those of the Arabs. The usual writing is on the leaves of trees and on canes, upon the bark.” “They write A'ery well in all the islands with some characters something like Greek or Arabic, which are in all fifteen; three are vowels, which serve for our five; the consonants are twelve, and they, one and all with points and commas, combine and signify what¬ ever it is wished to wwite as fully and easily as is done with our Spanish alphabet. There are very few of them who do not write very well and with correctness.” ^ The aptitude of the common people for languages and their ambition as well are shown by their perseverance in learning Spanish, often in spite of dissuasion, and becoming clerks and servants to Spaniards, v/hile Filipino authors write in several languages. Notwithstanding the ability of the Filipinos to read and write when first discov¬ ered, it does not appear that they had any written history or anything that could be called literature. They had poetrjp but no, evidence is at hand to show that it was written; their science was confined to certain arts, and. their philosophy had hardly passed the sta,ge of mythology. Whatever intellectual amtivity they manifested in the last three hundred years, aside from practical affairs, was mostly confined to poetry and religious writings after patterns set by the clergy, ^ until within recent years, after intercourse with Eurox)e had broken down the intellectual barriers which hemmed them in, when they have turned to literature and science as well as to the practical application of learning in the professions, and have been familiarizing them¬ selves with the advanced thought of Europe. This has been effected in spite of repression, for even after intercouse with Europe was permitted a close surveillance Avas exercised over all liberally educatedi men, wUo were constantly under suspicion and kept in dread of arrest and deportation, and there was a censorship of the press 1 See appendix for specimens of the alphabets. 2 The bibliography of works published in Manila begins with a Doctrina Cristiana tagalo-espanola, con texto Castellano y latino, impresa en la imprenta de los dominicos de Manila, 1593, and a Doc¬ trina Cristiana en lengua China, impresa en Manila, 1593. A Tagalog grammar was published in 1610 and a Tagalog dictionary in 1612. The list of works down to 1810 contains a number of grammars and dictionaries, accounts of martjudoms, histories of the various provinces, funeral orations, and other religious works, but no distinctively Filipino writings. (See La Imprenta en Manila desde sus origenes hasta 1810. J. F. Medina, Santiago de Chile, 1896.) 1G04 EDUCATION EEPOET, 1899-1900. which it was perilous to brave. ^ When we remember that it was the Spanish policy to keep the Filipinos in a subordinate condition, the fact that they did finally make themselves known in the world of letters and arts is remarkable. So is the per¬ sistence of the native language, which is used everywhere in the islands instead of Spanish. Spanish became the universal langua,ge of Spanish South America and Mexico, but in the Philippines the natives have retained their own tongues, excej)! when expeagan beliefs under the cloak of Chri*5tianity among the common l)eox3le, a xieculiarity which has often been noted. Under the conditions which prevailed in the island little inteliectual activity could be exj^ected. The Filix:)inos have nevertheless turned to journalism, science, statis¬ tics, history, and novel writing, devoting their talents quite naturally to the amelioration of the condition of their ovrii country. Sijecimens of political journalism will be given later on. The scientific writings in Spanish — for the Filipinos must learn to write in a foreign language if they want a hearing outside the Philip¬ pines — comprise works upon the geology and botany of the islands, the statistics of its iiroduction, and the like. Filijiinos have filled chairs of chemistry, botany, medicine, and xiharma.cy at the university. The draftsmanshijr of the atlas of the Philixipines, recently published by the United States Coast and Geodetic Sur¬ vey, was the work of Filipino draftsmen under the direction of P. Jose Algue, S. J., the director of the observatory. Although the geological and other scientific works are not available for examination, it is easy to judge by their titles what they doubtless are. All such works are xrretty much the same everywhere. They are mostly mechanical rex:>etitions of observations and discussions in imitation of models set at the European centers of study. From testimony before the United States Philippine Commission, given by the Jesuit fathers, we infer that the Filipinos take kindly to scientific studies. In ethnology Filixrinos have i^ublished articles and works ujdoii the history, religion, and customs of the Filix^inos, and the early alphabets, besides essays on the modern political situation and Sx)anish legislation. Pardo Paterno, who was i^rominent in the insurrection of 1896, wrote a history of the x)re-Spanish civilization of the Filipinos, and another work upon the social influ¬ ence of Christianity. Of Filix^ino literary men the best known was the unfortunate Dr. Kizal, whose reinitation as a physician and man of science has been eclix)sed by his literary renown, and still more by his tragic fate. His writings, and especially his novel, “Noli me Tangere,” which was first published in Germany (wdth a motto from Schiller), rendered him obnoxious to the authorities, and Ire was the most illustrious of the hundreds of victims who w^ere executed at Manila for conqdicity in the insurrection of 1896.'^ 1 See the letters from Jacobo Zobel y Zangroniz to his friend Hiibner, about 1870, quoted iu a notice of his life and works by the latter in the Deutsche Rundschau, 1897. Zobel was born in Manila of German and Spanish parentage, educated in Spain and Germany, and returned to Manila to take his father’s business. He held oflicial positions there. He was an archeologist and a generally culti¬ vated man. He was suspected of liberalism and arrested. After a long imprisonment his execution was prevented by the earnest intervention of the German minister with Castillo, Spanish undersec¬ retary for the colonies, both of whom were friends of Zobel. The previous commands from Madrid had been disregarded in Manila. 2 Many writers on the Filipinos, German, French, and Spanish, have noticed the persistence of old superstitions in the midst of the superposed Christianity. This, doubtless, is truer of some tribes than of others. Professor Semper relates that some priests eomplained that the same men would attend mass and then turn to their anitos for help in securing a good harvest. Isahelo de los Reyes, in his work El Folk-lore Filipino, gives a mass of living superstitions and beliefs in demons, Vvutchcraft, etc. Fernandez Lopez, a Spanish writer, in his work on the religions of the ancient Tagals, Madrid, 1894, says of the present religion: “They have professed the Apostolic Catholic religion ever since the arrival of the Spaniards, but in such a singular way that among the lower classes there is a feeble faith under which is concealed a great deal of paganism, while among the best people there is much superstition and fanaticism.’’ The Abbe Brasseur de Bourbourg mentions a similar instance of the survival of the' old religion of Central America which he surprised in a native attendant who was greatly alarmed when he found the Abbe possessed of the sacred mysteries of his faith. 3 This novel has since been published in the United States, Avith the title “An Eagle Flight.’’ EDUGATIOIS^ OF THE FILIPIHOS. 1605 A little work by Isabelo de los Reyes y Florentine, an Ilocano, entitled El Folk¬ lore Filipino (Philippine folklore), is both valuable for its siibject-inattex and interest¬ ing as an illustration of native disposition to enter into the sort of investigation required in such work. In the introduction to his treatise the author describes the English origin and the scope of the term “folklore” and gives a long list of the subjects which are included in the study, together with a history of its cultivation in Euroije and in the Philippines, in which discussion he shows a wide range of reading and a critical faculty. He then d.escribes “folk belief” or worship among the Ilocanos, which is mainly an account of numerous superstitions connected with the affairs of daily life — birth, marriage, and dea.th; of beliefs in various malevolent beings that dwell in trees and floods — Ilocano dryads and nereids — and in magic, together with some of the mythology of that people. One chapter is devoted to a comparison of certain superstitions which are common to Ilocanos and Eurox^eans, and in another the author points out mythological beings and certain beliefs Avhich have been introduced into the native folklore from Euroj^e. The work contains a brief account of Filij)ino poetry, its ^peculiarities of rhyme a,nd structure, both of which are strange to Euroi^eaii ears. The STxecimens given with Spanish translations in prose are mostly songs or odes comx)Osed to celeljiute birthdays, or are declarations of love. Many are acrostics, the initial letters forming the name of the person addressed, which may be an imx:)orted ingenuity, as some classical allusions to Cux)id, Flora, etc., in a. Sx)anish song he gives certainly are. One ballad is also given which tells the deeds of a mythological hero.^ The author was aided in x:>rei)aring his work l)y other Filipinos, who contributed chapters upon the folklore of their respective provinces. A remark maxle by one of these writers, Senor Mondr.agon, who explained the backv/ardness of the Fili- X)inos by their lack of opxxortunities and advantages in the x^ast, is noteworthy. He says: “I should insult the intelligence of my readers were I to exx^lain that x^eojAe in England were at one time Visayas or Pintados [tattooed], or that the Gauls and Germans, and x^erhaps all Europe, lived in early times like the Aetas, the barbarians of the north of Luzon.” The following illustration of the former x'»olitical conditions among the Filixxinos is given by Isabelo de los Reyes, under the guise of a story with the title “ Folklore of Filix^ino political administration.” The time of the story is the first quarter of the nineteenth century. Possibly the conditions did not change materially until very recently. It will be seen that the writer is not without a share of cynical humor. A STORY OF FILIPINO POLITICS. Young Isio (Dionisio) had studied at a college in Manila but had been unable to complete his course on account of the death of his father, which event compelled him to return to his native town. His mother dying soon after, left him an orxihan, alone in the world, with only a very little x^roxierty, the remains of his X-jaternal estate, which had been partly vrasted by Ins father in x^rodigality and x^artly consumed by his exxrenses as gobernadorcillo [petty governor] of his native town, which office he had filled some time before his death. The life of Isio was now a continued series of cruel torments. He had been reared in cbmx;>arative luxury and now found himself reduced, to x^overty and compelled to suffer privations to wfliich he had never been accustomed. Nevertheless, he drank with resignation the eux^ of bitterness which his unkind fate had presented to him. Beginning the cultivation of rice and indigo on a small scale, at first vrith his own resources and afterwards in company with others, he soon became convinced that hard work and good credit can work miracles. In fact, at the end of ten years he had 1 A similar ballad of the Bicol tribe is given in Retana’s Archivo, and M. Montano states that on one of his geological excursions his Bicol guide left him to carry a copy of a poem— the Bicoi Iliad, M. Montano called it — to his inamorata who lived near by. 1606 ^EDUCATION EEPOET, 1890-1900. the hapx)ines8 of seeing nearly all the property which his father had dissipated restored. One day while Isio was busy in the field he received a communication from the gobernaclorcillo of the township notifying him of his nomination as cabeza, de baran- gay. Instead of giving vent to execrations and driving away with a cudgel the alguacil who brought the notice, as many do on similar occasions, as if the poor wretch were responsible for his message, Isio merely said, “Very well, I will go and see the gobernadorcillo in regard to the matter,” which he soon after did, whereupon the folloAving conversa.tion ensued: “ My dear sir,” said Isio, “I make no objections to serving the State, because I recognize that the State has the perfect right to demand from all and each of its citizens the performance of any duty, wdthout Avhich neither the State nor society, for rvhich Ave are created (as shoAvn by our natural weakness and our innate dependence upon others) could exist. I therefore accept AAuth pleas¬ ure the office tendered me, and Avish to express my gratitude that you have thought proper to inscribe me among the principales [nobility]. But, for my oAvn tranquil- itj^ and honor, I must demand as a condition that correct accounts be rendered me of the present condition of the office, that is to say, I Avish you to assure me that the persons Avhose names appear on the lists of ta^xpayers Avhich are to be turned OA-er to me, really exist, or that it Avill be possible to collect their taxes here, because I can not consent that my property, acquired Avith so much la,bor, should be consumed in making good the taxes of absentees, nor can I go and hunt them up in other proAunces. Neither - ” “My dear sir,” interrupted the governor, “are you in your senses? IVhether you Avish it or not you are obliged to accept the office, and I have just sent out notices that your property can not be alienated, since it has been bonded tc die treasury as a security for the fultillment of your official obligations.” “But, my dear sir, avIio could have ghnn my property as security,” asked Isio. “Has any one but myself the right to do so?” “Undoubtedly. SeA^eral of the principales and myself have informed ourselves of the amount of your property. AVe knoAV the lands and the house you oAvn, and the governor of the province [Spanish], in vieAV of this information, for the truth of Avhich Ave are responsible Avith our OAvn properties, has confirmed your nomination as cabeza, even Avithout your knoAvledge.” “I am deeply obliged to you for being AAdlling to be my sureties,” replied Isio, “but neither the house in question nor the lands belong to me exclusively, but are jia-rtly the property of my xiartner, Mr. X.” “That makes no difference,” replied the governor, “you are cabeza, and there is no help for it.” “I accept the office Avith })leasure/’ said Isio, “but on condition that I may be alloA'red to arrange the schedules which I must make good, otherAvise I shall refuse to accept either the nomination or the register of polls or the schedules.” “If I thought that your manner of replying was due to a Avant of respect,” said the governor, “I Avould hawe you put in jail a,t once; but fortunately I knoAA' your inoffensive character and Avill make alloAvance for your ignorance. You business men ahvays think that eA'Crything is settled if only the accounts are straight, but you are mistaken. I)o net be foolish enough to refuse the office of cabeza or the tax lists and schedules, because your refusal Avill not free you from the office, and Avhen the time comes for settling its accounts Avitli the GoAmrnment, Avhether you have collected the taxes or not, or have accepted the office or not, you Avill have to make good the amount called for by the schedules just the same as if you had per¬ formed your duties. Wherefore, my friend, if you will take my advice I think it Avould be better for you to take the schedules and attend to them yourself, and then perhaps you Avill only haA^e to make good a small deficit instead of the Avhole amount. ’ ’ EDUCATION- OF THE FILIPIEOS. 1607 ‘‘Then give me two days for consideration,” said Isio, and he hastened to consult an old ex-gobernadorcillo of his acquaintance, Tv ho possessed the wisdom born of experience. To his surprise the ex-ofhcial shov/ed that he was already aware of his appointment, for he addressed the young man by his title and informed him that he had seen the pul^lic notice that his property was hypothecated to the Government as security for the taxes. It was not to be wnndered at, he added, that a goberna,- dorcillo should endeavor to put some of the burden of government upon other shoulders than his own, since many cabezas desert their post and leave the governor to make good their deficits.' He urged the young man to have comj)assion on the present gobernadorcillo and help him by accepting the office of cabeza. ‘ ‘ Besides, ’ ’ he added, ‘fif you are not overscrupulous there are many ways of coming out of office ■without loss.” He then pointed tliese out. They practically amounted to falsifying the schedules in various ways; whereupon the young man declared that he ''would not dare to follow his counselor’s advice. The latter then assured him that in that case his career would probably end in X->i’ison, wdiile his prox>erty v/oukl be confis¬ cated and sold at auction, all on account of his excessive scrupulousness, as his father had lost his before him. “But when I wns cabeza,” he a.dded, triumphantly, “instead of losing my house I acquired a second one out of my office.” ‘ ‘ Miraculous ! ” ej aculated Isio . “Don’t believe in miracles, young man,” replied the old gentleman. “The thing W'as very simple. The people of this province are extremely ignorant and timid, and a man with any brains can live royally at their exi:»ense.. When I received the lists of the taxpa3-ers I noticed that more than half were missing, some were in distant parts of the country, some V'Cre unknown, and others dead.” ‘ ‘ Did you request to have the list revised ? ” “That would have been a foolish -vYaste of time and money. It would have taken years to obtain particulars about each absentee, and as all the proceedings would have to be recorded on much official paper at my own expense and I should have to 2:»a\^ a clerk besides, the wdiole wnuld have come to a high figure.” ‘ ‘ Then wHat did you do ? ” “I made those wHo Yvere present pay the taxes of the absentees as well as their own. I knew where the leading men lived and used to visit those living in the countr}' v/ith a little of my authority occasionally — those, that is to sajq from w'hom I could extort wdth impunity gifts of eggs, pigs, chickens, fruits, etc., which, when sold, Bring in money. Besides, Yvhen I undertook to build a house I made some of the laboring men haul timbers from the Yvoods for me, others cane, and others the rest of the necessary materials, and do other Yvork besides, for YYBich I paid them no moneYg but only lodging. This proceeding shocked no one, since, as 5mu know/, it is a YY^ell-established custom. This wnrk of theirs Yvas in lieu of the ‘personal labor’ on public Yvorks required of the common peojole every year.” Isio vras repelled by the advice of his aged counselor and Yvent aYvay in disgust. The old cjmic soliloquized as folloYVS, after his deioarture: “ Isio is a very excellent young man. The energetic dignity Yvith Yvhich he rejected my advice Yvas gratifying to me, highly so, as it was also to see the respect due to my years humbled before the lectures of this beardless ^nuth. The iDoor young fellow came to me for good advice and to whom could it haY^e occurred to give him dangerous and hazardous ideas unless to such a Yvorthless old felloYV as myself. But how else could I haYn adYused him? I Yvas sorry for the loss of his property, which the good boy has man¬ aged to acquire at the cost of so long a struggle. Yet it is true that we have no right to rob our neighbor in order to saY^e our own property. Scruples! Bah! They are the most foolish of all the nonsense of mankind. Well, YY'e shall see whither the strict conscience of this brave boy will lead him. He can not get out of this jYredicament YYuthGut the wisdom of Solomon to help him, and Yvhat sort of a Solomon does the innocent Isio make!” 1608 EDUCATION EEPOST, 1899-1900. The captain’s apprehensions were soon realized. The first year Isio had to make good some deficits and was compelled to neglect his own business entirely in order to hunt up absentees at his own expense. The second year he quite agreed with the advice of his old friend, the ex-captain, but he lacked the fortitude necessary to carry it out. He found himself unable to rob the poor. He took to drink in his despair, and intrusted the duties of his office to a subordinate, in consequence of which the deficit was doubled at the close of the year. Fearing imprisonment and the sale of his property if he acquainted the gobernadorcillo with the real state of his affairs, Isio resorted to a money lender who accommodated him with a loan bearing interest at 20 per cent per month, taking as security a mortgage on his property, not knowing that it was already hypothecated to the Government, a fact of which Isio did not think it necessary to inform him. He now felt confident of acquitting suc¬ cessfully his obligations to the Government, but was equally certain that he could never escape from the clutches of the usurer. In this extremity the idea occurred to him to become a candidate for the office of gobernadorcillo itself, and he repaired again to his former adviser, who urged him by no means to undertake so desperate a step. The office was far more expensive than the one which had already ruined him, and however desirous Isio might be of following the advice to make the office pay its way, he lacked the courage and experience necessary to carry it out. It would be better for him to go to jail, allov/ his property to be sold, and then labor on the public works, than to risk his reputation and property further. That had been the fate of hundreds of cabezas. After arguing for a long time, during which the old man recalled by name the half dozen ex-gobernadorcillos of the town still surviving Avho had either been in jail or lost their property in consequence of their official misadventures, he alone having escaped all the dangers and pitfalls into which the others had fallen through his foreknowledge of the requirements and real possibilities of the ofhce, he finally consented to canvass among his friends for Isio as a candidate, while another candidate was nominated by other leading men of the town. As election drew near the political differences increased to such an extent that it seemed hardly possible that the town could escape without a contest of arms between the two parties. Political passions were aroused and old friends, now divided, no longer greeted each other when they met. On the eve of election many cabezas has¬ tened to the treasury to settle their accounts, because no one in debt to the treasury can vote. Both parties inquired minutely into the private conduct of their adver¬ saries in order to discover some act which might bar their votes. On the day before election the principales (the voters of both parties) were sum¬ moned to the council house by the bell and seated themselves at a long table at the head of which sat the gobernadorcillo, and proceeded to discuss the nominations of subaltern officers. The president presided over the discussion impartially and when it threatened to become too warm on the part of the younger men, the older took part and restored concord. The Spanish chief of the province presided over the election of the gobernadorcillo. The town then presented an animated spectacle. All the principales, or nobility, with the town band, were present in the council chamber in gala costume, awaiting the Spanish governor. Before proceeding to vote, the governor delivered an address in which he exhorted the voters to forget their quarrels and choose the most worthy candidate. Next the list of voters was read, and tlien something so unusual occurred that it is worth noting and studying. Those timid people who would never dare to open their lips in the presence of any peninsular Spaniard on ordinary occasions now suddenly discovered an unnatural courage, as if magnetized, and with the great¬ est coolness declared, in tlie very face of the Spanish governor, that so and so was disqualified from voting because of some statutory reason which they adduced. The ardor with which they accused or defended candidates was singular, and espe¬ cially so when it came to scrutinizing the candidates for the office of gobernadorcillo. EDUOATIOJN^ OF THE FILIPIHOS. 1609 What was the cause of this energy of accusation? It was simply due to the fact that the people felt the freedom which was granted them and knew that no one would check them in the full exercise of it. Isio lost the election, much to the chagrin of his patron, who, however, encouraged him by intimating that not all resources had been exhausted and, indeed, managed to so operate through the superior powers who revised the popular vote, viz, the cara, the Spanish chief of the province, and the governor-general at Manila, that Isio was eventually declared elected gobernadorcillo and wms inducted into the office ■with the usual ceremonies of pompous precessions marching wutli music through the decorated streets of the town, speeches, and bails. A short time only haul elapsed before Isio began to find his new office intolerable. He w^as comxDelled to travel about perpetually to see the governor of the province and other superior officers on business; he wms w- earied wdth his public official church attendance, and he was incurring larger expenses. He wished to resign his office, but his mentor admonished him that if his courage w^ere to fail him to such an extent as to resign he had better hang himself at once since there v/ould be no resource left. Isio accordingly plucked up courage and, in imitation of his preceptor, built a house for himself at the public expense, employing the laborers on roads and bridges for that purpose; reorganized the militia and led them against the bandits and moun¬ taineers, while he managed to extract money in various ways from the public by means of his oflice, and settle with his creditors. Withal he became domineering and therefore obnoxious to the priiicipales, and one day lie received a summons to attend court to ansiver certain charges wdiich they liad preferred against him. Con¬ sulting his old friend in this emergency, he received the advice to go boldly to the court, deny all the charges, and intimidate his enemies, a course w^hicli he proceeded to followg but v/itli only partial success. A few of his revengeful enemies — inferior officers v/hom he had exploited — remained firm and persisted in their cha/rges against him, and he knew that if the matter were to come to trial his fate wmuld be sealed. His counselor frankly told him that this time he saw no way of escape, as his enemies w’ere determined, his misdeeds were well known, and the law was inflexible. At this supreme moment of despair, w^ hen utter ruin and disgrace were imminent and even his shift]/ counselor could see no wmy of escape, Isio, happening to look tow-ard the mountains where the Igorrotes lived — wild mountaineers against whom he had recently led a military expedition — suddenly bethought him that in that wmy might lie safety; his former enemies might be wdlling to grant him an asylum. His old friend agreed wdth him that there might be a chance of salvation in that direc¬ tion, wdiile there certainly was none in any other, although he commisera,ted him on the uneasy and unhappy life he wmuld thenceforth have to lead, always in fear of arrest by the officers of justice or of being killed by the savages, wdrile he could never expect to return to civilization. To this Isio made the folio wdng reply: “No,” he exclaimed, “ I prefer savagery. The murmiirings of envy, the oppression of the inferior by the superior, the enmity betw^een rich and poor, all the horrors of inequality — are these the charms of civili¬ zation? What attraction is there in them? ” Meanwhile an urgent message came from a friend informing Isio that wdthin a few hours the decree for his imprisonment would be made out, and that he had better act accordingly. He therefore determined to put his plan into execution at once. He sold his new house and all his other property except a fine horse, his arms, and some books and instruments of magic wdiich he had studied in Manila, and then, accompanied by a single servant, as faithful as he wms brave, he fled to the mountains to seek a refuge in their forests and in the huts of the Igorrotes. With these savages he at once assumed the part of a missionary. He exhorted them to cease quarreling among themselves, explaining in his sermons that the Supreme God of Heaven, wdio had created all things, certainly had not made the different races of men in order that they might destroy each other in constant wmrfare. He 1610 EDUOATIOE" KEPOET, 1899-1900. also strengthened his fame and authority no little, and demonstrated his superiority over the native ‘dnedicine men” by means of the apparatus for prestidigitation and magic -svliich he liad taken the precaution to carry with him to the mountains. By such means he acquired great ascendency over the natives, and was looked up to by them as a great and wise chieftain. Ke remained long with tlie Igorrotes in the capacity of civilizer until the Spaniards, learning of a new and large municipality which he had organized near the Ilocanos, prepared to attack it. Isio anticipated them, however, attacked the ancient Ilocano fortifications, captured their arms and cannon, and took possession of the mountain passes, from which he harassed the Spaniards for many years. lie was finally killed in battle in 1831. INSr ERECTIONS AND POLITICAL WPJTINGS. Amongst such a people as the Filipinos, v/lio are proud, sensitive, ambitious, resent¬ ful of slights and insults, insurrections were inevitable, and they began in fact soon after the conquest. The earliest native revolts were partly resistance to the ‘Adduc¬ tion” of villages to pueblos on the Spanish plan, and partly arose from the attempts of the Spaniards to introduce forced lalior, upon the system employed in Mexico and Peru. They were isolated outbreaks without systematic organization. The first large rising which showed an extensive organization occurred in 1762, and is inter¬ esting because of some resemblance betvieen its events and those of 1898. In the former year, England lieing at war with Spain, one English fleet took Ilabana, while another dispatched from India with a considerable land force, appeared before Manila, vchich was unprepared for defense, and captured the city. The acting governor-general, an archbishop, promptly surrendered the whole archipelago to the English, under protest, however, from the lieutenant-governor, who opposed the English with an army mostly composed of natives. A native named Silan, a man of education and ambition, took advantage of this situation to bring to a head an insur¬ rection he ha,d been fomenting for the purpose of ridding his country of Spain. Silan, like Aguinaldo in 1898, when the Americans arrived, vus willing at first to join forces with the attacking foreigners against the Spaniards, but subsequently withdrew from alliance with them. This insurrection extended over several provinces, and was only ended by the assassination of Silan after the English had withdrawn on the conclusion of peace in 1763. Between that revolt and those of this century the Sp>anish colonial polic)^ was so changed as to permit intercourse between the colonies and other coun¬ tries, and the admission of foreign trade to IManila gradually introduced modern ideas into the islands and other knowledge than that wdiich had come unaltered from the Spain of the past. There soon appeared a spirit of emulation and a desire to take a place in the world on the part of educated Filipinos, who had risen to such a degree of social recognition as to hold positions in the Spanish army as well as in the church, and several of tlie earlier insurrections of the nineteenth century were instigated by Filipino military officers whose ambition had been thwarted liy being removed to make room for Spaniards, and wdiose resentment was aroused by the haughty and overbearing demeanor of the latter. 'Preferment in the church also became barred to native ambition by the advent of peninsular Spaniards, who flocked to the archipel¬ ago upon the s'uppression of the religious orders in Spain and filled positions wdiich had previously been open to Filipinos. The Spanish friars, too, like the Spanish military officers, from easily understood reasons looked upon their native brethren as an inferior and uneducated class (although they were themselves their teachers), w'hile the Filipino priests wmre left in subordinate positions a.nd in some cases ivere sulijected to indignities. Dissatisfaction with the existing state of things in the islands, encouraged by the democratic movement in Spain in 1868, increased to such an extent that the Spanish Government proposed plans of reform in the island government in 1870. The situa¬ tion w'as becoming intolerable and a new spirit of resistance was becoming evident. EDUCATIOIsr OF THE FILIPmOS. 1611 The insurrection of 1872 appears to have marlied the turning point in tlie scope and character of the revolts. Previous to that time they had been of a purely mili¬ tary character, the people taking little interest in them, but the revolt of 1872 was on a, larger scale and had more political sympathizers than before. It was supxiressed in a fevv' days, and the Government discovered that many influential people were ini]3licated in the movement, A number of them were arrested and deported to the Ladrone Islands. Among those rvho were executed- for complicity in the insurrec¬ tion were three native priests, named Burgos, Zamora, and. Gomez, whose fate excited the greatest sympathy amongst the common people and left an umHniig remembrance.^ After this event the well to do and educated classes began to take a greater interest in politics. It was seen to be intolerable that the weal or woe of fami¬ lies should depend ui)on the caprice of friars and ofhcials. The latter, besid.es, were held in small respect, because with every change of ministry in Spain came a, new batch of tliem to the islands, who knew nothing of the country and whose only object was to get as much money as possible in the short time they had to stay. Over them the influence of the friars was supreme, both from their knowledge of the country and from their influence at Madrid, where they Avere believed to be the mainstay of the Spanish poiver in the islands and the indispensable intermediaries between the Filipinos and the GoAmminent. From A^eudous accounts it appears that the friars made a tyrannical use of their poAver. They are charged Avith causing the arrest, deportation, and eA^en the death of persons, often men of Avealth and position, Avho ventured to oppose their policy by favoring reforms, and by their connection with the GoA^ernment and their intimate relations with all classes of the people their influence Avas far reaching, Avhile their hostility Avas justly to be dreaded.^ Notwithstanding the dmiger of arrest and deportation for eA^ery Filipino Avho was suspected of liberal tendencies, a party AA^as formed after the insurrection of 1872, comprising the AA-'ealthy and influential classes, the object of Avliich AA^as to secure representation in the Spanish Cortes and the exclusion of the friars from the parishes and their return to the monasteries, or even their expulsion from the country alto¬ gether. This ]3arty Avas supported by the native secular clergy, to AAuiom the Fili¬ pinos are attached and Avho Avere to suriplant the friars in the parishes. This move¬ ment Avas, naturally, strenuously of>posed by the friars, Avhose intolerance and persecu¬ tion of the liberals became, if possible, more intensified than eA^er. This line of con¬ duct Avas a fatal mistake on their part, as Professor Blumeiitritt xDoints out, because the opening of the Suez Canal (in 1869) soon brought the Philippines into closer contact Avith the Eurox^ean Avorkl and enabled the educated Filixiinos to particiiaate in its intellectual moA^'ement. As the censorship preA^ented a x>rO|)aganda of liberal ideas in the archixAelago the Filipino liberals established a paper in Madrid in 1892, called La Soiidaridad, Avhich maintained the rights and demands of the Filipinos and v/as supiiorted by subscriptions from them. All the staff of this ]Aaper were Filipinos and included the unfortunate Dr. PJzal, Manuel del Pilar, the laAvyer, and Antonio Luna, names since Avell known in theEnited States. The friars, on their part, established an opposition paper, wEich published certain oxnnions ux)on tlie Filipinos, Avhich AA’ere promiDtly translated into the natiA'e language and sent home to be distributed among the r)eople and fan the groAAung flame of rebellion. The instruments of actual insurrection Avhich came into play last Avere the secret societies. Freemasonry, “infamous masonry,” as the Spanish authorities called it, played a conspicuous part in the preparation for the last insurrection, both as a prof)- aganda of ideas of liberty, cooperation, and organization, and socially, by bringing Filipinos of the upper classes into association AAuth Spanish oflicers and other Euro- 1 The account of their execution is given by Montero y Vidal, Historia general de Filipinas, Tom. iii. 2 See the life of Zobel in the Deutsche Rundschau for 1897, and testimony before the Philippine Com¬ mission, Report, A^ol. II, passim, for examples. 1612 EDUCATION REPOKT, 1899-1900. peaiis on equal tenne, whereby they were enabled to form a correct idea of their own capabilities. For three Iiundred years the friars had taught the Filipinos to regard the Spaniards in a paternal light, but with the widening of their intellectual horizon and contact with their erstwhile suxieriors in the lodges and clubs, a sense of equality was developed in the Filii:>inos and they came to look upon their relationship to Spaniards in a far different light. There ^rere twenty-four Masonic lodges in Manila alone in 1896, besides one in nearly every pueblo in the archipelago, affiliated with the Grand Oriente of Spain, notwithstanding that it was dangerous for a Filijjino to be even susxiected of being a Mason in the years l^etween 1872 and 1896. Meanwhile a secret society was formed among the lower classes, called the Kati- punan, the object of which was to expel the friars and free the country from the Spaniards. Its organization was jjartiy Masonic and j^artly like that of the Chinese secret societies with perhajis a touch of the Italian Mafia and Camorra. Its origin was largely due to the intolerable condition of the peasantry. As is now well known in the United States, a considerable part of the cultivable land in the Philif)pines had come into the irossession of the religious orders, while the small farmers, or pea,sants, whose ancestors occupied these lands long ago, have come to be treated by the friars as mere tenants, and as such their rent has been raised in recent years to such a degree as to cause them serious financial distress, to which the friars have added by levying upon their j^roperty for payment. In cases wdiere suit was brought to contest the title of the friars to the land it has been decided in their favor by tlie courts. The situation of the Filixnnos a few' years before the insurrection of 1896 was, therefore, as shown by the ]3receding history, as follow^s : There w-as no liberty of discussion or of the j^ress. Members of the w'ealthy and influential classes w'ho Avere suspected of liberal tendencies lived in constant fear of arrest and deportation, or even death, w'hile the lower classes Avere oi)pressed by taxes and i)ractical serfdom, and tliere Avas no legal redress for either. Under these circumstances it seemed to those Aviio had learned AA'liat freedom is that it Avas Avorth securing, even at the risk of sacrifice of life and irroperty. But it Avas also seen that an insurrection, if under¬ taken at all, must be general and Avell prepared. Organization AAms, therefore, insti¬ tuted, and other measures Avere taken several years before the actual outbreak Avas intended to occur, in order to make it successful, but a betrayal of tlie plot in August, 1896, just before all measures Avere completed, revealed to the astounded Spaniards that they had been living upon a xAolitical volcano and that thousands of Filipinos Avere secretly banded together for the x)urx30se of driving them out of the country. The Spanish oflicials acted AA’ith stern i)rom]3tness as soon as the plot was discoAmred. Hundreds of the leading Filix)inos Avere arrested, tried by court-martial, and shot, and hundreds more AA'ere transr)orted. The purisons AAnre speedily croAvded Avith the accused aAvaiting sentence, and, as the names of all concerned in the con¬ spiracy Avere noAV knoAvn to the authorities, it AA'as seen thiit it Avas better to die fighting than be arrested and shot, or p>erish slowly in pnison, and so, in August, 1896, the Tagade insurrection broke out, prematurely, AAuth Aguinaldo at its head. The folloAving extracts are taken from letters betAveen Masonic lodges in the Phil- ij)pines and the Grand Oriente of Spain, and other papers, Avhich AA'ere seized by the authorities in Manila in 1896, and Avere X3ublished in Madrid in 1897 by V/. E. Ketana, the well-known bibiiograijlier of Philix3X3ine publications. They shoAV the germination of the seed of revolt, the jAropagandism, the plan of organization, and the course of events until the final outbreak. The letters are headed by symbolic letters, Avdiich Avili doubtless be understood by Masons: Thus, one begins: AX. ‘.G. ’.I). *. A. '.D, '.N. '. Liberty, Equality, Fraternity, UxiAmESAL Masonry, Spanish Family. The Resp.'. Lodge Nilad, No. 144 of A.'.L. •. and A.*. Masons of the Philippines, regu¬ larly constituted in the federation of the Gr. '.Or. •. of Siiain, sends S.'.F. lS. '. to the Resp. ABay. And the rest have some similar heading. One of the earliest of the series speaks of the gratification felt at headquarters, in EDUCATION OF THE FILIPINOS. 1613 Madrid, at the establishment of new lodges in Manila, and commends the zeal and actiAdty of the brethren, but cautions them to be prudent in selecting members and reminds them that they are engaged in the work of human regeneration, which is to be effected through the agency of Free Masonry. Another letter declares that all vrere working for the emancipation of humanity, but always with a due regard for the laws of “ our country.” Some Masonic letters were betrayed into the hands of the friars, who endeavored to show, in their paper in Madrid, that Masonry was fomenting a separatist war in the Phili]3pines. To this Marcelo del Pilar replied in La Solidaridad (January 15, 1895), that if a lawful propaganda is sutncient to persuade the Government to cease its liberty-destroying regime in the islands, if it can procure personal security, the sanctity of the home, the inviolability of conscience, the subordination of civil and religious institutions to the requirements of law and morals, if a propaganda could provide a remedy for abitrary rule and harmonize authority with popular liberty, there would be no need of a separation from Spain. An insurrection, he says, is uncertain in its results and should only be appealed to as a last resort. In another letter to Philippine Masons he urges upon them the necessity of an active and militant “collectivism.” V/hat is wanting in the Filipino organization, he says, is the “collective life.” The Filipinos must rectify the prejudices which have grovv'ii up against them, under the instigation of the friars, ever since they began to show signs of political life and symptoms of ambition. He laments the withdrawal of certain rich men from the work, but urges the brethren to have the utmost faith in the cause of their redemption. “Fcdth,” he says, “can remove the mountains and seas which have separated the nations of the earth. Why should it not annihilate the differences of judgment and esteem between us and our compatriots v/ho are surely bound to us by a common interest and a common calamity? Let us not suffer our redemption to be effected by outsiders rather than by ourselves. Shame and our own dignity demand that we should conquer it ourselves. In any case the brethren must redouble their ehorts and in that way make up for diminished numbers. As to organization,” he adds, “plans are not what is needed but habits of dirigibility, that is, habits of discipline, of the collective life, of mutual benevolence toward our coreligionists, of working together harmoniously, and with obedience to those whom we have elected for our ollicers.” He refers to the Cubans as an example of how blood and money can be wasted through want of cooperation and harmony. They knew how to struggle and die but did not know how to conquer. “Let us,” he admonishes, “take warning by them and remember that each individual must learn to conquer himself and submit to the authority of the common good, because he who does not know how to conquer himself will never he able to conquer his enemies. For God’s sake,” he cries, “let us be warned in this respect, because the happiness of our country is at stake in the campaign upon which we are about to enter.” In another letter the Masonic brethren are urged to study the political, military, and economic conditions of the country, and to develop the new municipalities, because Free Masonry is the brain of the pueblos. “Suppose,” the writer asks, “that Spain should grant us to-morrow the share in the government we have been demand¬ ing so long, what concrete and positive solutions of our political problems have we ready to put in practice? What reforms have we thought out to ameliorade the con¬ dition of the country and develop its resources? These are the practical questions the lodges ought to discuss, and all ought to take part — the merchants discussing the trade of the archipelago, the farmers its agriculture, and the soldiers military matters.” A letter from the lodge Modestia, in Manila, to the Grand Oriente of Spain, in February, 1895, compla.ins bitterly, in highly rhetorical language, of the persecutions of the Miasons, their arrest and deportation out of the country, and the invasion of their homes, under the 23retext of discovering conspiracies, by persons whose will 1614 EDUCATIOK" BEPOKT, 1899-1900. was the only law. The letter (•ontains this significant passage: ‘‘We have had,” it says, “three years of Masonic experience, a length of time more than sufficient to demonstrate to us that if we are to enjoy the civil and religious liberty which is nec¬ essary to every people, the 7,000,000 inhabita-nh3 of this country should, belong to us al)solutely. This is shown by our success so far. The slight improvement in municipal and provincial administration Vv’hich is now visible is due to our efforts. IVe began by teaching the workmen the duties of citizenship so that they might know how to exercise the first of human rights when the time should come. The time did come and our labors were rewarded with triumphant success.” The writer concludes wdth the hope that the Philippines might eventually become a Spanish province, wfith representation in the Cortes. A paj^er was secretly printed in Manila ni the Tagalog language (tire censorship preventing open publication) with a title signifying liberty. It professed to be printed in Japan, and the first number contains a greeting to “Our beloved com¬ patriots over the sea,” and then proceeds as follows, in the Spanish translation given by Iletana. “After three hundred years of slavery wdiich Mother Spain has done nothing to relieve, the Filipinos are now only begging the Spaniards for a little con¬ sideration and clemency, and their entreaties are met with imprisonment and exile. There is no longer a Motlier Spain with a son in the Philippines. Instead there is one people that robs and fattens upon what is not its own, and another people which has become wmary of thankless toil. Henceforth there is no hope for the Filipinos except in their own strength, and they must defend themselves. We know too well,” the writer adds, “that this course will cause great terror, will originate merciless persecution and bring every kind of cruel punishment upon our countrymen. But whiat signifies the lives of hundreds of men compared with the happfiness of millions of our brethern?” The same paper contained an article entitled “What Indios ought to know,” which gives a picture, perhaps slightly overdrawn, of the happy Arcadian pre-Spanish condition of the Filipinos, tlie plenty in w’hich they lived, their trade w'ith Japan, their friendship with other nations and their knowledge of reading and writing. Then it describes the arrival of the Spaniards, their pledges of alliance and peace, sealed with blood (the pacto do sangre between the Indio King Sicatuna and Legaspi, who represented the King of Spain), and their early violation of their promises. The writer then goes on to complain that the Filipinos have worked and fought for the Spaniards for three hundred years, and for what? The Spaniards have broken every promise, have corrupted and perverted the Filipinos and caused them to forget their ancient ways and honorable station. Every i3rotest on the part of the Filipinos has been met by imprisonment and exile far from their beloved wives and children. He complains in rhetorical language of the calamities brought upon his people by the Spaniards and declares that nothing can be expected in the future except further calamities, additional sufferings, worse cruelties, more sneers and stricter slavery, and points out that the Filipinos have none to help them l)nt themselves. The time has come for them to show that they have feelings of their own, sentiments of honor, a sense of dignity and shame, and bravery. “Let us exert all our strength freely,” he exclaims, “in the perfect faith that vre sliall eventually conquer, and sing the song of triumph for the happiness which is drawing near our birthpimee.” The foregoing extracts, it will l)e seen, show practical ideas and are free from the commonplaces and conventional cant about liberty of which the world is now some¬ what weary. The following is an abstract of an allegory which was published in the same paper as the preceding articles, and was also translated into Spanish. It shows the skilled hand of a literary man v;ho knows how to impress the imagination and memory of his readers by a style which is more effective than blunt assertion or barren entreaty. The point to be noticed is that the author knew that the common people amongst his Tagale countrymen would appreciate and follow his sustained EDUOATIOI^ OF THE FILIPINOS, 1615 imagery. In the outline here given no attempt is made to preserve the rhetoric or literary merit of the original. The author’s idea v/as to arouse patriotic emotions means of a dialogue betvreen Liberty and a Filipino youth, the substance of which is as follows; A young man is sitting in an attitude of deep dejection in a dimly lighted I'oom, when he hears himself addressed in pitying tones, and on looking up he beholds a faintly outlined shining presence standing by him. The apparition asks v/hy he is so sorrowful. He answers that his grief is incurable nor can it be alleviated by friendly counsel, and he asks the apparition v/hy it has come to inteiTupt his mournful thoughts. To this the spirit replies: How long shall ignorance be the cause of the calamities of men and nations? How long before they will learn that it is through me alone that true and perfect happiness can be diffused over the eartli? The youth is filled with awe before his spiritual visitor but ventures to ask who she is, to v/hich the phantom replies: Alas! you, too, have never heard of me. How could you, indeed, as it is more than three hundred years since I left this land and, as your race has chosen to worship false idols, all remembrance of me has been effaced. Do you ask who I am? Then listen. I am the source of all the greatest and most glorious deeds which have ever been done for humanity. For my sake crowned heads have fallen and thrones have been overturned. I extinguished the hres of the holy inquisition in which the friars tortured tliousands of men in former times. For my sake men unite for a common good, each voluntarily surrendering Iiis own self-interest. Through me slaves are ransomed and raised from the mire of degra¬ dation and shame to crush the pride and cruelty of their masters. All peoples who are under my protection have acquired the happiness and abundance they enjoy through me, and through me alone have they made progress in civilization, as in Japan, America, and elsewhere in the world. Free thought, too, which sounds and explores the depths of science is reached only through me. Wherever I reign tears are wiped away and the bosom, no longer oppressed by the fear of tyranny and cruelty, breathes freely. I am Liberty! The words put in the mouth of the young man are also calculated to arouse a desire for revenge in the hearts of Tagal readers. After explaining that the cause of his sorrow was the spectacle of his suffering country, the youth addresses Liberty thus: If you were to see the contempt and scorn with which my countrymen have been treated, the want they have suffered, and the unjust laws under which they have been compelled to live, you would hasten to their protection again. Hear what my brothers say: I am hungry,” says one, “and he [i. e., the friar] who teaches me to give meat to the hungry sa,ys to me, ‘ eat the scraps which fall from my richly laden table.’ I am thirsty, and he who teaches me to give drink to the thirsty says, Mrink your own tears and sweat.’ I am naked, and he who teaches us the commandment to clothe' the naked says, ‘at this moment I am preparing to wrap your whole body in chains.’” Another says, “I. see my honor trampled under foot by a cura, or a Spaniard, or a rich man, and the judge, who should be the pillar of justice, answers my complaint by saying, ‘ this is a pestilent fellow, a bad man, a bandit; to prison with him.’ ” When my countrymen ask for a little love, a little clemency and pity, the judicial and spiritual chiefs who govern them reply “these are filibusters, enemies of God and Mother Spain; to prison with them.” In view of these things the youth asks Liberty whether he has not good cause for sorrow and weeping. ‘ ‘ Sorrow and weeping ! ’ ’ cries Liberty contemptuously. ‘ ‘ This is no time for Aveeping, especially for a young man; there will be time enough to weep when you have no more blood to shed and your enemies have no more lives to lose. There must be no stay as long as the cruel and ignominious executions of Fathers Burgos, Zamora, and Gomez and the imprisonment of Eizal are unavenged.” No. 19 of the series is a “monstrous” document of Filipino Masonry, as a Spanish official called it. It gives directions for the guidance of the ‘ ‘ triangles ’ ’ when the insur¬ rection should begin. It is dated June 12, 1896, and provides — First. That all orders 1616 EDUCATIOi^ EEPORT, 1899-1900. shall be strictly and implicitly obeyed even to the smallest details, since the least departure might jeopardize the ndrole plan. Second. When the signal agreed upon of H .'. 2 .’. Sep .'. should be given, each brother must perform his part without hesitation or any considerations of relationship, friendshb:), or gratitude. Third. Those v/ho, through weakness or cowardice, or for any reason, do not perform their duty, know the fearful j}unishment that awaits them for disloyalty or disobedience to this G .•. R .•. L .’. Fourth. After the attack upon the Cap General and other authorities the loyal will attack the conventos and kill their infamous inmates, but must not touch the valuables they contain, which will be taken care of by the com¬ mittee appointed for that purpose. No one of the brethren is allowed to take any¬ thing belonging to the treasury. Fifth. Whoever disobeys the foregoing order will be regarded as a malefa.ctor emd punished accordingly. Sixth. On the day following the rising the committee appointed for the purpose shall bury ail the bodies of our hated ox)pressors in the field of Bagunbayan [where the Filipinos ha.d been executed], and a monument shall be erected there commemorative of the independence of the G .'. N .’. F .'. [Great Philippine Nation]. Seventh. The bodies of the friars shall not be buried but shall b»e burned in just return for the Avrongs done to the noble Filipinos during three centuries of their abominable domination. On July 5, 1896, a lieutenant, D. Manuel Sityar, Avrote to the civil governor of Manila that he had noticed many suspicious circumstances among the natives for some months and had discovered that an extensive recruiting was going on for some secret purjjose. He had been informed that there Avas a Avidespread secret organi¬ zation, the members of Avliich signed an agreement Avith their own blood not to reA^eal the object of the society on the forfeit ol their lives. There Avere agents of the society everyAvhere. Its object Avas political and anti-Spanish, and it Avas expected that it would receive support from Japan. This society Avas the Katipunan. On August 13, an Augustinian friar. Father Augustin Fernandez, Avrote an urgent letter to the governor, informing him that certain persons who had been arrested in his parish Avere the prime movers in the Masonic or Separatist meetings there, and that if they Avere to return to their Avard he could not answer for the consequences. He added, benevolently, that a little bloodletting is sometimes necessary to relieve an invalid people, and that if two or three of the most conspicuous leaders of the move¬ ment were to disappear Avithout anyone knoAving Avhat had become of them the rest of the peojile Avould become quiet. On August 17, Father Gil, the iiarish priest of Tondo, one of the suburbs of Manila, on information received from a parishioner, visited the printing office of the Hiario de Manila and found documents, in Tagalog, of the Katipunan Society, Avliich inculpated a large number of people. The Gov¬ ernment noAV became thoroughly alarmed and began making arrests of the persons implicated in the society. Informers, both Masons and members of the Katipunan, came forAAmrd on promise of pardon and revealed the Avhole affair. The official examinations disclosed the fact that the membership of the tAvo societies included all classes of society, from mechanics and clerks to laAvyers, army and navy officers, capitalists, physicians, and priests. Everything was discovered, the houses Avhere the meetings of the societies Avere held, the names of those present, and the transac¬ tions. The object of the “conspiracy” Avas separation from Spain. One Avitness, an army officer, admitted that he Avas a member of the jAatriotic society, Katipunan, the object of Avhich Avas to demand from Spain the independence of the islands, and in case of a refusal to start a reAmlution, relying upon the assistance of Japan and part of the army. Manila Avas to be attacked and the native soldiery there Avas to join the revolutionists. The names of Avealthy citizens (Filipinos) Avere given Avho Avere to aid the movement. These examinations were held from the 23d to the 26th of August, and on the 31st 55 persons Avere shot in consequence of the evidence obtained. The object of the Katipunan Avas essentially to insure separation from Spain. A physician testified EDITCATIOK OF THE FILIPHSTOS. 1617 that the purpose was to unite all Filipinos in the idea of demanding representation in the Spanish Cortes, and equality before the lav/ with the provinces of Spain. If this was not conceded the plan was to raise money, promote a general rising, and declare the Philippine Islands independent of Spain, under the protectorate of Japan^ but without annexation. The names of Masonic revolutionists given by this witness included those of army officers, gobernadorcillos, and other people of the upper classes. He had been one of a committee to go to JapCoii as representative from a Masonic ‘‘council” in the Philippines. Members of the Katipunan society were united by the pacto de sangre. The pacto de sangre v/as solemnized by making a cut in the left forearm and signing the oath of loyalty and secrecy with blood from this cut. Some fantastic features of the ceremony are described, wdiich were clearly intended to make a deep impression upon the ignorant novices. Breaking the oath was punishable with the severest penalties, even with death. It appears that com¬ missioners went to Japan to negotiate for the j^urchase of 100,000 stands of arms, but they also had a political mission. This witness said that a society called the League of the Philippines had been formed some years previously for the purpose of establishing workshops and stores, promoting traffic and industries, and opening a bank to collect funds for an insurrec¬ tion, which was to separate the islands from Spain. Its supreme council was in Manila, with subordinate councils in other towns of the province of Manila and in the other provinces, the X3resideiit of the superior council being in correspondence with the presidents of the other councils. This society was dissolved in 1893, on being dis¬ covered, and gave place to the Katipunan. How’ deep and serious were the feelings of the patriotic insurgents may be judged from expressions in the letters. “If God iDrotects us,” says the chief of a lodge, “in the battles \ve are about to undertake, we shall suffer no harm. Therefore strengthen your hearts and let us all be assured that our country will be victorious, and may the Spaniards who have tyrannized over us in past years perish! Long live our nation! Long live the archipelago! The Lord God created us Filix)inos, and let those among us who are not with us change their minds and hel}) us destroy the servitude in which we are living, and let us all unite in the one x^urpose to banish fear and defend our race with all our might. That is God’s intention for us. He who loves you with a constant love sa]utes and embraces you.” [Signed with a symbol¬ ical name, September 30, 1896.] A letter from the civil governor of Manila to the minister for the colonies, dated October 1, 1896, declares that the insurrection was x^lanned in the lodges of the “infamous masonry,” of which there were tw^enty-four in Manila. He describes the seizure of documents and arms, and the arrests, and makes this x^i’ofound observa¬ tion. “The investigations,” he says, “have brought out the fact that it is not a mere insurrection, or a war for independence, that is in question, but a war of races which has for its object the extermination of the Spaniards,” and he quotes the testimony of a witness who exx)lained the object of the Katix3unan, in terms “as laconic as horrible,” to be the death of the Sx3aniards and the possession of the islands. The governor adds that 163 persons had been deported to the Caroline islands and 140 to Sulu, v/hile others were to be sent to Spain. Many were awaiting the sentence of death in prison. He visited the x^i’isons every day where more than 2,000 x^ersons were confined, and describes the simple and artless, if antiquated, method of keeping them incomunicados, or from communicating with each other. There were so many prisoners that they could not be kept in solitary confinement but were chained, in batches of five, to the x^illars in the large hall of the prison with a guard over each lot. They w’ere made to lie down and were only permitted to sit up to eat. Any attempt at conversation was immediately checked by a sound flogging administered by the guards. The governor’s opinion was that every pueblo whose officials had x^articipated in the rebellion should be subjected to an energetic and severe “repression” wffiich ED 1900 — VOL II - 22 1618 EDUGATIOIS EEPOET, 1899-1900. would restore the ‘hiormal” life. He mentions byname the “millionaire family Abella,” and says that many other persons of wealth, importance, and social position, were implicated in the rebellion. ^ Notwithstanding the arrests and executions, initia¬ tion into the Katipunan went briskly on. Hundreds were pardoned by the Govern¬ ment only to relapse and rejoin the society. No. 58 of the series is a document of the Katipunan society wdth the heading K. K. K. Acta, and contains an oath signed by Emilio Aguinaldo and a number of others, declaring that neither they nor their children would ever obey the Spaniar5,s, but instead would obey only the laws of that pueblo whereof D. Baldomero Aguin¬ aldo, chief of Katipunan, was head; that they would obey his orders for the purpose of escaping from the abyss which the merciless Spaniards had opened for them; and that they ay ere ready to shed the last drop of their blood to preA^ent subjugation by Spain. There are other oaths in the same strain. The insurrection broke out at the end of August, 1896, and continued until the peace of Biyak-na-Bat6 at Christmas, 1897. The conditions of the treaty included a complete amnesty to the Filipinos, together Avith an indemnity. It was asserted ])y the Filipinos but denied by the Spaniards that besides the x>ublic treaty there was an understanding that the reforms for Avhich the Filipinos had been struggling so long Avould be granted Avithin a certain time. The failure to grant these conces¬ sions, as time Avent on, gave the Filipinos an excuse to reneAv hostilities Avhen the Americans arrived. After that event the Spanish governor endeaAmred to conciliate the Filipinos by promising to grant the reforms in ciuestion, but it w^as too late. The circumstance that the Spanish governor was compelled to make a treaty with the insurgents and promise concessions, shoAvs hoAV much the status of the Filipinos had changed since the preAUOus insurrection. They had conquered recognition as an organized body Avhich must be dealt Avith as a poAver and could no longer be suppressed by the mere execution of individuals. At this point in their history the Americans stepped in and took the x)lace of their former masters, the Spaniards, thus xAresenting a neAV sujAerior poAver for them to reckon AA’ith. STATISTICS OF EDUCATION. Higher education. — The University of Santo Tomas, Avhich has already been men¬ tioned and Avhich Avas founded as a college in 1611,^ Avas raised to the grade of a university by Pope Innocent X in 1845, Avith the tv/o faculties of theology and arts, to AA hich Avas added the faculty of laAV in 1734 by Clement XII. It received the title of “royal” in 1708, the King of Spain, Philip V, becoming its protector, and that of the University of Manila by royal decree of November 6, 1870. Its faculties Avere then extended to include those of medicine and x)harmacy. The university has alAA-ays been from its foundation under the Dominican order, and is supported by the funds thereof. The rector of the university is ex officio head of the secondary instruction in the “colleges” throughout the archipelago wXich are under that order. The Spanish minister of the colonies in 1870, Moret, complained of the back\A^ard condition of learning at the university. There Aras no instruction Avhich satisfied the demands of modern civilization. There aatis no instruction in medicine or phar¬ macy, little in the natural sciences, history, philology, or languages, and only rudi¬ mentary instruction in law. Nor AA’as any attention given to the study of the iiatiA’e languages, history, or customs, a circumstance Avhich exirlained hoAV it was, he declared, that it had been impossible for the Spanish civilization to come in contact wdth the native for a long time, the religious orders having reserved that intercourse iThe name Abella is that of an author of geological and statistical works upon the Philippines. Professor Blumentritt sas's that both father and son were shot. 2 This date of founding of the university is taken from the article by Moret, the Spanish minister of public instruction in 1870, in the “ Diceionario de legislacion de instruccion publica,” Tom. II, p. 181. Other dates are sometimes given. EDUCATIOi^ OF THE EILIPIE'OS. 1619 for themselves as a po\verful lever of authority and intervention. This was the state of things, he remarked, at a time when the Filipinos were showing more and more that they were actuated by aspirations which required freer space than the narrow and monotonous circle of ecclesiastical instruction. Any attempt to secularize the instruction of the university would, he believed, he utterly futile^ owing to the supremacy of the orders in the islands. He recommended modernizing the courses by adding the faculties of medicine and pharmacy, and reorganizing the others to bring them up to the requirements of an European university. At that time (1870), Zobel, before referred to, a competent critic, complaining of the lack of books of reference and modern journals in Manila, said of the university library that it con¬ tained no books except antiquated works of Spanish jurisprudence and theology. In 1887 the library consisted of about 12,000 volumes, consisting principally of vrorks on theology, social science, law, and philosophy. The Bureau is indebted to the courtesy of the rector of the university for a number of the annual addresses delivered at the opening of the scholastic year, from 1892 to 1896, which were written by professors of the university, all of wEom veere members of the Dominican order. These addresses deal with metaphysical and theological sub¬ jects, and are analogous to the baccalaureate sermons at college commencements in this country. The point to be noticed about them is that they present the views of modern scientific writers on the subject of discussion as well as those of ancient and medigeval philosophers, and are therefore in a manner guides for the students to the literadure of modern philosophy. In one occurs this passage: “A university v/hich desires to respond to its sublime mission must fulfill two duties, each equally sacred: that of opening its doors to all the doctrines of truth, ancient or modern, from what¬ soever source they may come, and the other, that of anathematizing and combating all the doctrines of error under whatever form or na,me they may a^jpear.” The orator on this occasion (in 1892) was combating positivism by opposing to the purely materialistic theories of man’s nature, based on his organic structure and biological relations, the ideas of personality, the sense of moral responsibility, etc. , which can not be explained by structure. He congratulated the university that it had never in the three centuries of its existence permitted its official instruction to be defaced by any of the fundamental errors which have crept into the world from time to time. The other addresses are conceived in much the same vein. They are metaphysical and theological dissertations in refutation of ‘ ^ rationalistic ’ ’ philosophy. Antiquated modes of thought may be observed here and there, but the names of Kant, Comte, Littre, Taine, Haeckel, Helmholtz, tluxley, Iderbert Spencer, TV’undt, Bain, Du Bois-Eeymond, and other modern writers appear side by side with those of Aristotle, Plato, St. Thomas Aquinas, and Descartes, wdiile the modern natural-historical views of man and society and. the mechanical and chemical theories of life processes are brought to the notice of the students. The curious among the latter must have found access to the original works in some way, one would suppose. At any rate, the existence of modern speculative philosophy wus at least pointed out to them in these addresses if nowhere else. The following programmes of the university course are taken from the discourse by Fr. Pedro K. de Medio, at the annual opening of the university in 189G. The course of lectures is for 1896-97. FACULTY OF THEOLOGY^ AND CANON LAWL Preioaratoiy: Ontology, cosmology, and theodicy. Foundations of religion and theological positions. Institutions of dogmatic theology. Ecclesiastical history, sacred hermeneutics, and the Scriptures. Moral theology and sacred eloquence. Canonical lav/, general ecclesiastical discipline, the Patronato de Indias, and ecclesiastical proceedings and decisions. 1620 EDUCATION BEPOET, 1899-1900. FACULTY OF JURISPRUDENCE. Preparatory: Metaphysics; general Spanish literature; critical history of Spain. Elements of natural law; institutions of canonical law; economics and statistics; institutions of Eoman law; Patronato de Indias; ecclesiastical discipline; Spanish civil law, common and forensic; general history of Spanish law; criminal law; polit¬ ical and administrative law; colonial legislation; mercantile law of Spain and of the principal countries of Euroiie; elements of finance; civil, criminal, canonical, and administrative proceedings; theory and practice of compiling public instruments. Public international law ; private internationai law. The faculty with the title Notariado (notarial law) include substantially the same subjects as the above. FACULTY OF MEDICINE. Preiiaratory: Advanced physics and chemistry; mineralogy and botany ; zoology. Descriptive anatomy; histology and normal histochemistry; anatomical technics; embryology; theoretical and experimental human physiology; private hygiene; gen¬ eral jiathology with its clinic and clinical preliminaries; pathological anatomy; therapeutics; materia medica; writing recipes, with hydrology; hydrotherapy, and electrotherapy; surgical pathology; medical pathology; obstetrics and gynecology; diseases of children with clinic; topograjihic anatomy; surgical medicine with clinic and apiilications, ligature and bandaging; obstetrical and gynecological surgical and medical clinics; public hygiene; statistics and sanitary legislation; legal medicine and toxicology. (The text-books are mostly by Spa.nish authors.) FACULTY OF PHARMACY. Preparatory: Advanced physics; general chemistry (daily lecture), zoology, botany, mineralogy. Study of physical instruments and apparatus used in pharmacy, with practical exer¬ cises. Mineralogy and zoology applied to pharmacy, with the corresponding pharma¬ ceutical material and practical exercises. Descriptive botany with the determination of medicinal plants, with corresponding pharmaceutical material and practical exer¬ cises. Inorganic and organic chemistry applied to pharmacy, with practical exercises (daily). Chemical analysis, especially of foods, medicines, and poisons, practical or Galenical pharmacy, and legislation relating to pharmacy. (Text-books mostly Spanish. Eresenius is used for analytical chemistry.) FACULTY OF PHILOSOPHY AND LETTERS Metaphysics; Greek; universal history; general literature. FACULTY OF SCIENCES. Mathematical analysis; geometry; mineralogy and botany; general chemistry; lineal and topographical drawing. It will be seen that the faculties of philosophy and letters and of sciences are much weaker than the others, particularly the faculty of sciences, which contains only a small projjortion of the subjects which should be expected in a modern university.^ 1 Yet in the account of education i)repared for a Philippine exhibition at Madrid, in 1887, as part of the material of education at the university are mentioned a museum of natural history of 5,474 specimens, mostly zoological and mineralogical, with a special library, and provided with the neces¬ sary apparatus; a physical cabinet, containing what was then new physical apparatus, such as the Gramme dynamo-electrical machine, with a Serrin regulator, a Carre machine, a phonograph worked by a small Gramme machine, a telephone, electro-magnets, besides maps and drawings sufficient for use in lectures. A new chemical laboratory, a dissecting room, and a botanical garden are also described, which would indicate that practical scientific work must be carried on, or, at any rate, that opportunity was offered for such work. The explanation of the absence of scientific studies given in the above-quoted work is that there was no special call for them in the islands. EDUCATION OF THE FILIPINOS. 1621 The attendance at the university in the academic year 1895-96 was divided among the faculties as follov/s: Matricu¬ lated. Passed. Rejected. Theology and canon law (which were complementary) . 29 18 11 Jurisprudence . 1,195 957 238 Botany . . 271 122 149 Medicine . 753 483 270 PhflTma.cy . 170 101 69 Total . 2,418 1,681 737' The amount and quality of the instruction given at the university are criticised severely in testimony given before the United States Philippine Commission. The College of San Jose we^s founded by the Jesuit Fathers in 1601, and was for some time chiefly maintained by donations from the families of the scholars. Sub¬ sequently money and property were contributed by various persons toward its sux^- port. During a considerable period it received aid directly from the King of Spain. Its original object w'as to educate the sons of Spanish inhabitants in virtue and letters. In 1768 the Spanish Government, exercising its right of vice-royal x>atron, took the college from the hands of the Jesuits and eventually turned its administration over to a canon of the Manila Cathedral. Successive canons continued to administer its affairs under Government control until 1875. At this time an important decree w^as issued reorganizing education in the Philippines, wherein it wns jirovided that the College of San Jose should give instruction in medicine and x^harmacy. The Government placed the direction of the institution in the hands of the rector of Santo Tomas. From this time on San Jose has conferred degrees in me-dicine and pharmacy. San Jose is richly endowmd. It has been customary for wealthy people to send their sons to Europe and Hong¬ kong for their higher education. No statistics are available to show how many receive their education abroad. Secondary instruction is given in a number of “colleges” throughout the archi¬ pelago. Those under the university were the colleges of Santo TomJs and San Juan de Letran, in Manila, x^^ivate colleges of the first class in Cebu, in Jaro (Leyte), in Nueva Caceres, in Dagupan, Vigan (Luzon), Guinobatan (Albay), and private Latin schools throughout the islands. These were all supported by the order. Secondary education was also given in the Ateneo Municipal of Manila by the Jesuit Fathers, and this institution w^as better and more modern in its methods than any other in the archix^elago. But although the Jesuits provided the instruction, the Dominicans held the examinations. The Ateneo had a capable faculty of 24 instructors, and wns supported by the municipality of Manila. The subjects taught in the college of San Juan de Letran include Spanish and Latin grammar, sacred history, Christian doctrine, geography, especially of Sx^ain and the Philippines, Christian morals, Latin translation and analysis, elementary Greek, general history, esx^ecially of Spain and the Philippines, arithmetic and algebra, rhetoric, poetry, Christian morals, geometry and plane trigonometry, psychology, logic and moral philosox:>hy, x^hysics and chemistry, natural history, French, and English. This course is duplicated in the other colleges. The course in the college of Santo Tonnis wns more practical, and included industrial mechanics, mercantile arithmetic, bookkeeping and accounts, correspondence and commercial operations, political economy, mercantile and industrial legislation, geography and commercial statistics, French, lineal, topographical, and ornamental drawing. The ateneo municipal has also a practical course of mercantile arithmetic, political economy, mercantile correspondence, bookkeeping, and mechanics. San Juan de Letran was founded in 1620 by a charitable Spaniard who collected orphans and poor 1622 EDUCATION REPORT, 1899-1900. Spanish boys in his house, fed and clothed them at his own expense, and taught them reading, writing, and Christian doctrine. This school received the aid of the governor and of King Philip 11. It was combined by the Dominicans with another school a few years later. A- number of other schools in the Philippines were founded in the seventeenth century. The attendance at the colleges in 1895-96 was as follows: San Juan de Letran . 5, 508 Santo Tomas . 407 Ateneo municipal . 759 Private college at Cebu . 502 Private college at Jaro (Leyte) . 209 Private college at Nueva Caceres (Albay) . 236 Private college at Dagupan (Luzon) . 228 Private college at Vigan (Luzon) . 130 Private college at Guinobatan (Albay) . 91 Total attendance at the private colleges of first grade . 8, 070 Besides the foregoing colleges there were 67 private Latin schools in the archi¬ pelago, of which 23 vrere in the province of IManila and nearly all the rest in Luzon. The course of 'study in these schools included Latin and Spanish gramn^ar, Chris¬ tian doctrine and sacred history, general geography and geography of Spain and the Philippines, Latin translation and analysis, elementary Greek, general history and history of Spain and the Philii^pines, arithmetic and algebra, rhetoric and poetry,- geometry and plane trigonometry, French. The attendance in 1895-96 was 1,915. These schools are under the charge of licentiates in philosophy or science, or bache¬ lors of arts who have passed an examination for teachers, and are under inspectors, one of whom is appointed by the rector of the imiversity, who is ex officio head of all the schools of the islands. Some of thei^e schools only gave a one-year course, others two, and others three. The teachers are Filipinos. From a history of educa¬ tion prepared for an exposition of the Philippines in Madrid, in 1887, the following figures are taken regarding higher education in the islands The university granted 1,186 degrees in theology, canonical and civil law, and philosophy between the years 1645 and 1820. The number of students matriculated in that period was 40,125. Between 1800 and 1882 2,292 degrees of doctor, licentiate, and bachelor were granted, wdrile 23,233 students were matriculated, of whom 13,246 passed exami¬ nations. In the sixteen years between 1866 and 1886 over 4,000 students were matriculated annually at the university and the colleges of secondary instruction, of wdiom nearly 50 per cent passed the examinations. This shows that a large body of young men must have acquired at least the rudiments of education. An interest¬ ing table shows the nationality of the students in the university in the scholastic year 1886-87. In that year there were matriculated 123 European Spaniards, 93 Philippine Spaniards, 180 Spanish mestizos (Spanish Filipinos), 1,381 Filipinos, and 218 Chinese-Filipino mixed bloods, a total of 1,985 students. This makes the full- blooded Filipinos 69.57 per cent of the whole. The nationality of the Filipinos wns ascertained from private information, not from open records. It seems proper to introduce here an account of the normal school and several special schools which may be classified with secondary schools. The account is taken, omitting comments and criticisms, from the report of the Philippine Commission, Vol. II, and is the more valuable as it is evidently the work of one personally familiar with the wmrking of the institutions. 1 Exposicion general cle las islas Filipinas en Lladrid, 1887. Comision central de Manila. Memoria correspondiente a la seccion 8^ Grnpos 72 y 73. Edicion oficial. Manila, Tipyografia del Colegio de Sto. Tomas, 1887. EDUOATIOJ^ OF THE FILIPIHOS. 1623 SCHOOLS FOR MALE AND FEMALE SCHOOL-TEACHERS. Foliovvong the order of their creation, we must first take up the school for male teachers. The normal superior school for male teachers has two different characters. V/hen it was created by royal decree, dated December 20, 1863, and its manage¬ ment committed to the Jesuit fathers, it had only the “normal” character, but by another decree of the General Government, dated November 10, 1893, and approved by royal order dated April 11, 1894, it entered the “superior” category. Education ill this school comprises two grades, elementary and superior. By the elementary education the title of teacher of primary elementary instruction is acquired, and it is divided into three terms. More complete education is required in order to obtain the title of superior teacher. In addition to said titles the title of assistant teacher of primary instruction is obtained in this establishment by those vmo pass special examinations which are held four times a year. In this same school there is a school of primary instruction for boys not living in the school, which is conducted by scholars in the advanced courses under the direc¬ tion of a professor, and thus the practice necessary to the profession of teacher is acquired. Article 9 of the regulations of this school reads as follovv^s: “Both board¬ ing and day scholars in the normal school must possess the following qualities in order to be admitted: First, to be natives of Spanish dominions; second, to be 13 years of age,^which must be proved by certificate of baptism or other public docu¬ ment of equal validity; third, to be free from contagious disease and to be sufficiently vigorous to perform the tasks and duties of a school-teacher; fourth, to have observed good conduct, which, must be proven by the certificate of the parish priest of the town of their birth and home; fifth, to speak Spanish, have some knowledge of Christian doctrine, read and wiite ordinarily well, know something of Spanish gram¬ mar, including regular verbs, and to know the four fundamental rules of arithmetic, all of which shall be required of them in a previous examination held by the examin¬ ing board appointed by the director. ’ ’ The courses studied were as follows: FIRST ELEMENTARY COURSE. Christian doctrine expounded; elements of sacred history; the Spanish language; theory and practice of reading; theory and puactice of writing; arithmetic; princi¬ ples of general geography and the geography of the Philippines; plain drawing. SECOND ELEMENTARY COURSE. Catechism expounded; sacred history (third grade); history of Spain; theor)'" and practice of reading; theory and practice of writing; arithmetic; Spanish grammar; plain drawing. THIRD ELEMENTARY COURSE. Catechism expounded; Spanish grammar; geometry; surveying; pedagogy; agri¬ culture; plain drawing; deportment. SUPERIOR COURSE. Advanced pedagogy; legislation in force in primary instruction; ideas of religion and morality; universal history; algebra; industry and commerce; common phe¬ nomena of nature. Instruction given boarding scholars was more complete than that given day scholars, for the former had an^icademy of music and a gymnasium, classes which the day scholars did not have the benefit of. Still, it may be said that the instruction was good, although the plan of studies left much to be clesired, for it had the same defects as the school for female teachers, as will be seen hereafter. Between boarding and day scholars about 500 youths attended the classes of this school, half of whom were boarders. The school was supported by the Government. The normal school for schoolmistresses had a double character like that for masters, but its conditions were different. Until the year 1893 the title of elementary schoolmistress was conferred by tlie director of civil administration, after an examination which was undergone by the graduates of the different colleges in Manila and in the different provinces before an examining board organized by the civil governor and the corregidor of Manila. These examining boards were composed of seven persons, among whom were the civil governor, who was president, the rector of the cathedral, the director of the 1624 EDUCATION EEPORT, 1899-1900. normal school, and the directress of the municipal school for firls, who was a Sister of Charity. The other two members were elected and changed every two years. The examinations v/ere not strict, for they dealt with subject-matter which was scarce on account of the deficient programme of studies. The courses'on which these examinations were held were the courses of the whole primary instruction. The education of schoolmistresses from said year 1893 until the termination of Spanish sovereignty was very different. In fact, by royal decree dated March 11, 1892, and put into force in the follov/ing year, the superior normal school for schoolmistresses was established in Manila, in charge of the Augustin Nuns of the Ascension, who came from the Eoyal College of Santa Isabel in Madrid. This school also issued titles of schoolmistress of two grades, elementary and superior. Tlie ancient college of Santa Isabel in Neuva Caceres, in charge of the Sisters of Charity, can also issue titles of normal-school mistress, for this right was granted them by royal decree of the General Government of June 9, 1875, and approved by royal order September 27, 1880. The college at Bigan, in charge of Dominican nuns, was granted the same right by a decree whose date we forget. The subject-matter of the instruction in both branches of this school comprises the following courses: (1) Beligion and morality (expounded catechism and sacred history); (2) Spanish grammar; (3) elocution; (4) arithmetic; (5) penmanship; (6) general geography and geography of Spain in the Philippines; (7) history of Spain and of the Philip¬ pines; (8) hygiene and domestic economy; (9) practical industry; (10) geometry; (11) indoor exercise; (12) pedagogy; (13) natural science; (14) music, vocal and instrumental; (15) pmctical instruction in teaching; (16) literature; (17) drawing as applied to practical work; (18) ideas of law and its application to the ordinary uses of life; (19) French; (20) English; (21) the teaching of deaf mutes and the blind; (22) finance. The ideas of law were not taught, which was also true of the courses of instruction to deaf mutes and the Ijlind, fine arts, French, and English. For the rest, the instruction given, if not complete, was sufficient. Studies for the elementary grade lasted three years and comprised the courses stated as far as No. 11, inclusive, for the first and second years, and from courses 12 to 15 for the third year. For the superior grade the courses of the former years were studied more exten¬ sively, and courses Nos. 16 and 17 were added, and geometry substituted for draw¬ ing. The remaining courses. Nos. 18 to 22, are optional for scholars who have passed the fourth year, but up to the present time there has not been any case of any scholar having passed examinations in them. SCHOOL OF ARTS AND TRADES. This has been recently created in the Philippines, and dates from the month of March, 1831. By a superior decree of November 24, 1893, the instruction given and titles issued in this school are as follows: (Some of this instruction and some titles were also in existence in the schools of Iloilo and Pampanga. ) DEPARTMENT OF APPRENTICES. First group. — Elements of arithmetic and elementary geometry; plain draw¬ ing; work in the workshops of the school in the trade in which the apprentice has matriculated. r Second group. — Elements of physics; study of materials relating to the trade in which the student has matriculated; industrial drawing; work in the shops of the school relating to the trade in which the student has matriculated. Third group. — Elements of mechanics; ornamental drawing; work in the Avork- shops (third course). General course for workmen and artisans, without reference to any particular trade: Elements of arithmetic and geometry and their application to arts and trades; ele¬ ments of physics and chemistry applied; elements of mechanics; study of materials; principles of construction; industrial geometrical drawing with instruments, and freehand; ornamental figure drawing and the use of color for ornamental pur¬ poses; modeling and carving; mercantile arithmetic; bookkeeping and commercial correspondence; French; English; final instruction in practical work for horse- shoers, molders, founders, locksmiths, wheelwrights, cutters, boiler makers, carpen¬ ters, cabinetmakers, engravers, compositors, lithographers, masons, stonecutters, and potters. EDUCATION OF THE FILIPINOS. 1625 MECHANICAL ENGINEERS. First group. — Elements of arithmetic and applied geometry; industrial drawing of machines; setting-up shop; and work with a tile. Second group. — Elements of applied physics; industrial drawing; setting-up shop; work with a lathe. Third group. — Elements of mechanics, comprising statics, cinematics, dynamics, and hydraulics; industrial drawing; and the making of plans of machines. Fourth group. — Motor machines; management and care of machines; repairs; prac¬ tical Vv'ork in the setting up and mounting of machines; visits to industrial establish¬ ments. ELECTRICIANS. First group. — Elements of arithmetic and geometry; industrial drawing as applied to electrical machines; elementary work with hie. Second group. — Elements of applied physics and chemistry; applied industrial draw¬ ing; elementary wmrk in carpentering. Third group. — Practical electricity (hrst course); electrical units and measures;... study of plans. Fourth group. — Practical electricity (second course); industria,! electrical motors; setting up electric plants; overhauling electrical plants. MASTERS OF AVORKS. First group. — (1) Elements of arithmetic; (2) elements of geometry; lineal and topographical drawing; practical work in stonecutting and masonry. Second group. — (1) Elements of plane trigonometry; (2) elements of descriptive geometry; (3) elements of topography; ornamental drawing; practical AAmrk in car- j>entering. Third group. — (1) Elements of physics; (2) elements of static mechanics and study of the durability of materials; (3) study of materials; architectural drawing; practi¬ cal wmrk at the forge and in setting up machines. Fourth group. — (1) Elements of stereotyping; (2) construction; (3) hygiene of construction; legislation on city property. MERCANTILE PERITOS.l First group. — (1) Mercantile arithmetic; (2) descriptive geography; (3) French (first course) . Second group. — (1) Geography and commercial statistics; (2) accounts and book¬ keeping; (3) English (first course) ; (4) French (second course). Third group. — (1) Elements of political economy; (2) mercantile and industrial legislation; (3) practice in mercantile correspondence and operations; (4) English (second course). The amount of service which this school could render may be judged by the fol- lowdng: In 1894, 2,833 scholars matriculated, and of these, out of 309 who were examined, 268 were passed. In the workshops 615 matriculated, and of these 76 w^ere examined and 35 passed. In said year one title of master workman, one of a skilled man in commerce, one of a mine foreman, and twm of skilled mechanics Avere issued. Ilegarding titles of men skilled in commerce and mechanics, we ought to say that they Avere also issued in the municipal atheneum and the University of Santo Toimis. The title of mechanic Avas conferred after the study of the courses in mathematics, physics, French, and one in applied mechanics, without any xiractical experience, and it may be said that scholars left both centers of education Avitli a purely nominal skill. Eegarding those holding titles of men skilled in commerce (peritos) w-e must do those from the municipal atheneum the justice to say that they Avere sufficiently expert, although they had no knoAvledge of languages, AA'hile the education of those from the univ'ersity was very deficient. The plan of instruction in this occupation Avas rdike in all these centers of learning. Nevertheless, from these two latter establishments about seven have graduated with the title of peritos,” and the same number AAuth the title of skilled mechanics. SCHOOL OF AGRICULTURE. We must not confound this school with the agricultural society of the Philippines, an institution created November 15, 1881, and a dependency of the department of 1 Peritos — Graduates in a mercantile course who have passed final examination. 1626 EDUCATION REPOKT, 1899-1900. general inspection of forests, especially as the separation of these two institutions was effected in July, 1884. Tlie school of agriculture of Manila, the only one in the Philippines, was created hy royal decree dated November 29, 1887, and its objects were, first, the necessary theoretical and practical education of skilled farmers.. Second, education of over¬ seers. Third, to promote, by means of observation, experiment, and investigation, the agricultural progress of the Philippines. In order to enter officiadly into the study of scientific agriculture it was necessary to be vouched for by a valid certifi¬ cate, to be of good health, and to have studied and passed examinations in some establishment of the secondary education or other properly accredited establishments. The course of study rvas as follows: FIEST YEAR. Elements of agriculture; mathematical problems; i^ractical work in topography; linear and topographical drawing. SECOND Y'EAR. Special methods of cultivation; elements of stock breeding; agricultural arts; prac¬ tical work in cultivation and the industries; setting up and management of machines; drawings api:>lied to machines and to iriants. THIRD YEAR. Elements of rural economy; accounts and agricultural legislation; general practical work in cultivation, stock breeding, and industry; drawing of plans. The education of overseers was carried on in the agricultural stations, also created at the same time as the school in Manila, for the purpose of doing technical work in analyses of earth, systems of irrigation, studies of seed, acclimatization of vegetables and animals, study and treatment of epizootic, epiphysis, etc. There were agricultural stations in Isabela de Luzon, Ilocos, Albay, Cebu, Iloilo, Mindanao, Jolo, and Leyte. The last two were abolished by royal decrees dated, respectively, September 10, 1888, and December 7, 1891. The professors in the school were agricultural engineers and their assistants skilled farmers. In the first term of this school, which was begun on July 7, 1887, as this branch of education was a new thing, 33 scholars matriculated in the course for skilled farmers and 22 in the course for overseers. The University of Santo Tomas, both of itself and through the municipal athe- neum, issued certificates to skilled farmers and surveyors, for which it required mathe¬ matics, physics, and chemistry, natural history, agriculture, topography, and linear and topographical drawing. An equal number of skilled farmers graduated from each of these two institutions and from the school of agriculture simultaneously, and when the school was not in existence these institutions had a much greater attendance in these branches. NAUTICAL SCHOOL. The profession of pilot of merchant marine is studied in this school. Theoretical instruction is given in the school and practical instruction in navigation. The courses, which covered three years’ study, were as follows: Theory and prac¬ tice of arithmetic (first year); algebra, geometry, and plane trigonometry (second year) ; spherical trigonometry, cosmography, and pilotage (third year); topography and topographical and iiydrographical drawing (third year). The education acquired in this school was very good, for its staff of professors was excellent, the majority being Filipinos. From this school many pilots of the present merchant marine have graduated. SUPERIOR SCHOOL OF PAIXTINO, SCULPTURE, AND ENGRAVING. The reorganization of this school (opened in 1850), formerly called the Academy of Drawing, dates from the year 1892, approximately. From this school, in spite of the miserable artistic instruction- given, young Filipinos have graduated greatly benefited, and some of them have won in competitive trials the prize of a scholarship and pension in Madrid, which the municipality of Manila gave every four years. In the new organization this school was separated from the school of arts and EDUCATION OF THE FILIPINOS. 1627 trades,, their union being impossible, and assumed from that time the name by which it has been known since the year 1898. The courses taught were the following: Principles of tke figure, including the entire body, the antique, drapery, and the nude. Color, composition. Landscape, elemental from nature. Water colors, from nature. Sculpture. Engraving on soft substances. Engra.ving in intPvglio. Pictorial anatomy. Plistory and theory of fine art. Perspective. Drawing. The professors were sufficiently capable persons, and some Filipinos were numbered among them. Two hundred to three hundred youths attended this school. SEMINAHIES. The seminaries w’hich existed in the Philippines for the purpose of giving priestly education to the youths who desired to receive this catholic sacrament were the fol¬ lowing: San Carlos, in Manila, in charge of the Jesuit Fathers; that of the congregation'of San Vicente de Paul; the Seminary of Cebu, in charge of the same; that of Nueva Caceres (Camarines), under the direction of the same; that of Jaro, under the same direction, and that of Bigan, in charge of the Augustinian Fathers. All these seminaries were governed by priests, and all belonged to the secular clergy, and were supported by ecclesiastical funds. These seminaries operated in two ways: They taught all the courses of the secondary education, and in order to teke orders the scholars were taught the folloiving courses more or less extensively, after having passed examinations in all of the courses of the secondary education: Metaphysics, moral theology, liturgy, rubrics, Gregorian chant¬ ing, dogmatic theology, and theological topics. We have been given to understand that the last two courses were not obligatory in order to take orders. It is without doubt due to this fact that the education of the Philippine priests could not congratulate itself upon any of its preceptors, but rather upon its own original spirit. Not much could be expected of it, considering the sad future of the Philippine priests and that the finishecl education of their future rivals did not suit the Spanish friars. It is certain that, with some very honorable exceptions, Philip¬ pine priests have not reached in their ministry the same grade of perfection which their compatriots have reached in other careers. As it is our intention to talk only of education, we refer the reader to one of the many works which hare been written on this much-debated matter for information on this subject. The number of scholars in the seminaries of Manila amounted to 60 or 80, and there were a great many more in the provinces. MILITARY ACADEMY. The object of this academy, which has now' been in existence a long time, was to allow sons of military men resident in the colonies to enter the militia, and to enable soldiers and noncommissioned officers of the army to become officers. To attain this end great influence was necessary for a son of a native — and generally sons of natives had to enlist as soldiers, more especially since the age limit liatj been low^ered. Formerly, when the scale of ages ivas different in the colonies from the scale in Spain, officers graduated from this academy, but afterwards ivlien the scales were made uniform this academy 'was closed, and opened again later under different conditions. The scholars w'ho fineJly graduated from this academy were entered in the general military academy of Spain,, in Toledo, which annually gave notice to the academy of Manila of the number of scholars which it could accommodate. This highly liberal conduct which Spain has observed in this colony in spite oi the revolutions which she has had to put down here has been duly responded to by the Philippine military iften wdio have sworn fidelity to Spain, and a good proof of this is the increased number of military Filipinos who have gone to the Peninsula. 1628 EDUCATION BEPORT, 1899-1900. The courses uTiicJi were taught in the academy, for those Avho had formerly been examined in any college in Spain in geography and history, were: Arithmetic and algebra, geometry and trigonometry, French, linead and toT)o- graphical drawing. The faculty of the academy was very able, being formed from otTicers and chiefs of learned bodies, and those who graduated had been properly educated. Examinations were comparatively strict, although influence also was used in favor of some. A])out a hundred youths, more or less, attended this academy each year. After having read this memorial, even an unobservant mind may acquire an approximate idea of the state of education in the Philipj)ines when they became sub¬ ject to America. By reading this memorial the deficiencies of education may be appreciated, its irregularity comprehended, and its thousand anomalies observed. In 1888 the total amount expended for education in the islands, exclusive of schools of agriculture, was $124,963.70 (Mexican). Of this amount, $86,450 was expended in Manila alone, leaving but $38,513.70 for all tlie provinces. On the schools of agri¬ culture and the experiment stations $113,686.64 was expended, giving a grand total of $238,650.34. In 1894 the grand total was $404,731.50. It is not known how this amount was distributed, but it is probably safe to assume that the proportions were about as in 1888. PRni An Y EDUCATION. Primary education or instruction, wliich is the first instruction that a child receives asAoon as it attains the age of reason, is conducted in the Philippines by school¬ masters, teachers of both sexes, from the normal and superior school, except in Intremuras, where it is administered by Jesuit fathers and Sisters of Charity. The number of primary schools in the whole archipelago, according to the statistics of the year 1896, is 2,167 for both sexes, there being two schools for each sex in every town of 5,000 inhabitants, three for each sex in towns of 10,000 inhabitants, and so on, the number of schools increasing in tlie ratio of one schoolmaster and one school¬ mistress for each 5,000 inhabitants. The schools were classified according to the importance of the towns in the follow¬ ing manner, the corresponding salary being given: Masters: Per month. Highest grade (first class) . $40 Highest grade (second class) ... . 30 Intermediate grade . 25 Lowest grade . 20 Assistants . 15 Mistresses: Per month. Flighest grade (first class) . $25 H ighest grade ( second class ) . . . . 20 Intermediate grade . 15 Lowest grade . 12 Assistants . 10 There was competition for the position of teacher of the highest grade, both first and second class. The positions in the lowest and intermediate grades were filled by means of competitive examinations between holders of teachers’ titles. Assistants, in default of others, might be persons not holding titles. The governor of each province was the inspector-general of all the schools in his province. The local inspector, or ‘hiato,” was formerly the friar who was priest of the town; and, although in the municipal reform of Minister IMaura it was provided that the municipal captain should be local inspector of schools, we have understood that this provision was not carried out, and that the parish priest has remained in his office of inspector. From this we may judge the sort of instruction that school masters and mistresses were forced to give. The courses tauglit in these schools are found in a set of regulations devoted to “elements of pedagogism,” a text-book in the normal schools for male and female school-teachers published in IManila in 1890. This set of regulations, approved by the Government of His Majesty, contains the following: “Art. 1. Instruction in schools for natives shall be reduced for the present to ele¬ mentary primary instruction, and shall consist of Christian doctrine and principles of morality and sacred history suitable for children; (2) reading; (3) writing; (4) practical instruction in Spanish, Spanish grammar, and orthography; (5) principles of arithmetic, comjirising the four rules for figures, common fractions, decimals, and instruction in the decimal metric system and its equivalents in ordinary weights and measures; (6) instruction in general geography and Spianish history ; (7) instruction in practical agriculture as applied to the products of the country ; (8) rules of deport¬ ment; (9) vocal music.” Primary education of girls shall comprise the subjects mentioned in numbers 1, 2, 3, 4, 5, 8, and 9 of this article, and instruction in employments suitable to their sex. EDUOATIOlSr OF THE FILIPIEOS. 1629 Regarding the instruction in Spanish, it must he said that it was purely imaginary, ' because the local inspectors, the parish priests, prohibited it for the children, espe¬ cially in those towns in which, on account of their remote situation, the governor rarely intervened. The instruction in geography was so superficial that there was not a single child who was given any real knowledge on this subject, which was due, principally, to the very bad method of instruction adopted, in which a geographical chart was rarely seen, and everything vras left to memory. The only history taught was that of Spain, and that under conventional censorship. The history of the rest of the world was, of course, unknown. The course in vocal music was only a pretense, for it wa.s not taught. This plan did not include gjnnnastic exercise nor any physical exercise, which gives an idea of the sort of education which was given in the Philippines. The second article of the same set of regulations reads as follows: ‘•Akt. 2. Primary instruction is obligatory for all natives. The fathers, tutors, or guardians of children shall send them to the public schools between the ages of 10 and 12 years, unless they prove that they give them sufficient instruction in their homes or in private schools. Those who do not obey this rule shall be admonished and compelled to do so by the authorities by a fine of from one-half real to 2 reals, when there is a school in the town at such distance that the children can conven¬ iently attend. The fathers and guardians of children may also send them to the schools between the ages of 6 and 14 years.” This article appears to l^e based upon the wisest principles, l)ut it was very far from being carried out, for this branch of administration, or to put it better, of police, was more neglected in towns than anything else, and there were cases in which schools had scarcely a dozen scholars. The municipal school for boys, and in particular the municipal atheneum, although it also suffered from the defects mentioned, may be mentioned as better equipped schools. In this class the schools for girls are much more numerous than the schools for boys. In Manila are the normal schools for schoolmistresses, of which we shall speak hereafter, in charge of the Ascensionist Nuns; the School of Santa Isabel, in charge of the Sisters of Charity; the Concordia School; the Santa Rosa and Lo Oban schools, also in charge of the Sisters of Charity, wliich gave the same grade of instruction. In Jaro and Cebu these sisters have other schools similarly organized. The Dominican Sisters have their college of Santa Catelina in Manila, ami others in Lingayen, Bigan, and Tuguegararo, like the others but more strictly devoted to religious instruction. In all of these, privacy like that of the cloister prevails and scholars go out on the street at certain times. To ail of this it must be added that these colleges possess none of the hygienic conditions exacted from every college, with the exception of the Concordia and some in the provinces. In regard to private primary schools, there are many, especially in the capital, which are not carried on strictly according to law, and from which excessive abuses arise, but in such cases the school is sufficiently punished by the bad reputation which it acquires. The colleges for girls in Manila, under the charge of women who are strict mem¬ bers of a religious order, were originally founded for charitable purposes, and some of them date from the early part of the seventeenth century (the Colegio de Santa Isabel was founded in 1632). They are supported partly by the funds of the charitable societies to which they belong and partly from the income of lands belonging to them. The instruction in one of them is given as reading, writing, arithmetic, Christian doctrine, and subjects useful for women to know — plain and ornamental needlework, etc. Isabelo de los Reyes gives a long list of the subjects taught and complains that they are the same as those taught in Europe, with no reference to the needs of the Philippines. Young women who are to be of assistance to their husbands, he says, should be taught something practical, such as parts of agricul¬ ture and business. The United States military governor of the Philippines, under date of April 20, 1900, directed that reports be sent from each military district to the officer in charge of public school instruction, showing, among other things, how many schools were established in the districts. From these reports it appears that many schools were in operation in that year, notwithstanding the disturbed conditions. Thus, Gen. S. B. M. Young reported that 203 schools were in operation in the first district of northern Luzon, with 10,714 children in attendance, and that 25,000 children would probably attend if good schools were established. There were 44,716 children of school age. 1630 EDUCATION KEFORT, 1899-1900. "The majority of the towns had school buildings, public or private. In some towns great interest was felt in the schools, in others very little. The president of one town thought he could raise 19,000 pesos by voluntary contribution to erect school buildings and equip them. Most towns, however, were too poor to contribute much. Government aid would be needed. The language used in the schools in northwest Luzon was Spanish or Ilocano, Tagalog not being in use. In the third district there vrere 280 schools in existence, with 234 to be established. The officers recommend teaching only in English in order to cause that language to supersede the native tongue. In the third, district the public school buildings v/ere inadequate. ?ilany teachers knew no language but their own. In the reports from individual T:)ueblos v/e observe that Spanish was taught in the towns themselves, while in the suburban districts (barrios) the native language alone was used in teaching reading, writing, arithmetic,- and the catechism. One officer recommends retaining the instruction in morals, which is a feature of instruction in all Spanish schools. Other districts were very deficient; e. g., the second district, southern Luzon, where there were 22 schools, and 232 were required. “It would be risky to send the English instructors (if Americans) now into the barrios w4iere our arms could not protect them,” con¬ tinues the report — a statement which shows the unfavorable conditions of the district, and might well account for the scarcity of schools. There ^vere schoolhouses in nearly every town of that district. In the report on the third district, Department of Southern Luzon, Brigadier-General Bell recommends that a land tax be estab¬ lished, “so that the rich landowners Avho now, under the present system, pay prac¬ tically nothing, shall be made to bear their share of the burden of educating the children.” In that district “all native teachers can be supplied from native talent, but English teachers who understand a little Spanish are urgently needed and in demand.” The schoolhouses were “generally occupied without regard to light, convenience, or sanitation. The great personal cleanliness of the people alone renders them habitable.” This was among the Bicols. In eight towns on the island of Cebu about 3,000 children were attending school, thought to be one-fifth of the total number of school age. In all the towns there were tvro schools, except in Cebu itself, where there were seven, besides a seminary and college for young men. On the island of Negros 59 pueblos had schools. On Panay there were 210 schools, wdth an attendance of 10,803 pupils out of a school population of 24,361. Even in Mindanao there were 175 schools under the Jesuits. The teachers were graduates of the normal school at Manila. The foregoing extracts from the reports of the military officers show that the i)ub- lic elementary school system required by Spanish lav/, whatever its defects, was v/idely diffused over the archipelago when the Americans arrived. The schools w^ere temporarily placed in charge of the American military authorities. The appointment of Mr. F. W. Atkinson to be superintendent of public instruction in the Philippines marks the change from tlie military to the civil control of the schools, as his appointment was made under the civil commission appointed by the President to form a civil administration in the islands. Mr. Atkinson entered upon his duties September 1, 1900. The following act, passed by the United States Philippine Commission, affords the latest information upon education in the archipelago; AN ACT establishing a flepartment of public instruction in the Philippine Islands, and appropriat¬ ing forty thousand dollars ($40,000) for the organization and maintenance of a normal and a trade school in Manila, and fifteen thousand dollars ($15,000) for the organization and maintenance of an agricultural school in the island of Negros for the year 1901. By cmihority of the President of the United States, he it enacted hy the United States Piiilippine Commission, that: Section 1. A department of public instruction for the Philippine Islands is hereby established, the central office of which shall be in the city of Manila. All primary instruction in the schools established or maintained under this act shall be free. EDUCATION OF THE FILIPINOS. 1631 Sec. 2. All schools heretofore established in the Philippine Islands under the auspices of the military government are hereby declared to he in the department of public instruction established by section 1, and are made subject to the control of the officers of this de^jartment. Sec. 3. The chief officer of this department shall be denominated the general superintendent of public instruction, and shall be appointed by the commission. His annual salary shall be six thousand dollars ($6,000). He shall have the follow¬ ing powers and duties, to be exercised and discharged under the general supervision of the military governor : (a) He shall establish schools in every pueblo in the archipelago w'here practi¬ cable, and shall reorganize those already established, where such reorganization is necessary. (d) He shall appoint, in accordance with act No. 25, enacted October 17, 1900, a city superintendent of schools for Manila, and division superintendents of schools for other parts of the arcliiiDelago, and the teachers and clerks authorized by law, and shall prescribe the duties of such teachers and clerks. (c) Pie shall fix the salaries of the division superintendents and teachers within the limits established by law. (d) Pie shall fix a curriculum for primary, secondary, and other public schools, and shall decide in what towns secondary schools shall be established. (e) He shall divide the archipelago into school divisions, not more than ten (10) in number, and shall fix the boundaries thereof, with power to change the same when necessary, but the city of Manila and its barrios shall constitute one of such school divisions. (/) He shall x>rescribe the authority to be exercised by the principal teacher of each school over the other teachers, if any, and his duties in caring for the school- house and school property. (g) He shall prescribe plans for the construction of schoolhousek to be built by the municipalities? the amount of land required in each case, and rules of hygiene which shall be observed in connection wnth the schools of the archipelago. {h) He shall make contracts for the purchase of school supplies authorized by law, and, whenever practicable, he shall invite bids by public advertisement and shall award the contract to the lowest responsible bidder. (i) He shall have power to determine the towns in which English teachers, to be paid out of the insular treasury, shall teach. He may exercise this discretion in favor of those towns showing their loyalty to the United States by their peaceful condition, and in favor of those towns which shall construct and maintain suitable schoolhouses by local taxation or contributions. {j) In case of a vacancy in the office of a division superintendent or that of the superintendent for Manila, he shall discharge all the duties of such position during the vacancy, or may make a temporary appointment to fill the same. (/;) He shall examine and pass ui3on all requisitions made for funds by division superintendents and forward them, with his recommendation, to the chief executive for submission to the commission. {1) On or before January first and July first of each year he shall make a report of his aHministraJion for the previous six months to the military governor and to the commission and such special reports as may from time to time be called for by either. In the regular semiannual reports it shall be the duty of the superintendent to recom¬ mend changes in the school law ^yhich he deems expedient. (to) He shall exercise general supervision over the entire department, and shall prepare and promulgate rules for the examination and determination of the qualifi¬ cations of applicants for positions' of division superintendents and teachers and for the guidance of the officers and teachers of the department adax^ted to carry out this law and not inconsistent with its provisions. Sec. 4. There shall be a superior advisory board of education, composed of the gen¬ eral superintendent and four members, to be appointed by the commission. It shall be the duty of the board to hold regular meetings once in two months on a day to be fixed by resolution of the board, and such special meetmgs as shall be called by the general superintendent. The general superintendent shall act as president of the board . The chief clerk of the general superintendent shall act as secretary of the board and keej) minutes of its proceedings. It shall be the duty of the board to assist the general superintendent, by advice and information concerning the educational needs and condition of the islands, to make such investigations as the general superintend¬ ent may desire, and to make recommendations to the commission from time to time as to needed amendments to the law. Each of the four members of the board, appointed by virtue of this section, shall receiA^e.as comxDensation ten dollars for each regular or special meeting which he shall attend. Any member of the board who is a nonresident of Manila shall be paid his actual and necessary expenses for travel 1632 EDUCATION EEPOET, 1899“1900. from his residence to Manila and his return and hotel expenses. Eequisitions for the amount required to pay such compensation and expenses shall he made by the gen¬ eral superintendent. The terms of office of the members of such board appointed under this section shall be for three years, or until their successors are appointed and qualified. Sec. 5. There shall be a city superintendent of schools in the city of Manila, who shall receive an annual salary of three thousand dollars (|3,000). Sec. 6. In each school division established by the general superintendent of public instruction there shall be a division superintendent, who shall receive an annual salary of not less than two thousand dollars (|2,000) and not more than twenty-five hundred dollars (!!;2,500). Sec. 7. The actual expenses of the general superintendent and the division super¬ intendents Avhile traveling or absent from their usual places of residence on official business shall be paid out of the insular treasury. Sec. 8. Except vchere otherwise provided, provisions of this act describing the duties and powers of division superintendents shall apply to the city superintendent for Manila. Sec. 9. Each division superintendent shall, subject to rules prescribed by the gen¬ eral superintendent under section 3 (?«), appoint the native school-teachers to serve in the schools within his district and shall fix their salaries from year to year Avithin the limits prescribed by laAV. He shall examine the schoolhouses occupied for pub¬ lic instruction Avithin his division Avith a vieAV to determining their suitableness and hygienic condition. Should the schoolhouse in which any school is conducted appear to the division superintendent to be unsuitable and dangerous for the health of the children, and should no other schoolhouse be available, he shall have poAver, subject to the approval of the general superintendent, to discontinue such school, and it shall be unlaAvful thereafter to use the schoolhouse thus condemned for public school pur¬ poses. He shall pass upon and accept or reject or modify the plans for any neAV sclioolhouse proposed by the local authorities to be erected and for the- proposed site thereof, and shall make report of his action thereon to the general superintendent of public instruction. If the local authorities or the local school board shall be dissatis¬ fied Avith the decision of the division superintendent as to the suitableness of the plans or site of the proposed schoolhouse, they may appeal to the general superintendent, A\diose decision shall be final. He shall make careful investigations into the agricul¬ tural conditions existing in his division and shall make report thereon to the general superintendent of public instruction, Avith a vieAV to aiding the general superintendent in making recommendations as to the places and number of the agricultural schools hereafter to be established. He shall see to it by personal visits and by requiring reports from the principal teachers of each school that the curriculum for primary and secondary schools prescribed by the general superintendent of public instruction is complied Avith. He shall make himself familiar Avith the supplies and text-books needed in each school in his division, and shall make report of the same at as early a date as possible, in order that they may be contracted for amd furnished by the gen¬ eral superintendent. He shall appoint one-half of the local school board in each pueblo in his division, as proAuded in section 10. He shall have and maintain his residence and an office in one of the large toAvns in his division, from Avhich all the pueblos in his district can be most conveniently reached. Sec. 10. There shall be established in each municipality organized under any gen¬ eral order of the military governor or under such municipal code as may be here¬ after enacted, a local school board, consisting of four or six members, as the division superintendent may determine, in addition to the president or alcalde of the municipality, Avho shall be a member ex officio. One-half of the members, except the member ex officio, shall be elected by the municipal council, and the remaining half shall be appointed by the division superintendent, and the term of office of all members, holding by a^ppointment or election, shall be two years and until their successors shall have been duly elected or appointed. Sec. 11. The appointed or elected members of the local school board may, after due notice and hearing, be removed at any time by the division superintendent, subject to the approval of the general superintendent of public instruction, Avho shall havepoAver to suspend such members temporarily. Sec. 12. It shall be the power and duty of the local school board: (а) ToAUsit from time to time the schools of the pueblo and to report bimonthly to the division superintendent their condition and the attendance of pupils; (б) To recommend sites and plans to the municipal council for school houses to be erected ; (c) Where there are tAvo or more schools in the pueb’’ to adopt rules, subject to EDUCATIOl^ OF THE FILIPIHOS. 1633 tlie supervision of the division superintendent, for assigning the pupils of the pueblo to the several schools; (d) To report annually to the municipal council the amount of money which should be raised for the current year by local taxation for school purposes; (e) To report, whenever it shall deem necessary, directly to the general superin¬ tendent as to the condition of the schools of the pueblo and to make suggestions in respect thereto as may seem to it expedient. Sec. 13. Every pueblo shall constitute a school district, and it shall be the duty of the municipal council thereof to make as ample provision as possible by local taxation for the support of all the schools established within its jurisdiction. In exceptional cases, where the topography of the country or the difficulty of com¬ munication between parts of the same pueblo require it, the division superintendent may attach a part of one pueblo to the school district of another and shall, in such case, fix the amount v/hich it will be just for the municipal council of the former to contribute to the annual school expense of the latter. Sec. 14. The English language shall, as soon as practicable, be made the basis of all i^ublic school instruction, and soldiers may be detailed as instructors until such time as they may be replaced by trained teachers. Sec. 15. Authority is hereby given to the general superintendent of public instruc¬ tion to obtain from the United States one thousand trained teachers at monthly salaries of not less than seventy-five dollars ($75) and not more than one hundred and twenty-five dollars ($125), the exact salary of each teacher to be fixed by the general superintendent of public instruction in accordance with the efficiency of the teacher in question and the importance of the position held. The necessary travel¬ ing expenses of such teachers from their places of residence to Manila shall be paid by the government. Sec. 16. No teacher or other person shall teach or criticise the doctrines of any church, religious sect, or denomination, or shall attempt to influence the pupils for or against any church or religious sect in any public school established under this- act. If any teacher shall intentionally violate this section, he or she shall, after due hearing, be dismissed from the public service: Provided, hoivever, That it shall be lawful for the priest or minister of any church established in the pueblo where a public school is situated, either in person or Ijy a designated teacher of religion, to teach religion for one-half an hour three times a week in the school building to those- public-school pupils whose parents or guardians desire it and express their desire therefor in writing filed with the principal teacher of the school, to be forwarded to- the division superintendent, who shall fix the hours and rooms for such teaching. But no public school teacher shall either conduct religious exercises or teach religion or act as a designated religious teacher in the school building under the foregoing authority, and no pui^il shall be required by any public school teacher to attend and receive the religious instruction herein permitted. Should the opportunity thus given to teach religion be used by the priest, minister, or religious teacher for the purpose- of arousing disloyalty to the United States, or of discouraging the attendance of pupils at such public school, of creating a disturbance of public order, or of interfering with the discipline of the school, the division superintendent, subject to the approval of the general superintendent of public instruction, may, after due investigation and hearing, forbid such offending priest, minister, or religious teacher from entering the- public school building thereafter. Sec. 17. There shall be established and maintained in the city of Manila a normal school for the education of natives of the islands in the science of teaching. The rules and plan for the organization and conduct of such school and the qualifications- of pupils entering the same shall be determined by the general superintendent of public instruction. Sec. 18. There shall be established and maintained in the city of Manila a trade school for the instruction of natives of the islands in the useful trades. -The powers and duties of the general superintendent in respect to this school shall be the same as those provided in the section in respect to the normal school. Sec. 19. There shall be established and maintained a school of agriculture in the island of Negros. The superior advisory school board shall recommend to the com¬ mission for final determination a proper site for such school. The powers and duties, of the general superintendent in respect to this school shall be the same as those provided in the section concerning the normal school. Sec. 20. The general superintendent of public instruction is authorized and directed,, under the supervision of the military governor, to procure the making of plans and estimates for the creation of such school buildings as he may deem necessary and ED 1900 — VOL II - 23 1634 EDUCATION REPORT, 1899-1900, practicable at the present time, including a building or buildings for the normal school in Manila and a building or buildings for the trade school directed to be established in sections 17 and 18 hereof. The estimated cost of such buildings and their proper equipment shall not exceed four hundred thousand dollars ($400,000). Such plans and estimates shall be submitted to the commission. Sec. 21. The general superintendent of public instruction is directed to prepare and submit to the commission, through the military governor, a statement showing the text-books and other supplies which will be needed for the year 1901, the esti¬ mated cost of which shall not exceed the sum of two hundred and twenty thousand dollars ($220,000). - Sec. 22. The sum of twenty-five thousand dollars ($25,000) or so much thereof as may be necessary is hereby appropriated out of any funds in the insular treasury not otherwise appropriated for the organization and maintenance of the normal school in Manila for the year 1901 . Sec. 23. The sum of fifteen thousand dollars ($15,000), or so much thereof as may be necessary, is hereby appropriated out of any funds in the insular treasury not otherwise appropriated, for the organization and maintenance of the trade school in Manila for the year 1901. Sec. 24. The sum of fifteen thousand dollars ($15,000), or so much thereof as may be necessary, is hereby appropriated, out of any funds in the insular treasury not other- Avise appropriated, for the organization and maintenance of the school of agriculture for the year 1901. Sec. 25. Nothing in .this act shall be construed in any Avay to forbid, impede, or obstruct the establishment and maintenance of private schools. Sec. 26. Whenever sums of money are mentioned in this act, they shall be under¬ stood to be money of the United States. Sec. 27. This act shall take effect on its passage. Enacted January 21, 1901. APPENDIX I. The following is a partial bibliography of works and articd&s in special journals relating to the Philip¬ pines, and was, for the most part, selected from the cards in the Library of Congress, which haA’e been prepared under the supervision of Mr. A. P. C. Griffin. The titles were selected mainly with a view to illustrate the scope of the information relating to the Philippines which has been current in Europe, especially in recent years, and to show the variety of intellectual activity in the archipelago itself; therefore only a very few works published before the nineteenth century have been included in the list. Many of the books and articles were consulted in preparing the preceding summary. Abella y Casariego, Enrique. Emanaciones volcanicas subordinadas al Malinao (Pilipinas). Madrid, 1885. 10 pp. 7 pi. - El Mayon 6 Volcdn de Albay (Pilipinas). Madrid, 1885. 23 pp. 2 pi. - Memoria acerca de los criaderos auriferos del segundo distrito del departamento de Mindanao, Misamis. Madrid, 1879. - - INIonografia geologica del Volcan de Albay 6 el Maybn. [From the Transactions of the Seis- mological Society of Japan.] - Rdpida descripcion fisica, geologica y mincra de la isla de Cebu. Bol. Mapa Geol. Espaua. Vol. 23, 187 pp. 1 pi. - Ligera resefia de la mineria de las islas Pilipinas. Madrid, 18S3. Aguilar, F. N. Colonizaeion de Pilipinas. Estudios prdcticos acerca de la eolonizacion, con ele- mentos peninsulares, de nuestras posesiones ocednicas. Resena geogrdfico geologico-minera de las mismas. Madrid, 1893. - - Mindanao. Su historia y geografia. Madrid, 1891. Map. Alcazar, Jose de. Historia de los dominios espanoles en Oceania. Pilipinas. Madrid, 1897. [A text-book on Philippine history intended for Philippine schools.] Aleman y Gonzales, ties Philippines. L’ile de la Paragua. Traduit de I'espagnol. Paris, 1884. [Appeared originally in Boletin de la Sociedad geognifica de Madrid. Vol. 5, no. 3, 52 pp. 1878, pp. 161-176. Folding map.] ALENgoN, Ferdinand-Philippe-Marie d’Orleans, Due D’. Lufon et Mindanao. Extraits d’un journal de voyage dans Pextreme Orient. Paris, Levy freres, 1870. 222 pp. 8°. (Biblio- theque contemporaine. ) EDUCATIOISr OF THE FILIPHSTOS. 1635 Algue, JOvSi:. Album de las diferentes razas de Mindanao. Manila, Fototipografio de J. Marty, 1899. [Instantaneous photographs of the inhabitants of Mindanao.] ■ - Baguios o tifones de 1894. Estudio de los mismos, seguido de algunas consideraciones generates acerca de los caracteres de estos meteoros en el extreme Oriente. Madrid, 1895. jd. chart. 180 pp. (Observatorio de Manila. ) Alvakez, Guekka Juan. Viajes por Filipinas. De Manila d Marianas. Madrid, 1887. 307 pp. 12°. - De Manila d Albay. 318 pp. 12°. - De Manila 4 Tayabas. 388 pp. 12°. Alvarez y Tejero, Luis Prudencio. De las islas Filipinas. Memoria escrita y publicada. Valen¬ cia, 1842. 92 pp. 8°. Annual Register, for the year 1763. London, 1782. 8°. (Siege of Manila.) Arag6n, Ildefonso. Descripcion geogr4fica y topogrdiica de la isla de Luzon, o Nueva Castilla. Con las particulares de las diez y seis provincias 6 particles que comprehende. Manila, 1819-1821. Arias, Evaristo Fernandez, Ft. Memoria histdrico-estadistica sobre la ensehanza secundaria y superior en Filipinas; escrita con motive de la exposicion colonial de Amsterdam por en- cargo de la subcomision de estas islas. Manila, 1883. 4°. 29 tables. - Paralelo entre la conquista y dominacion de America y el deseubrimiento y pacificacion de Filipinas. Madrid, 1893. 8°. Barrantes, V. El teatro tagalo. Madrid, 1889. 299 pp. 8°. Balsas Y Castro (Tomds). Minas de cobre de Lepanto. Manila, 1861. Beauregard, Olivier. Anthropologic et philologie aux Philippines. (Bull, de la Soc. d’anthropol, de Paris, sdr. 3, vol. 10, pp. 482, 515. ) Belloe y SInchez, A^icente. Los misioneros en Filipinas, -sus relaciones con la civilizacion y dominacion espaiiola. Madrid, 1895. 55 pp. 16°. Bergmann,— . Der malayische Archipel im Lichte des Zeitalters der Entdeckungen. (Das Ausland, Jahrg.66: 357-860; 375-378; 391-393. 1893.) Best, Eladon. Prehistoric civilization in the Philippines. The Tagalo Bisayo tribes. (Journal of the Poly ne.sian Soc. Vol. 1: 195-201. 1893.) Blanco, Manuel, Fr. Flora de Filipinas segun el sistema sexual de Linneo. Manila, 1837. En la imprenta de St°. Tomds. (Different parts, 1845, 1877, 1878, 1879, 1880, 1883.) 4 vols. text. 2 vols. pi. Blumentritt, F. Ascension du volcan Ap6, dans Tile de Mindanao, par le docteur B. Schadenberg et le docteur 0. Koch. (In Societe acad^mique indo-chinoise. Bulletin, 2 ser.. Tome 2: 496-501. Paris, 1883-1885.) - Breve diccionario etnografico de Pilipinas. Manila, 1889. - - - Das Stromgebiet des Rio Grande de Mindanao. Mit Karte. (Petermann’s Mittheilungen, v. 37: 108- 114. 1891.) ■ - Aufstand a. d. Philippinen. (In Anschluss a. d. japanesischen Krieg.) (Botanisches Cen- tralbl., 70. B. pp. 213.) - Der Ahnencultus und die religiosen Anschauungen der Malaien des philippin. Archipel s. Wien, L. C. Zamanski, 1882. 4°. 45 pp. - Der Aufstand auf den Philippinen. (Geogr. Zeitung, vol. 2; 545-547) or (Globus, vol. 70: 213. 1895.) - - Die Erschaffung der Welt und der ersten Menschen, nach der Schdpfungsgeschichte der alten Philippiner. (Globus, vol. 63: 146.) - Die Filipiner als Herren im eigenen Hause; eine ethnographisch-politische Studie. - - Die Ilongoten (Luzon). Nach den Missionsberichten. (Globus, vol. 64: 165.) - Die religiosen Anschauungen der Bisayas und Tagalen. (Oesterr. Monatsschr., vol. 19: 45.) - - Sitten und Brauche der Ilocaner auf Luzon. (Globus, vol. 51: 359-361,376. 1887.) - Streiflichter auf die philippinische Revolution. (Oesterr. Monatsschr. fiir den Orient, vol. 23; 109- 113.) - , translator. (Plasencia, Juan de.) Die Sitten und Brauche der alten Tagalen. MS. d. J, de Plasencia. Plerausg. von T. H. Pardo de Tavera. (Zeitschr. fiir Ethnologie, vol. 25: 1, 21. Berlin, 1893. Smithsonian.) — - - Organisation communale des indigenes des Philippines plac^es sous la domination espagnole. Traduit par A. Hugot. Paris, 1881. 11 pp. (Bulletin de la Societe academique indo- chinoise. ) • - Ueber die Namen der malilischen Stiimme der philippinischen Inseln. (Globus, vol. 97; 334-337. Bride, Capt. Ch. La guerre hispano-am^ricaine de 1898. Avec de nombreux croquis dans le texte. Paris, 1899. 275 pp. Maps. - La guerre hispano-americaine, ses origines; la lutte; le traite de Paris; I’insurrection de 1895- 1898 . . . Brijac, Jean Leopold Emile. Precis de quelques campagnes contemporaines. La guerre hispano' americaine. Paris, 1899. 1636 EDUCATION REPOET, 1899-1900. Cabeza y Pepeiro (A.). La isla de Ponap(!'. (Carolinas.) Geografia, etnografla, historia. Manila, 1895. (4°, con mapas e ilustraciones.) Campo Echevarria, A. del. Espafia en Oceania. Descripcion historico-geografica y estadistica de nue.stras posesiones en aquella parte del mundo; religion, usos, costumbres de sus habi- tantes . . . Santander, Planchard, 1897. 8°. 152 pp. CaSamaque, Francisco. La province de Zambales de Tile de Ln^on. Traduit de I’espagnol par A. W. Taylor. (In Soc- academique indo-chinoise. Bulletin, 2*= ser., tome 1: 154-1G9. Paris, 1882.) • - editor. Memoria sobre Filipina.s y Jolo, redactada en 1863 y 1864 por el Exemo. Senor D. Patricio de la Escosura. Madrid, 1882. Canga, ArgPelles y Villalba Felipe. La isla de Mindanao. Conferencia. (In Boletin de la Sociedad geografica de Madrid, vol. 22; 226-262. 1887.) - La isla de la Paragua. (Bob de la Soc. geogr., vol. 23: 205-243, 1887; vol. 24: 43-88, 1888.) - La isla de la Paragua. Estudio geogratico politico-.social. Madrid, 18S8. 88 pp. 8°. Centeno y GARCiA, Jose. Memoria geologico-minera de las islas Pilipinas. Madrid, 1876. (Folded map.) viii 61(3) pp. Clemente (M.). La Venganza de Fajardo. Relato historico. (Manila, 1621.) Madrid, 1898. 8°. CoMYN, Tomas de. Estado de las islas Pilipinas en 1810. IMadrid, 1820. Cornish, Sir Samuel, and Draper, Sir William. A plain narrative of the reduction of Manila and the Philippine Islands. London, 1781. (In The Field of Mars, vol. 2.) - Letter from Manila Bay. Ibid. CoSMOPOLis, vol. 6; 475-488: L’insurrection des Philippines. By E. Planchet. 1896. - - vol. 17 (1897): 47.5. Delgardo, Juan J. Historia general sacroprofana politica y natural de las islas del poniente llamadas Pilipinas. Manila, 1892. Drasche, Tb V. Datos x>ara un estudio geologico de la isla de Luzon. Folded map. (In Boletin de la comision del raapa geologica de Espaha. IMadrid, 1881. - Fragmente zu einer Geologic der Insel Luzon (Philippinen). Mit einem Anhange liber die Foiaminiferen der Tertiiiren, etc. Wien, 1878. - Geological papers on Luzon. Verhandlungen, Jahrg. 1876: 89-93 and 251-255 (Kabserl.-kbnigl.- geolog. Rcichsanstalt, Mineral. Mitth., 1.57-166. Wien, 1876.) Elera, C. de, dominico. Catalogo sistematico dc toda la fauna de Pilipinas conocida hasta el pre¬ sente, y d la vez el de la coleceion zoologica del museo del Colegio-Universidad de Manila. Manila, 1895-96. Fabie, a. M. Ensayo historico de la Icgi.slacion espanola en sus Estados de Ultramar. Madrid, 1897. Feced (P.). (Quioquiap.) Pilipinas. Esbozos y pinceladas. Manila, 1888. Foreman, John. The Philippine Islands. A historical, graphical, ethnological, .social, and com¬ mercial sketch of the Philix)pine Archixielago and its political dependencies, with maps and illiLstrations. 2d ed. New York, 1899. Frenzel, a. Mineralogisches aus dem O.stindischen Archipel. (Jahrb. der Kaiserl.-Kbnigl. geolo- gischen Reichs-Anstalt. Mineralog. Mittheib: 302-304. Wien, 1877.) Gonzales y I^Iartin, R. Pilipinas y sus habitantes, lo que son y lo que deben ser. Bajar, 1896. 287 pp. 8°. Great Britain. Calendar of Home Office papers of the reign of George III, 1760, 1765, contains jiapers relating to the capture and restoration of IManila by the British. - Foreign Office. Miscellaneous series 1887. Rejiort on native manufactures in the Philiiipines. London, 1887. Gumma y Marti, Alfred. El Archipielago Dondin, el nombre de Luzon y los origenes del erbstia- nismo en Pilipinas. (Bolet. de la sociedad geogrlifica de Madrid, vol. .39: 2L-46. Madrid, 1897.) Heger, Franz. Goldgeriite von den Philippinen. (With plate.) (Mitth. d. Anthroplog. Gesellschaft, Wien, vol. 22: 216-220. 1893.) ii.ES Philippines, extrait d’un ouvrage ])ublie a Manila. (In Nouvelles annales des voyages. 2® ser. Tome 12: 1-12. Paris, 1879.) Jacquet, E. Considerations sur les alphabets des Philippines. Paris, Imp. Royale, 1831. Jagor. Reisen in den Philippinen. Berlin, 1873. JoRDANA Y Morera, Ramon. Bosqucjo gcograllco 6 histdrico-natural del archipielago Filixuno. Madrid, 1885. La GiRONikRE, Paul de. Vingt annees aux Philippines. Paris, 1887. Lola, Ramon Reyes. The Philippine Islands. N. Y., Continental Publ. Co. 1899. 342 pp. L6pez, Ventura Fernandez. La religion de los antiguos Indios Tagales. Madrid, 1894. 55 pp. 16°. Malibran y Martinon, Arturo de. Resumen de las tareas de la real sociedad economica filipina de amigos del X'ais durante el x>eriodo de 1881 d 1885. Manila, 1886. Mallat. Les lies Philijipines: histoire, geographie, moeurs, agriculture, Industrie et commerce. 2 v. Paris, 1846. Marche, Alfred. Lu^'OU et Palaouan. Six annees de voyage aux Philippines. Paris, 1887. EDUCATION OF THE FILIPINOS. 1637 Marcilla y Martin, Cipriano. Estudio de los antiguos alfabetos filipinos. Malabon (Luzon), 1895. 109 pp. 4°. Mass, Miguel Saderra. La seismologia en Filipinas. Datos para el estudio de terremotos del Arch i- piOago Filipino. Manila, 1895. 132 pp. 8°. (Observatorio de Manila.) Medina, Josfi Torribio. La imprenta en Manila desde sus origenes hasta 1810. Santiago de Chile, 1896. xcvi, 277 jip. - El primer periodico publicado en Filipinas y sus origenes. Madrid, 1895. Mendez de Vigo, Agustin de la Cavada. De la historia, geogrdfica, geologica y estadistica de Filipinas. Manila, 1877. 2 v. Maps. Mentrida, Alonso de. Arte de lengua Bisaya-Hiligryna de la isla de Panay. Manila, 1818. Mayer, A. B., and Schadknberg, A. Album von Philippinen-Typen, etc. Dresden, 1891. (Repro¬ duction of photos.) 19 pp. • - - - Die Mangianenschrift von Mindoro. Speciell bearb. von W. Foy. (Kgl. zool. u. anthro- polog. Museum, Dresden. Abtheil. u. Berichte, 1894-95. No. 15, 34 pp. 4 pi.) Minard. Sur les gisements d’or des Philippines. (Soci^te geol. de France, Bull., 3'= ser. Vol, 2: 40.3-406. Paris, 1874.) Montano, J. Excursion a, I’interieur et sur la cote orientate de Mindanao. With map. (Bull, de la Societe de geogr., 7® ser. Tome 3: 593-616. Paris, 1882.) - Rapport sur une mission aux lies Philippines et en Malaisie, 1879-1881. Paris, 1881. - Voyage aux Philippines. Paris, 1880. Montero y Vidal. Historia general de Filipinas desde el descubrimiento de dichas islas hasta nuestras dias. 3 vols. Madrid, 1887-95. Morga, Antonio de. The Philippine Islands, Moluccas, Siam, Cambodia, Japan, and China, at the close of the 16th century. Translated from the Spanish with notes and preface and a letter from Louis de Torres, describing his voyage through the Torres str.aits, by Henry J. Stanley. London, Hakluyt soc., 1868. - Sucesos de las islas Filipinas; obra publ. in Meiico el aho de 1609. Nuevamente sacada a luz y anotada por Jose Rizal . . . Paris, 1889. - Native inhabitants of the Philippine Islands. (Jour, of the Anthropolog. Inst, of Gt. Britain. Vol. 23; 198.) Obbeke, K. Beitriige zur Petrographie der Philippinen. (Neues Jahrb. fiir Mineralogie, Beilage, B. 1 ; 451-501. Stuttgart, 1881. ) Pardo de Tavera, T. H. Contribucion para el estudio de los antiguos alfabetos filipinos. Losana, 1884. - Las costumbres de los Tagalos en Filipinas segun el padre Plasencia. Madrid, 1892. - Consideraciones sobre el origen del nombre de los numeros en Tagalog. Manila, 1889. - Noticias sobre la imprenta y el grabado en Filipinas. Madrid, 1893. - El sdnscrito en la lengua Tagalog. Paris, 1887. Planchet, Edmond. Negritos et Samoges de Pile Lupon. (Revue Scientifique, 1887; 228-235.) Plasencia, Juan DE. La familia Tagalog. Madrid, 1892. - La antigua civilisacion Tagalog. Madrid, 1887. - El Barangay. l\Iadrid, 1892. Politica (La) de Espana en Filipinas. Revista quincenal. Madrid, 1891-98. Politische (Die) Lage der Philippinen. ( [Tnsere Zeit, Dec., 1889; 512-531. ) Retana, IV. E. Archivo del bibliofilo filipino. 3 vols. Madrid, 1897. (Contains republications of historical papers and bibliography). • - Bibliography of Mindanao. - Mando del General Weyler en Filipinas, 1888, Nov. 17, 1891. pp. XXIII (1), 437. Madrid, 1896. Portrait. 12°. - Cuestiones filipinas. Avisos y profecias. Madrid, 1892. - El periodismo filip)ino. Noticias para su historia. (1811-1894.) Apuntes bibliograficos. Indi- caciones biogrdfieas. Notas criticas. Semblanzas. Anecdotas. Madrid, 1895. 8°. - Supersticiones de los Indios Filipinos. Un libro de Aniterias. Madrid, 1894. - Filipinas. El precursor de la politica redentorista. Breves comentarios a un libro rare. Madrid, 1894. Reyes y Florentino, Isabelo de los. El folk-lore filixhno. Manila, 1889. - Prehistoria de Filipinas. - Historia de llocos (Filipinas). Manila, 1892. 2 vols. Pt. 1; Prehistoria. - Las Islas Viscayas en la epoca de la conquista. - Die religidsen Anschauungen der Ilocanen (Luzon). Mitth. der geogr. Gesellsch. Wien. Vol. 31- 552-575.) - Sitten und Briiuche der alten Tagalen. (Zeitschr. fiir Etlinologie. Vol. 25; 1-21,1893.) Rizal, Jos^:. Ueber tagalische Verskunst. (Zeitschr. fur Ethnologic, 1887; 293-95.) - , editor. See Morga. Rosario y Sales, A. del. Apuntes para el estudio de un nuevo entofilo. Manila, 1887. 1638 EDUCATION KEPORT, 1899-1900. Saderra Maso, Miguel. La seismologia en Filipinas. Datos para el estudio de terremotos del archipi^lagp filipino. Manila, 1895. San Agustin, Fr. Gaspar de. Compendio del arte de la lengua tagala. 3d ed. Manila, 1879. Santos, Fr. Domingo de los. Vocabulario de la lengua tagala. Part 1: Spanish -Tagal. Part 2: Tagal-Spanish. (First ed. printed on rice paper at Ta3"abas, Philippines, in 1703 reprinted 1793 at Manila.) Sawyer, Frederick II. Memb. Inst. C. E. Memb. Inst. N. A. The Inhabitants of the Philippines. New York, 1900. ScHADENBERG, A. Beitriige zur Ethnographie von Nord-Luzon (Philippinen) . Wien, Holder, 1888. (Reprinted from Mittheil. d. anthropolog. Gesellschaft, Wien.) - On native races. (Ztschr. fiir Ethnol. Vol. 19: 145-159; 20: 34-42; 21: G74-700; 17: 8-37 and 45; 12: 133-174, 1885. ) (Das Ausland. Vol. 56: 1012-1028. ) ScHEiDNAGEL, Manuel. Les Igori’otes de I’isle de Lupon. Traduit de I’espagnol par Eugene Gibert. (In Societe aeademique indo-chinoise. Bulletin, 2® s6r. Tome 2: 316-317. Paris, 1883-85. ) - Colonizacion espahola. Estudios acerca de la misma, en nuestras posesiones de Oceania. Con un prologo de Emilio Bonelli. Madrid, 1893. 12°. Semper, Karl. Die Philippinen und ihre Bewohner. Wurzburg, 1869. • - Die PalajL Inseln im Stillen Ocean. Leipzig, Brockhaus, 1873. ■ - Eeise durch die nordostlichen Provinzen der Inscl Luzon. (Ztschr. fiir allgemeine Erdkunde, N. F. Vol. 10: 249-266; 13: 81-96. Berlin, 1861-62.) Skutchley, Etkelbert Forbes. Caga\-an, Sulu: Its customs, legends, and superstitions. (Royal Asiatic Soc’y, of Bengal, Journal, vol. 65, 47-57.) Taylor, A. W. lies Philippines. La province de Zambales de Pile de Lucon d’apres la monographie de M. Francisco Canamarque. Paris, 1881. Torres Lanzas, P. Relacion descriptiva de los mapas, pianos, etc., de Filipinas. Madrid, 1897. 8°. Totanas, Sebastian de. Arte de la lengua tagala, y manual tagalog, para la administracidn de los santos sacramentos que de orden de sus superiores compueso. Manila, 1850. UsTARiz, Bernardo. Relacion de los sueesos y progresos de la mision de Santa Cruz de Paniqui [and others] . Manila, 1745. (On Chinese jiaper; curious and very rare work on the history of the religious missions in the Philippines.) Vergara, Francisco Eugracio. La masoneria en Filipinas. Estudio de actualidad; apuntes para la historia de la colonizacion espanola en el siglo XIX. Paris, 1896. Vidal y Soler, Sebastian. Sinopsis de familias y generos de plantas lehosas de Filipinas. Intro- duccion fi la flora forestal del archipi^lago Filipino. Manila, 1883. Virchow, Rudolph. Die Bevolkerung der Philippinen. (K. k. Akad. d. Wissemsch. Berlin, 1897.) • - Die Bevolkerung der Philippinen. (Sitsungsb. d. kgl. preuss. Akademie der Wissensehaften. 279-289.) Waitz, Theodor. Die Volker der Siidsee. Ethnographie. Leipzig, 1865-72. 3 vols. in 2. Folded ma,p. 8°. Walls y Merino, M. La musica popular de Filipinas, con un preludio de Antonio Pena y Gone. Madrid, 1892. Zeferino, a. Certamen cientifico-literario y velado que en su honor celebro la Pniversidad de Manila. Manila, 1885. Zuniga. Estadismo de las Islas Filipinas, 6 mis viajes por este pais. Por el padre Fr. Joaquin Martinez de Zuniga. (Published by W. E. Retana.) 2 vols. Madrid, 1893, (Appendixes contain bibliography and account of jirinting in the Philippines from the first settlement to 1893.) EDUCATIOlSr OF THE FILIPINOS. 1639 APPENDIX II. TAGALOG ALPHABET USED BY FR. FRANCISCO LOPEZ, 1621. The following alphabet was used by Fr. Francisco Lopez in a catechism printed in 1621. Fr. Lopez improved the original Tagalog alphabet by introducing the sign f underneath the alphabetical sign in order to make the latter a simple consonant like the equivalent letter in Spanish. The alphabet is taken from a work by the R. P. Fr. Cipriano Marcilla y Martin, entitled Estudio de los Antiguas Alfa- betos Filipinos, published in Malabon, Luzon, 1895. The conclusion of the author is that all the Filipino alphabets were imitations or adaptations of the Tagalog. The vowels have the continental sound. The point placed above or below the letter gives the vowel sound as shown. ¥ ^ 3 a e or : i o or u o 6 o 0 & Cp 07 ® ha be or hi bo or bu b ca ke or ki T w CO or cu c, k or q da de or di c 31 Jl 31 28 f. © do or du d ga gue or gui go or gu S) f <1 y T t nga nge or ngi ngo or ngu ng la le or li T tP IP lo or lu 1 ma me or mi mo or mu m rT\ fj\ ic ik t na ne or ni no or nu n pa pe or pi V CO @ CO & •f po or pu P ha he or hi ho or hu h VI Yi Mi ® t sa se or si so or su s ta te or ti 0 & D D 9 t t to or tu t va ve or vi VO or vu V IX) e LO z£) UD e ya ye or yi yo or yu y 1640 EDUCATION EEPOET, 1899-1900. The following comparative table of alphabets was prepared by the Filipino author Isabelo de los Reyes y Florentino. Nos. 1 and 2 are Filipino alphabets (Visayas); 3 and 4 are Malay (Sumatra and Celebes); 5 is Indian (Asoka); 6 is from Borneo, while 7 is ancient Javanese. f A B D E-I G H K I. M N NG o-u p s T V 1 \r o n oo X r-* XT T 3 \f u 2 w \r 8 /\ -- ac < *■ r ■St 4 A V < oo 11 v o /\ 5 9 0 iA A t + J H X Q )!- t A. A 6 6 (VV\ /kT/i v nn U’ 0j\ 7 o n “N. m xy a e b CUBA. As soon as the Americans had taken possession of the island the American military governor assumed, in regard to education, the functions of the Spanish Governor- General, who had represented the King of Spain. The details of the system of edu¬ cation, even to the minutest particulars, were directed by orders from the American military governor as they had been previously by royal decrees. Under American rule some radical changes have been made in the organization of the elementary school system in order to make it more like that of the common schools of the United States, and the schools were placed under a superintendent. The courses of study in the secondary schools (the institutes in the different provinces), the special and art schools of Habana, and the university are still arranged by printed orders from the military governor, the changes being made upon the recommendation of the secretary of public instruction. Professors were also appointed by the military governor until by the order of February 7, 1900, it was directed that the assistant professors should be appointed by the secretary of public instruction upon the recommendation of the faculties. The new programme of the school of commerce in the Institute of Habana shows that increased attention is being given to commercial studies, and a school of stenography and typewriting has also been established in that institute. The new programme of the faculty of pharmacy at the University of Flabana shows that increased attention is being given to practical studies in the university also. The course in physics and otlier experimental or laboratory studies has been extended. From an interesting address by Dr. Carlos de Pedroso, of the Institute of Habana, before the Harvard Teachers’ xVssociation, we learn that the principal needs of the institutes are laboratories, museums, and apparatus for practical work in exx)eri- mental sciences. The changes wdiich have been made in the elementary school system since the American occupation may be seen from a comparison of the condition of affairs in the island before that event, as described in the following account taken from the census of Cuba, published by the War Department, and the recent condition as shown by the statistics and enactments, which are given next in order; The system in operation at the time of American occupation, January 1, 1899 was based on the law of 1865 as modified by that of 1880, and had in view a progressive course of public and private instruc¬ tion through primary and secondary schools to the special schools and university and it may be EDUCATION IN CUBA 1641 said at once that the plan of studies as thus prescribed was excellent in theory, and had it been thoroughly carried out by means of liberal appropriations and more attention to details, the figures of the census would have been reversed as far as they represent the condition of literacy in general. But, as will be shown later in this report, the appropriations for the schools were far from adequate, and their administration most imperfect, and thus the scheme of popular education, which as a theoretical proposition was almost beyond adverse criticism, utterly failed to accomplish its ostensible purpose, as the figures of the census prove. Under the law of 1880 the general supervision of public instruction in all its branches was vested in the governor-general and administered by him through the superior board of public instruction, composed of a vice-president and twelve other members appointed by the home government on the recommendation of the governor-general, who was ex officio president of the board. * * * In addition to the superior board of education there was a board of education in each province, performing its duties under the supervision of tlie provincial governor and the provincial deputation. The provincial board was composed of the governor of the province, an ecclesiastic to represent the diocese, and nine others. * * * The local or municipal boards of education consisted of the mayor as president, one alderman, the parish priest, and three fathers of families. In towns of more than 1,000 inhabitants the number of members could be increased on the recommendation of the mayor by adding more heads of families. For the periodical examination of the schools and other educational* institutions the law provided inspectors, who were certain members of the superior board of education. Other inspectors were ecclesiastics designated by the church to examine the text-books and instruction of the professors, in order to determine whether anything prejudicial to Catholic doctrine Avas incorporated in the religious education of the pupils. Primary instruction was divided into the elementary and superior. The complete course of instruc¬ tion included Christian doctrine and the outlines of sacred history arranged for children; reading, writing, and the elements of Spanish grammar, with exercises in spelling; principles of arithmetic, with the legal system of Aveights, measures, and money; brief outline of agriculture, industry, and commerce, according to localities, and the constitution of the state. Elementary instruction not embracing all the subjects just mentioned Avas considered incomplete, and the elementarj^ schools Avere called “ complete,” or “incomplete,” according to the instruction given. Primary superior instruction embraced, in addition to a reasonable extension of the subjects men¬ tioned as elementary, the principles of geometry, lineal drawing, and as applied to the elements of surveying; the rudiments of history and geography, especially of Spain, and the elements of physics and natural history. In the elementary instruction of girls, sewing, embroidery, and draAving as applied to same, and the elements of domestic hygiene Avere substituted for agriculture, industry, and commerce, and the elementary superior course Avas omitted. The law farther required the elementary education of the deaf, dumb, and blind in the institu¬ tions established for them. All Spanish children between the ages of G and 9 Avere required to receive elementary instruction in the public primary schools unless their parents or guardians pro¬ vided such instruction at home or in private schools, the fine for failing to do so being from 2 to 20 reales. All elementary instruction Avas given free to children Avhose parents were not able to pay for it, and instruction in Christian religion and sacred history Avas subject to the superAusion of the parish priest, who Avas required to visit the schools once each Aveek for this x>xirpose. * * ^ As to the distribution of the primary schools throughout the municipalities, the law required every tOAvn of 500 souls to maintain at least one elementary school for boys, and another, although, per¬ haps, incomplete, for girls. Incomplete schools for the boys were only allowed in the smaller towns. In toAvns of 2,000 inhabitants two complete schools for boys and tAVO for girls were required ; in towns of 4,000, three, and so on, the number of schools increasing by one for each sex for every 2,000 inhabi¬ tants, including private schools, one-third of all schools, hoAvever, to be public. The superior schools were established in the capitals of che provinces, and one in each toAvn of 10,000 inhabitants, but the municipal authorities (council) could establish superior schools in towns of less population if thought advisable, provided it could be done without detriment to the main¬ tenance of the required number of elementary schools. The law further required the governor-general to provide infant schools (kindergartens) and night and Sunday schools, in Avhich linear and ornamental draAving were to be taught, in the ca]:)itals of provinces and in towns of 10,000 inhabitants, and to promote the education of the deaf, dumb, and blind by providing at least one school for them in Habana, and a normal school for the education of teachers in the capital of each province. Next in the regular course of public education Avas “secondary instruction,” given in the institutes (institutes), of which there AAms one in each province, maintained by proAuncial funds and under the immediate supervision of the provincial deputations, through Avhich the appropriations Avere paid. Secondary instruction embraced a course of five years and comprised general studies or a special course of scientific studies. The course of general studies included a daily lesson in Spanish or Latin grammar, the elements of rhetoric and poetry, one lesson daily; outlines of geography, three lessons 1642 EDUCATION BEPOKT, 1899*1900. weekly; outlines of universal history, three lessons weekly; history of Sfain, three lessons weekly; arithmetic and algebra, daily; geometry and plane trigonometry, daily; elements of physics and chemistry, daily; outlines of natural history, three lessons weekly; psychology, logic, and moral philosophy, daily; physiology and hygiene, three lessons weekly; and elements of agriculture every alternate day. For admission to the course it Avas necessary to pass an examination in the complete course of primary elementary instruction. The special studies of the institutes or “secondary instruction” were linear, topographic, orna¬ mental, and figure draAving; outlines of theoretical and practical agriculture; industrial mechanics and chemistry as applied to the arts; topography, measures of area, and construction of plans; com¬ mercial arithmetic and bookkeeping; accounts and correspondence, and commercial transactions; outlines of political economy, commercial and industrial legislation, physical geography and com¬ mercial statistics; English, German, and Italian languages, and shorthand. * * * On completing the course of general studies, pupils received the degree of A. B. and Avere eligible to the University of Habana. Those Avho had folloAved the scientitic course Avere eligible to certiticates as surveyors (Avhen 20 years old), and mechanical or chemical experts, according to their proficiency in the special studies proAuded. A pupil could take the general and scientific .studies simultaneously if desired, and receh’e the instruction in languages and draAAung at home. Following.the course in the institutes came the Unh^ersity of Habana, AA’hose curriculum embraced laAV, medicine and pharmacy, philosophy and belles-lettres, and the exact science.s. For the higher education of engineers of roads, canals, and ports, mining and civil engineers, the industrial arts, belles-lettres, and dijilomacy, the special schools of Spain Averc open. The laAV also provided for a school of sculpture, painting, and engraAung in Habana; one for the education of notaries, and, AA’henever thought adAusable, an industrial college, a veterinary school, a commercia,! college, a nautical school, and one for master Avnrkmen, OAmrseers, and surAmyors. Of these special schools only the art school, the professional school, the normal school, and the school of arts and trades AA’ere carried on. In addition to the public schools the laAV authorized all Spaniards to establish priAuite schools, the government reserving the right to inspect their moral and hygienic condition and to direct such remedies as might be necessary to correct existing defects. There Avere, as a result of this privilege, a large number of priAmte primary elementary schools, and a number of colleges, Avhich, as they conformed to certain provisions of the law, Avere incorporated Avith the provincial institutes for AA’hich they prepared their pupils. Some of these colleges Avere most excellent institutions, Avhere boys could qualify for the uni\mrsity, besides being carefully trained in other Avays. Such Avere the Jesuit College of Belen, established in Habana in 1853; the Colegios de Escuelas Bias, in Guanabacoa and Puerto Principe, and the Catholic Institute of Santiago, although, AA’ith the exception of the latter, they are not noAV able to confer the degree of A. B. In short, they are on the same footing as other colleges and merely prepare pupils for the institutes. Forty other colleges Avere in operation AA'hen the census Avas taken. * * * While the laAvs made ample provision for the free education of the mass of children, the number of schools and their administration Avere so deficient, through failure to proAude even the funds Amted in the municipal, provincial, and insular budgets, that only a small fraction of the children of school age Avere provided for. By the census it appears that only about one-sixth attended school during 1899, and only tAvo-thirds of these Avent to the public schools. The ten years’ AAmr Avas a serious interruption to the schools, and during the last Awar they Avere all closed by Captain-General Weyler, except in the proAuncial capitals and garrisoned tOAvns occupied as military headquarters. Even many of these schools Avere slimly attended or abandoned by the teachers, Avho, as they receiA^ed no pay, AA'ere unable to maintain themselves or their schools. In February, 1898, the secretary of public instruction of the autonomous government rescinded the decree of General Weyler and ordered the reestablishment of the schools, but they remained very much in the condition they then Avere until nearly a year after the American occupation. * * * While the laAV required the compulsory attendance of children betAA'een 9 and 13 years of age at either public or priAmte schools, it A\'as not enforced, nor could it be, as the number of schools Avas totally in.sufficient. Again, Avhile proAusion AAms made for secondary and uniA’ersity education, the fees for instruction and matriculation Avere so great that only the sons of parents or guardians able to pay ever passed beyond the elementary cour.se of study, and many of those Avho qualified in the institutes Averc unable to enter the university because unable to pay for their diplomas. Although the teachers Avere supposed to be appointed after competitive examination, it was Avell understood that their selection Avas usually a personal or political question, to be decided Avithout nmeh reference to other qualifications. They Avere classified according to their salaries, and AA’ere also knoAvn as regular, temporary, or substitutes. As they AA’ere generally obliged to provide the schoolrooms, the schools Avere usually held in their homes, A’ery fcAV municipalities oAvning school buildings. Of school furniture, .such as desks, books, slates, blackboards, maps, etc., there AA’ere fre¬ quently none, and the pupils, Avithout respect to race, blacks and AA’hites mixed, sat on benches AA'ith no backs for five or six hours consecutiA’ely, the instruction being usually given simultaneously to the classes, study and recitation being exceptional and impracticable. But a single teacher AA’as alloAA’ed the elementary schools, no matter Iioaa’ many pupils, although the superior elementary- schools Avere sometimes firovided Avith assistants. EDUCATION IN CUBA. 1643 The schools for girls v/ere separated from those for hoys, and -were invariably in charge of -women. The schoolrooms were badly ventilated, with insutncient and foul privies, and no playgrounds. Physical culture was not taught. That the children learned as much as they did under such condi¬ tions Avas apparently due to their precocity and docility, traits Av'hich appear to be common to them throughout the island. On December 6, 1899, the American military governor published an order reor¬ ganizing the elementary and secondary school system of the island. It provided that there should be a board of education in each municipality to take charge of the schools, with the mayor as president, who should appoint the other members; that there should be one public school for boys and one for girls in every town of 500 inhabitants, and more as the population is larger. In smeJler towns ‘incomplete” schools were provided. It made attendance compulsory under penalty of a fine of $5 to $25; j)rovided for the payment of the teachers, for superintendence and inspec¬ tion of the schools, free text-books, and other details. The course of study was pre¬ scribed by the superintendent of schools. On March 1, 1900, there were 3,099 schools (or schoolrooms) in operation with 3,500 teachers and 130,000 children enrolled. In 1899 there had been only 200 schools with an attendance of 4,000. This enormous increase Avas said to be due to impressing upon the mayors of the municipalities the necessity of elementary schools, and assuring them that the United States Government AA’ould pay the salaries of the teachers. The expenditures up to the end of March, 1900, had been $3,500,000, the school fund being taken from the customs receipts, and the estimate for 1900 aauis $4,000,000. The most comprehensive regulations regarding the public schools are the folio Aving, and the extracts taken shoAV the organization of the entire school system of the island. Headquarters Division of Cuba, llahana, June SO, 1900. The military goAmriior of Cuba, upon the recommeiylation of the secretary of public instruction, directs the publication of the following regulations for the public schools of the island of Cuba: COAOIISSIONER OF PUBLIC SCHOOLS. Commissioner the chief executive officer. — There shall be a chief executiA^e officer for the public schools of the island, to be appointed by the military goA'ernor and to be knoAvn as the commissioner of public schools, and in the performance of his duties as such he shall be guided by this order, and by such rules and orders as may be promulgated hereafter by the military governor or the secretary of public instruction. Duties of commissioner. — It shall be the duty of the commissioner of public schools to see that all orders and instructions from the proper authority pertaining to the public schools of the island are rigidly and impartially enforced. He shall make annually, to the secretary of public instruction, a report of the public schools of the island, Avhich shall contain an abstract of the reports herein required to be made to him, and such other information as he maj" deem A'aluable ; and he shall make such special reports as may be required bj’ the military goAmrnor or secretary of public instruc¬ tion. It shall be his further duty to superintend the building of schoolhouses throughout the island, and direct the purchase and disposition of such supplies as the military goA^ernor may authorize. BOARD OF SUPERINTENDENTS. Composition of the hoard. — There shall be a superintendent of the public schools of the island, to be appointed by the military governor upon the recommendation of the secretary of public instruc¬ tion and to be knoAAUi as the island superintendent of public schools, who shall be assisted in each province in the performance of his duties by an assistant to be appointed in the same manner as the island superintendent, and to be knoAvn as the provincial superintendent of public schools ; the island superintendent as president, Avith the provincial superintendents as members, shall constitute a board of superintendents for the public schools of the island. Duties of hoard and individual superintendents. —E&ch. proAuneial superintendent is the assistant and agent of the commissioner of public schools in the general government and management of the public schools of the island. The board of superintendents shall fix upon and introduce proper methods of teaching in the public schools of Cuba, and shall select text-books, and arrange the courses of studies for the different grades of public schools throughout the island ; and in all schools of the island Avhich are of the same grade, the same text-books and the sume courses of study shall be used. 1644 EDUCATION REPOKT, 1899-1900. CLASSIFICATION OF DISTRICTS. Classes of school districts.— T\\(i island is hereby divided into school districts to be styled, respectively city districts of the first class, city districts of the second class, and municipal districts. City districts of the first cfas.s.— Each city of the island having a population of 30,000 or more by the last preceding census of the island shall constitute a city district of the first class. Under this para¬ graph the following cities are announced as forming city districts of the first class: Habana, Santi¬ ago, Matanzas, Cienfuegos, and Puerto Principe. City districts of the second cfass.— Each city having a population of more than 10,000 and less than 30,000 by the last preceding census of the island shall constitute a city district of the second class. Under this paragraph the following cities are announced as forming city districts of the second class: Cardenas, Manzanillo, Guanabacoa, Santa Clara, Sancti Spiritus, Regia, Trinidad, and Sagua la Grande. ^municipal districts. — Each organized municipality, exclusive of any of its territory included in a city district, shall constitute a school district, to be styled a municipal district. CITY DISTRICTS OF THE FIRST CLASS. Board of education.— Th.Q board of education in city districts of the fir.st class shall consist of a school council and a school director. School council. — A legislative power and authority shall be vested in the school council, which shall consist of seven members to be elected by the qualified electors residing in such district, and no two members of the council shall be residents of the same ward. School council election and term.— The first election for such council shall be held on the same day as the annual municipal elections in 1901, at which election three members of the council shall be elected for a term of two years, and their successors shall be elected at the annual municipal election for 1903, and biennially thereafter, and four members of the council shall at such election in 1901 be elected for a term of one year, and their sucee.ssors sliall be elected at the annual municipal election of 1902 for a term of two years, and biennially thereafter, and all members of the council shall serve until their sucee.ssors are elected and qualify. President and elerh.— The council shall organize annually by choosing one of their members presi¬ dent, also a clerk, who shall not be a member thereof, and who shall receive a .salary to be fixed by the council which shall not exceed $1,500 per year. Teachers and emjdoyees.— The council shall provide for the appointment of all necessary teachens and employees, and prescribe their duties and fix their compensation. School director; election and powers. — The executive power and authority .shall be vested in the school director, and in the performance of his duties as chief executive officer he shall be guided by this order, and by such rules and orders as may be promulgated by proper authority, and by the resolu¬ tions of the council. He sliall be elected by the qualified electors of the districts. He .shall devote his entire time to the duties of his office, and shall receive an annual .salary of $2,000, payable monthly; and before entering upon the discharge of the duties of his office shall give bond, to be approved by the board, for the faithful performance thereof, in the .sum of $5,000, which bond shall be deposited with the clerk within ten days from date of election and preserved by him. The director shall report to the council annually, or oftener, if required, as to all matters under his supervision; he shall attend all meetings of the council and may take part in its deliberations, subject to its rules, but shall not have the right to vote except in case of a tie. Superintendent of instruction.— The council shall appoint a superintendent of instruction, who shall remain in office during good behavior, and the council may at any time, for sufficient cau.se, remove him; but the order for such removal shall be in writing, specifying the cause therefor, and shall be entered upon the records of the council. Powers and duties. — The superintendent of instruction shall have the sole power to appoint and discharge, with the approval of the council, all assistants and teachers authorized by the council to be employed, and shall report to the council, in writing, quarterly, and oftener if necessary, as to all matters under his .supervision, and may be required by the council to attend any or all of its meet¬ ings; and except as otherwise provided in this order all employees of the board of education shall be appointed or employed by the school director. Meetings of the board of education, regular and special. — The board of education shall hold regular meet¬ ings once every two weeks, and may hold such special meetings as it may deem necessary. It may fill all vacancies that occur in the board until the next annual election, and may make such rules and regulations for its own government as it may deem necessary, but such rules and regulations must be consistent with this order. CITY DISTRICTS OF THE SECOND CLASS. Board of education. — In city districts of the second class the board of education shall consist of six members, who shall be judicious and competent persons with the qualifications of an elector therein, and shall be elected by ballot at the annual municipal election in 1901 by the qualified electors of the city. Elections. — Those elected shall be divided, upon the fifteenth day thereafter, by lot, into three equal classes; the members of the first class shall serve for one year, the members of the second class for EDUCATION IN CUBA 1645 two years, and the members of the third class for three years. All elections of members for the board of education thereafter shall be held at the regular municipal election annually, and all mem¬ bers shall serve until their successors are elected and qualified. Judges of election —The. election for members of the board of education in city districts of the second class shall be held by the same judges and clerks provided for the municipal election, and returns of such election, duly certified as in other cases, shall be made within five days to the clerk of the board of education of any such city. The board of education shall hold regular meetings once every two weeks, and may hold such special meetings as it may deem necessary. It may fill all vacancies that occur in the board until the next annual election, and may make such rules and regulations for its owm government as it may deem necessary, but such rules and regulations must be consistent with this order. It shall organize annually by choosing one of its members president. Municipcd hoard of education. — The board of education of each municipal district shall consist of the mayor of the municipality, who shall be president of the board, and one director elected for a term of three years from each subdistrict; provided, that if the number of subdistricts in any municipal dis¬ trict exceeds fifteen the board of education shall consist, exclusive of the president, of those directors who have one and two years still to serve; and that if the number of subdistricts exceed twenty-four the board of education shall consist, exclusive of the president, of those directors who have but one year to serve. The director of each subdistrict is the representative of the inhabitants of that sub¬ district in educational matters, and if not a member of the board of education shall represent to the board in writing the wants of his subdistrict. Election and qualification of directors. — There shall be elected by ballot as soon as possible after para¬ graph following of this order has been complied with in each subdistrict, by the qualified electors thereof, one competent person, to be styled director. These directors shall meet at the office of the mayor of the municipality, and shall be divided upon the third Saturday after such election by lot into three classes, as nearly equal as possible. The directors of the first class shall serve for the term of one year, the directors of the second class for two years, and the directors of the third class for three years. All elections of directors thereafter shall be held on the last Saturday of April annually, and all directors shall serve until their successors are elected and qualify. RE0RGANIZ.4TI0N OF DISTRICTS. Division into suhdistricts.— The board of education of each municipal district provided for in order No. 226 shall at once divide its municipal district, exclusive of whatever territory may be comprised in a city district of the first or second class, into subdistricts. No subdistrict shall contain less than 60 resident scholars by enumeration, except in cases where, in the opinion of the board, it is abso¬ lutely necessary to reduce the number. The division shall be so made that the number of teachers shall not be increased over that employed at the time this order is received. Number of schools in subdistrict.—'No subdistrict shall be without at least one school, open to children of both sexes, or if not such a mixed school, then at least two schools, one for boys and one for girls. In rural subdistricts it is preferable to have but one mixed school to a subdistrict. In cities of either the first or second class subdistricts may have one or more schools for girls, and one or more for boys. Schools of any subdistrict shall be in the same building, unless this is absolutely impossible, in which case they shall be as near together as possible. REPORTS. Annual report ofboa.rd of education.— The board of education of each district shall make a report to the provisional superintendent, on or before the last day of August of each j^ear, containing a state¬ ment of the expenditures of the board, the number of schools sustained, the length of time such schools were sustained, the enrollment of pupils, the average monthly enrollment, and average daily attendance, the number of teachers employed and their salaries, the number of schoolhouses and schoolrooms, and such other items as the commissioner of public schools may require. PROVISIONS APPLYING TO ALL SCHOOL BOARDS. What property the boards have title to.— All property, real or personal, which has heretofore vested in and is now held by any board of education for the use of public or common schools in any district is hereby vested in the board of education provided for in this order, and having under this order jurisdiction and control of the schools in such district. School property exempt from taxation.— All property, real or personal, vested in any board of educa¬ tion shall be exempt from tax and from sale on execution or other writ or order in the nature of an execution. Illegal use of schoolhouses. — Schoolrooms shall be secured in healthful localities, and shall be clean, well ventilated, and well lighted, and all rooms, buildings, or parts of buildings rented or assigned for school use shall be used exclusively for school purposes, and no teacher, janitor, or other person shall dwell therein. 1646 EDUCi^TION REPOET, 1899-1900. Sufficient sciiools nntst be provided.— Each lx)ard of education shall establish a sufficient number of schools to provide for the free education of the youth of school age in the district under its control, at such places as will be most convenient for the attendance of the largest number of such youth, and shall continue each and every day school so established thirty-six weeks in each school year; and each municipal board of education shall establish at least one primary school in each subdistrict under its control. i Schools at children's homes and orphan asylums. — The board of any district in which a children’s home or orphans’ asylum is or may be established by law shall, when requested by the directors of such children’s home or orphans’ asylum, establish in such home or asylum a separate school, so as to afford to the children therein, as far as practicable, the advantages and privileges of the common- school education. All schools so established in any such home or asylum shall be under the control and management of the directors of such institution, which directors shall, in the control and manage¬ ment of such schools, as far as practicable, be subject to the same laws that boards of education and other school officers are Avho have charge of the common schools of such district; and the teacher erf any such school so established shall make all reports required by this order as any other teacher of the district and to the same officers. Evening schools.— In any district, or part thereof, parents or guardians of children of school age may petition the board of education to organize an evening school. The petition shall contain the names of not less than twenty-five youths of school age who will attend such school, and who, for reasons satisfactory to the board, are prevented from attending day school. Upon receiving such petition the board of education shall provide a suitable room for the evening school and employ a competent person, who holds a regularly issued teacher’s certificate, to teach it. Such board may discontinue any such evening school when the average evening attendance for any month falls below twelve. TiVio may be admitted to public schools.— Sschools of each district shall be free to all unmarried youth betvreen 6 and 18 years of a^e who are children, wards, or apprentices of actual residents of the dis¬ trict, including children of proper age who are or may be inmates of a children’s home or orphans’ asylum located in any such school district, provided that all unmarried youth of school age living apart from their parents or guardians and who work to support themselves by their own labor shall be entitled to attend school free in the district in which they are employed. The several boards shall make such assignment of the unmarried youth of their respective districts to the schools estab¬ lished by them as will in their opinion best promote the interests of education in their district. Suspension aiid expulsion of pupils. — No pupil shall be suspended from school by a superintendent or teacher except for such time as may be necessary to convene the board of education, and no pupil shall be expelled except by a vote of two-thirds of such board, and not until the parent or guardian of the offending pupil has been notified of the proposed expulsion and permitted to be heard against the same, and no pupil shall be suspended or expelled from any school beyond the current term thereof- Boards to control school and appoint officers.— E&ch board of education shall have the management and control of the public schools of the district, except as otherwise provided for boards of educa¬ tion in city districts, with full power to appoint principals, teachers, janitors, and other employees, and fix their salaries or pay, provided such salaries each month do not exceed the following: In Habana, $65; in the capitals of provinces and in Cardenas and Cienfuegos, $50; in all other munici¬ palities, $40, except for all teachers in schools with an average attendance of less than 30 pupihs, in which case the salary shall not exceed $30; and any person serving as a regular teacher of a school and also having the supervision of not less than two other schools shall be rated as a principal on the rolls and receive the additional sum of $10 per month. Such salaries or pay may be increased, but shall not be diminished during the term for which the appointment is made; but no person shall be appointed for a longer time than one year, and the board of education may dismiss any appointee for inefficiency, neglect of duty, immorality, or improper conduct. Women only shall be employed in schools for girls; either women or men may be employed in schools for boys. For similar services women and men shall at all times receive equal pay. ENUMERATION. Yearly enumeration of school yo^dh.— There shall be taken in each district annually during the two weeks ending on the fourth Saturday of March an enumeration of all unmarried youths, denoting sex, between 6 and 18 years of age, resident within the district and not temporarily there, designat¬ ing also the number between 6 and 8 years of age; the number between 8 and 14 years of age, the number between 14 and 16 years of age, and the number between 16 and 18 years of age. 1 Boards of education may, in their discretion, permit boys and girls of school age to attend the same school; and it is hoped that, at least with young children, this plan will prevail; as it will tend to develop that high respect between the sexes which is the basis of true womanhood and manhood. In small towns and in the country it may often be the only means of establishing sufficient schools. EDUCATION IN CUBA. 1647 ATTENDANCE. Time of attendance.— parent, guardian, or other person having charge of any child between the ages of 6 and 14 years, shall send such child to a public, private, or parochial school not less than twenty w'eeks, at least ten weeks of which, commencing with the first four rveeks of the school year, shall be consecutive, occasional daily absence for .reasonable excuse excepted. Excusalfrom such a^^e?^dancc.— Unless the child is excused from such attendance by the president of the board of education in municipal districts, or city districts of the second class, and the superin¬ tendent of instruction in city districts of the first class, upon a satisfactory showing either that the bodily or mental condition of the child does not permit of its attending school, or that the child is being instructed at home by a person qualified, in the opinion of the clerk of the board of education,' to teach writing, spelling, reading, geography, and arithmetic. Employment of children under 44 years of ape.— No child under the age of 14 years shall be employed by any person, company, or corporation during the school term, and while the public schools are in session, unless the parent, guardian, or person in charge of such child shall hmve fully complied with the requirements of the preceding paragraph. Every person, company, or corporation shall require proof of such compliance before employing, any such minor, and shall make and keep a Avritten record of the proof given, and shall, upon the request of the truant officer hereinafter provided for, permit him to examine such record. Any person, company, or corporation employing any child contrary to the provisions of this paragraph shall be fined not less than $25 nor more than $50. When child is exempt.— hen any truant officer is satisfied that any child compelled to attend school by the provisions preceding is unable to attend school because absolutely required to work, at home or elsewhere, in order to .support itself or help support or care for others legally entitled to its support who are unable to support or care for themselves, the truant officer shall report the case to the board of education, Avho may exempt such child from the provisions preceding. Duty of commissioner of p ublic schools. — It shall be the duty of the commissioner of public schools from time to time, whenever deemed adAusable, to formulate and forward to boards of education throughout the island regulations and suggestions for the instruction and guidance of all persons charged with the enforcement of the preceding six paragraphs or any of their provisions. TEACHERS’ INSTITUTE. Organization by hoard of superintendents.— It shall be the duty of the board of superintendents to organize in each province at least one teachers’ institute, and more than one if, in the opinion of the board of superintendents, one will not accommodate all the teachers of the province. Number and salaries of instructors and lecturers. — The board of superintendents shall determine upon the number and salaries of instructors and lecturers of any institute and the length of each session of the institute, provided that no session shail continue less than four school Aimeks. Attendance of teachers necessary to collect vacation saZarfes.— Each teacher shall attend at least one complete session of the institute in order to obtain his salary during the vacation period. Institute fund.— As. a condition of attending the institute each teacher shall deposit with an indi¬ vidual, to be designated by the board of superintendents, the amount of $5, which shall form, the institute fund. This fund shall be used to cover the necessary expenses of the institute, and shall be expended and accounted for as directed in order from time to time. If the expense of the insti¬ tute exceed in amount the institute fund, the unpaid balance shall be paid from the island revenues. If the institute fund for any year exceeds the expenses of the institute for that year, such excess shall go to form a sinking fund for the support of the institute. Organization of mstitutc. — The board of superintendents shall, at their regular meeting in October, 1900, decide upon a plan of organization of the teachers’ institutes of the island for the school years of 1900-1901 and submit the same to the secretary of public instruction and the military governor for approval as soon thereafter as possible. BOARD OF EXAMINERS. Plans for examinations of ieachers.—The board of superintendents shall, at their regular meeting in October, 1900, decide upon a plan for the examination of the teachers of the island as 'to their qualifi¬ cation to teach, and shall present the same in Avriting to the military governor, through the secretary of public instruction, as soon thereafter as possible for his approval. Certificate a requisite to employment of teacher. — After the approA'al and publication of the plan men¬ tioned in the preceding paragraph, no person shall be employed as teacher in a common school Avho has not obtained from a board of examiners haAung competent jurisdiction a certificate of good moral character and that he or she is qualified to teach such branches of study as the board of superintend¬ ents may decide upon and possesses adequate knoAvledge of the theory and practice of teaching. All salaries and fines mentioned in this order shall be payable in United States currency or its equivalent. J. B. Hickey, Assistant Adjutant- General. 1648 EDUCATION EEPORT, 1899-1900. The following statistics of higher and secondary instruction are supplied by the courtesy of the Secretary of Public Instruction of Cuba. THE HNIVEESITY. Attendance hy facidtics and schools for the academic year 1900-1901. Faculty of letters and sciences: School of letters and philosophy . 2 School of pedagogy . 58 School of sciences . 8 School of engineering . 73 School of agronomy . . . 5 Attending two or more schools in the same year . 13 Total . 159 Faculty of medicine and pharmacy: School of medicine . 230 School of pharmacy . 74 School of dental surgery . 8 School of midwifery . 4 School of nurses . 22 Total . 338 Faculty of law; School of civil law . 84 School of public law . 6 School of notaries . 1 Attending two or more schools in the same year . 74 Total . 165 Average attendance at the private course in anthropology . 25 SECONDARY INSTRUCTION. Attendance at the institutes of the island and annexed schools. Secondary instruction. Acade¬ my of stenog¬ raphy and type¬ writ¬ ing. Institutes. Prepar¬ atory studies. Gen¬ eral studies. Total. Schools of sur¬ veying. School of com¬ merce. School of cos¬ mog¬ raphy. Total. Habana . 18 143 161 31 2 100 294 Pinar del Rio . 19 40 59 69 ilatanzas . 9 64 73 O 76 Santa Clara . 36 56 92 92 Puerto Principe . 12 42 64 24 78 Santiago de Cuba . 76 86 162 11 173 Total . 170 431 601 38 31 2 100 772 Students in the colleges incorporated in the institutes of the island: Institute of Habana . 170 Institute of Santa Clara . 27 Institute of Santiago de Cuba . 20 Total. . . 217 Students in the school of painting and sculpture: Elementary studies — Males . 214 Females . 208 - 422 Advanced studies— Males . 37 Females . 31 - 68 Total 490 EDUCATION m CUBA, 1649 Students in the school of arts and trades: Day school . 246 Night school . 76 Total . 322- Attendance at the summer normal schools. Province. Pinar del Rio . Habana . — Matanzas . Santa Clara . Puerto Principe.. Santiago de Cuba. Total . Male teachers. Female teachers. Others attending the course. Total. 37 55 40 132 229 376 507 1,112 92 162 139 393. 81 149 2 m 27 77 104 59 85 70 214 525 904 756 2,185- There were also 525 persons attending 19 summer schools of pedagogy in the various cities in the different provinces of the islamd. From the census of Cuba, talien under the direction of Gen. J. P. Sanger, U. S. A., the following instructive table relating to education is taken: Number. Percent. Unable to read . Able to read, but unable to write . Able to write, but without superior education. With higher education . Unknown . . . Total . 1, 004, 884 63. 9' 33, 003 2. 1 514, 340 32. 7 19,158 1.2. 1, 412 . 1 1, 572, 797 100. 0 The conclusion drawn from the census figures is that literacy is greater in the cities than in the rural districts, rather more than one-third of the total ijopulation of Cuba being able to read, v/hile in Habana tlie j)roportion was nearly tvco-thir(.ls and in thirteen other cities it averaged nearly three-fifths, while in rural Cuba it ivas not quite one-fourth. Two organizations for educating young Cubans which have been effected by benevolent persons in the United States deserve mention. One is the Culian Edu¬ cational Association, the object of wdiich is to secure for Cuban boys an education in the various colleges in the United States on condition that they return to Cuba, finish their special education, if they wdsh, at the University of Habana, and make their home in Cuba. The idea is that these students v.dll become familiar with American ideas and customs in this way. In May, 1899, there were forty Cuban young men matriculated in colleges in the United States, and in May, 1900, it was said, some 1,500 Cuban and Porto Kican youths ivere students in the colleges and advanced scientific and technical schools of this country. All are under engagement to return to their homes on completing their studies. Their tuition is free. Some are supported by their relatives, and all are encoumged to contribute to their own self-support. Tiie association, through its secretary, keeps watch over all these students, and is kept informed of the j^rogress and conduct of each. The officers of the association are Maj. Gen. Joseph Wheeler, president; Gilbert K. Harroun, treasurer of Union College, secretary and treasurer, and Messrs. Alexander E. Orr, Nicholas Murray Butler, Albert Shaw, and William H. Baldwdn, are mentioned as active workers, with Maj. Gen. Leonard Wood, Gen. Calixto Garcia, Hon. Theodore Koosevelt, and Ferdinand W. Peck among the directors. The other benevolent organization referred to is the Cuban Orphan Society, with Francis V. Green, president, Robert Bacon, treasurer, and William B. Buck, secre- ED 1900 — VOL II - 24 1650 EDUOATION KEFOET, 1899-1900. tary. The vice-presidents are Messrs. IVilliain T. Blodgett, Charles W. Gould, and Cornelius N. Bliss. The office is at No. 11 Broadway (room 558), New York City. The scope of the work of the Cuban Orphan Society is confined to the care and education of orphan and destitute children in Cuba, and the trustees have adhered very rigidly to this liinitation of their work. The policy of the society is not to give food and shelter to large numbers, as the insular government has declared its intention of providing in this vray for all orj^han and destitute children in the island. The society lays stress upon its educational work for young children pref¬ erably, and particularly industrial training, which will enable the orphan and desti¬ tute children to earn their own livelihood and thus become self-supporting members of the community. PGETO KICO. The former condition of the poorer peox)le of Porto Eico was unfavorable to popu¬ lar education. Poverty bred apathy, and the antecedents of the greater part of the people, from an intellectual standpoint, were unfortunate. Over 83 i^er cent of the population, acconling to the report of General Davis, could not reavd or write in 1899. The misfortunes, too, of flood and famine, which have occurred since the American occupation, have in themselves been such a check to enterprise of any kind as to forbid expectation of progress in education. Neverthe¬ less, a decided change has taken place. With a conviction that the common school is a safeguard of the people, the military governor,. General Plenry, recommended the reorganization of the school system of the island, the need of which was recog¬ nized by representative Porto Eicans, who had already drawn up resolutions recpiir- ing the establishment of kindergartens and normal schools, and asking other changes after the pattern of schools in the United States. Gen. John Eaton, formerly United States Commissioner of Education, Vy'as api3ointed by Sefior Salvador Carbonell, the secretary of the interior, on December 31, 1898, to take charge of the work of reor- ganiza,tion, and he continued in office as chief of the bureau of education of Porto Eico until iMay, 1900. The report of General Eaton U23on education in the island forms Chaj^ter lY of the present Report. It affords a complete account of the condi¬ tion of education in the island up to the time that General Eaton left. He was suc¬ ceeded in his duties by Dr. Victor S. Clark, who presented a very full reiiort on education in Porto Eico to Gen. George W. Davis, military commander. Dr. Clark was succeeded by Maj. George G. Goff, who in turn was followed by Prof. Martin G. Brumbaugh, of the University of Pennsylvania, who Avas appointed commissioner of education for Porto Eico (under the act of Congvessof April 12, 1900) in August, 1900. From the report on education in Porto Eico, by Dr. Victor S. Clark, to General DaAus, military commander, made in Eebruaiug 1900, the folio wdng particulars are taken; The Americans found a collegiate institute, Avith 16 jArofessors and assistants and an attendance of 60, Avhich wns founded in 1880; a normal school for girls, Avith 8 teachers and 50 jAupils, and an industrial school. The curriculum of the institute included Latin, Spanish, geography, history, arithmetic, algebra, rhetoric, geometry, psychology, logic and ethics, physics, chemistry, natural history, and agriculture. The institute granted the degree of B. A. The professom Avere required to be gradu¬ ates of an uniAmrsity. The industrial school Avas equipped for instruction in the trades of typesetting, carpentering, bookbinding, tailoring, shoemaking, masomy, model making, sculjAture, lithogra]3hy,.the manufacture of tobacco, and in chemical industries. There Avas a branch for AAmmen, where draAving AAms taught. The total attendance at this school for 1897 and 1898 AA^as 312. Tuition Avas free. The methods of instruction in the institute and normal school, being judged defeotlAm by a com- EDUCATIOI^ IN PORTO RICO. 1651 mittee appointed to investigate them t)oth^ were suspended at the close of the scholastic year, in June, 1899. The salaries of the professors, secretaries, clerks, janitor, messenger, and servant of the institute amounted to $26,780 a year, and of the normal school to $8,600. The institute had no building. The Americans found the common-school system in an unsatisfa,ctory condition. There were no schoolhouses which had been especially built for the purpose, and suitable school furniture and material were wanting, while the school was often kept in the dwelling of the teacher, Avho frequently carried on some other occupation w'hile performing his function of teacher. This condition was recognized and deplored by the Spanish insjDectors in 1880, who also, like the American supervisors, reported ui>on the illiteracy of the population, the incompetence of the teachers, their ignorance of methods, the want of school accommodations, furniture, text-books, maps, blackboards, etc. The cause of this state of things is to be found in the polit¬ ical and social condition of the island, and is explained in the interesting history of education in Porto Pdco under the Spanish rule, by Sehor Enrique C. Hernandez, secretary of the insular board of education, contained in Dr. Clark’s report. From that history we see that the Porto Ricans always had more or less education for the wealthy class, but that public primary education had been neglected (as it was in the mother country and elsewhere in Europe) until 1820, notwdthstanding laudable efforts of municipalities and individuals to establish schools. The conditions of the island practically forl^ade schools. The wealthy young men attended the Latin, philosophy, and theology classes in the cloisters and private schools, and went to the University of Santo Domingo to complete their studies, or, as an old report runs, the parents “found themselves impelled by necessity/ or unhappy fate to send them to North America to be educated as well as xiossible, the remedy being worse than the disease itself which they were trying to avoid.” Lender the Jesuits and adso under the auspices of the economic society of the island secondary schools were founded and lasted a few years, as W'ell as private schools and academies for both boys and girls. In 1820 primary education was made free and compulsory by the Spanish law, but the law was practically a dead letter, and it was not until 1865, wdren General Mesina, wdio had public education really at heart, came to the island as governor, that a serious move w'as made. By the organic decree of that year primary instruction was divided into elementary and superior (as in Spain), and a normal school w^as also decreed, besides infant schools and schools for adults. The decree, however, on account of opposition of the ayuntamientos, did not take effect until 1874, after the establishment of a republic in Spain. In June, 1867, there were 296 schools, wdth 9,472 pupils, and their cost was $90,833, and in June, 1869, there were 313 schools, wdth 8,129 pupils, and the expenditure was $88,136. After the restoration of the Bourbons the Porto Rican teachers w’ere replaced by Spaniards, who w-ere often appointed more for political reasons than merit. General Despujol came to Porto Rico as governor in 1876 and devoted his main attention to reorgan¬ izing instruction. The island then had 731,645 inhabitants; there were 324 schools, wdth an attendance of 11,097 and an expenditure of $129,456, an increase of only 33 schools in eleven years. General Despujol anticipated the Americans in ascertaining,, by means of inspectors, the actual condition of the schools, and their reports, as stated before, wmre practically identical with those of the Americans twnnty years later. They show a knowledge of pedagogical requirements. General Despujol published the organic decree w^hich bears his name in October of 1880, in w^hich he prescribed the courses of study, fixed salaries, established rural schools, and endeavored to raise the character and efiicienc}'’' of the school system in many wnys, but political conditions frustrated his plans, so that the condition of the schools found by the Americans in 1898 W' as much the same as that which existed in 1880. 1652 EDUCATIOI^ REPOET, 1899*1900. On June 30, 1898, three months before the Americans took possession of the island, the school situation was as follows: Public schools for boys . 380 Public schools for girls . 148 Public schools for adults (in San Juan) . 1 Private schools . 26 Attendance. Enrollment in public schools . 25,644 Attendance in public schools . 18,243 Attendance in private schools . 980 E.rpenditures. Pesos. Salaries of public-school teachers . 234, 912. 00 Maintenance: Rent for buildings . .54, 386. 00 School hooks . 10, 922. 00 Industrial instruction . 4, 180. 00 Given in prizes . . . . 3, 622. 75 Subsidy granted by Government to private schools: Salaries . 1, 620. 00 Supplies . 168.00 Total expended on education . 309, 810. 75 The Civil Institute of Secondary Instruction was finally established in 1883 with 1,045 students, including titose in private schools allied with the institute and home students. The course has already been given. From 1883 to 1898 4,783 students Avere enrolled in this institute. At the same time a professional school was estal)- lished for the preparation of surveyors, Iruilders, commercial and industrial agents, and engineers, besides a trade school, where workmen could acquire a broader and more scientific knowledge of their trades. Both these institutions Avere shortlived for Avant of practical instruction, and a new trade or industrial school Avas started in 189() Avith AAmrkshox)S, etc., Avhich A\’as successful. There are a number of i^riA-ate colleges and academies in Porto Rico. Among the private and charitable societies should be jrarticularly mentioned La Sociedad Protectora de la Inteligencia, AA’hich had for its object to send poor young men avIio had distinguished themselves in the examinations, to the United States or Sirain to complete their studies. Another educational institution was the Ensehanza Popular for the instruction of Avorkmen. The subjects taught Avere reading and AAU’iting, history of Sriain, political economy, “xroiiular” laAA^ talks upon the Avorks of Samuel Smiles, geography of Porto Rico, and practical ethics. IMore than one hundred AAX)rkmen attended these pojju- lar courses. Such being the condition Avhen the Americans took hold, an order Avas issued on May 1, 1899, by the military goAmmor, Gen. Guy V. Henry, on recommendation of Gen. John Eaton, director of public instruction, Avhich reorganized the system of education. An insular board of education, consisting of five members, Avas created July 8, 1899, Avliich Avas to act in an advisory or superintending caxiacity. The president of this board Avas the insular superintendent of education. By the act of Congress of April 12, 1900, the charge of jiublic instruction Avas yilaced Avith a com¬ missioner of education, Avho is to make such reports as may be required by the United States Commissioner of Education. The order divided the island into school dis¬ tricts, something like those in the United States, provided English supervisorshijis, Xirescribed the manner of electing local school boards, established fines for nonat¬ tendance to duty on the jrart of the boards, and proAuded for district school taxes and the issuance of district bonds. The municixialities Avere required to provide build¬ ings or quarters for the schools, the schools Avere graded, the courses of study j^re- scribed, and the qualifications of the teachers v/ere defined and their salaries fixed, EDUCATION IN PORTO RICO. 1653 free text-books were provided for, and high schools, a normal school, and professional schools were organized. From a table in Dr. Clark’s re2:)ort it appears that at the close of the school year, June, 1899, there v/ere 212 town schools, 313 country dis¬ tricts with schools and 426 without. In a population of 857,660 there were 152,961 Imys and 144,851 girls of school age, of whom only 19,804 boys and 9,368 girls were enrolled in the schools, a total of 29,172, while the attendance was 21,873, leaving 268,630 children without school facilities. There were 582 teachers in 1898-99, 74 of whom were Americans. The salaries ranged from $30 to |75 per month. The municipal expenditure for schools in 1898-99 w^as $203,372.99, and the total expendi¬ ture $279,216. The appropriation for 1899-1900 was $330,050. In the first term, 1899-1900, the enrollment was 15,440 boys, 8,952 girls; total, 24,392. Average daily attendance, 20,103. Population, 957,779. The board of education offered an annual appropriation of $20,000 for any town in the island which would provide a like amount for site and buildings for an industrial and normal school. This offer was accepted by the town of Fajardo, and a secondary school, like the Atlanta Univer¬ sity, the Hampton University, and the Carlisle Indian School, with a normal dej^art- ment and a department of scientific horticulture and agriculture, was projected for that municipality. A model and training school v/as opened in San Juan in Septem¬ ber, 1899, with a high-school department. All the instruction in this school, wdiich embraces courses from the kindergarten through the college preparatory, is to be given in English, and the text-l)ooks are in English. The teachers are American. The high school has a course of four years, and fits pupils for colleges and universities in the United States. In all the departments of this institution, from kindergarten through the high school or prei)aratory course, there were enrolled 169 boys and 69 girls; a total of 238. The present commissioner of education is Martin G. Brumbaugh, formerly a pro¬ fessor of pedagogics at the University of Pennsylvania. From information furnished by his report to the Secretary of the Interior, October 15, 1900, it aj^pears that in 1900 there are 800 schools to be maintained against 616 the previous year, providing for 9,000 additional pupils. There are now 100 American teachers compared Vvith 67 last year. Fifty per cent of the schools, 409 in actual number, are rural schools. The normal department of the Fajardo School, the only department for which accommodations were j^repared, opened October 1, 1900. There are no public-school buildings in Porto Rico, the schools being conducted in rented houses or rooms, most of them. Professor Brumbaugh states, being unsuited for the purpose, and the sani¬ tary conditions are bad. The only building on the island erected for school purposes was built under the American direction, and was destroyed by fire July 1, 1900, together with all the records, books, and supplies of the department of education which had been removed thither. The construction of the building has been criti¬ cised. In 1899 $33,000 was expended for books; in 1900 the estimate for supplies is $20,000. Every cliiid in the schools now has free books and supplies without expense to the local boards. FTiider the Spanish control 3 per cent of the teachers’ salaries was set aside as a pension fund, cvhich was paid quarterly to aged and indigent teachers, and has been administered by the Americans since they took control. No pension fund is now" collected, and the commissioner hopes that some provision will be made to renew it. A pedagogical library and museum is being collected. There are 300 volumes already on hand which, under the department, will increase to 500 by purchase. A library of 5,000 volumes of standard Spanish and American literature which was found in the rooms of a building in San Juan was reconverted into a public library. The department has made arrangements with thirty leading institutions of the United States to give free instruction to Porto Rican pupils. There are now" (1900) 800 teachers and 38,000 pupils in the public schools, and about 300,000 children of school age for w"hom there are no school facilities. Many are refused admission for 1G54 EDUCATION KEPOET, 1899-1900. want of accommodation. The expenditures from May to September, 1900, were $91,057.32. From the course of study for the San Juan School, published in Professor Brum¬ baugh’s report, it will be seen that the effort is being made to introduce the most approved method of instruction in use in the United States. From the census of Poilo Eico for 1899, taken under the direction of Lieut. CoL J. P. Sanger, U. S. A., inspector-general, it appears that of the white school popula¬ tion, 5 to 17 years of age, 196,961 in number, 17,516, or 8.8 per cent, attended school, and of the black school population of the same age limits, 125,432 in. number, 8,282, or 6.6 per cent, attended school in 1899. The total school population was 322,393; the attendance was 25,798, or 8 per cent. The city school population was 16,790, with an attendance of 3,778, or 22.5 per cent, while the rural school population was 305,603, with an attendance of 22,020, or 7.2 per cent. It also appears from the same report that in the three cities of Mayaguez, Ponce, and San Juan, about half the pojrulation could read, while in the rest of the island the proportion was 13.8 per cent. It appears worthy of comment that the dex^art- ments containing a very high j^roportion of colored people have also a large i3roj)or- tion of literates, while those having the largest prox>ortion of wliites were those in which illiteracy was most common. It a]')x>ears that the size of the urban i)ox)ulation is of greater influence in this respect than the color of the population. Of the entire papulation 22.7 per cent of tliose over 10 years of age could read. The cities and coast regions were better in this respect than the interior of the island. Of the total whites 27.1 per cent could read, and of the total colored 15.6 j^er cent. The pe-rcentage of pujjiis to pox^ulation is given as 3 per cent for whites, 4 x>er cent for negroes, and 2.2 per cent for mulattoes. The proi)ortion of colored is remarkable. From the new school law of Porto Eico the following extracts have been taken with a view to illustrate the organization of the school system and the method of apx^omting teachers and the salaries of the latter. Besides the school law two other acts were i)assed by the Porto Eican legislature, providing for the education of Porto Eican young men and v/omen in the United States, at Hami3ton Institute, Virginia, and the Tuskegee Institute, Alabama. GENERAL PROVISIONS. Sec. 1. That there shall be established and maintained a system of free public schools in Porto Rico, under the direction and supervision of the commissioner of education, for the purpose of providing a liberal education for the children of school age in Porto Rico, for the establisliment of higher institutions of learning, including colleges, universities, normal, ’ industrial, mechanical, agricultural, and high schools, together with such other educational agencies as the commissioner of education may from time to time establish and direct. ELECTION OF SCHOOL DIRECTORS. Sec. 2. The qualified voters of each school district shall elect at the regular municipal election next succeeding the passage of this act three of their number as directors of the public schools of the district, who shall serve without compensation and whose election shall be certified in the same manner as that of other officers elected at the same time. These three officers shall be known as the school board. They shall proceed by lot to determine their tenure; one shall serve for three years, one for two years, and one for one year, and at each succeeding annual election one director shall be elected as above provided to serve for three years; provided that from and after the pa.ssage of this act the present school trustees shall serve until the school boards herein provided shall have been duly elected and organized. DUTIES OF SCHOOL BOARDS. Sec. 4. Tlie school boards .shall have charge of all school buildings in their respective districts. They shall have pov/er to erect, repair, remodel, and improve school property, rent buildings for school purposes, provide .suitable furniture and equipment for the same, employ janitors for school buildings, pay house rent for teachers, erect and keep in good order suitable outbuildings, and in general shall perform such duties as the commissionet of education and the law may require. EDUCATIOI^ m PORTO RICO. iri55 SCHOOL FUNDS. S'EC. 5. For the performance of their duties it is hereby ordered that not less than 10 per cent and not more than 20 per cent of all taxes collected and funds received from the insular treasury by any municipality shall be set aside, as collected, and designated as school funds. The money or moneys thus set aside shall be kept as a separate fund, and shall be apportioned by the ayuntamiento among the respective school boards situated in said municipality, said apportionment to be based upon the number of schools actually in operation in the respective school districts; said separate funds shall be disbursed by the treasurer of the school district only upon the written authorization of the officers of the respective school boards in said municipality. CLASSIFICATION AND DISMISSAL OP TEACHERS. Sec. 14. The teachers of Porto Rico shall be designated as rural teachers, graded teachers, teachers of English, and principal teachers. They shall all be persons of good moral character, and ])0ssessed of the attainments rec^uired by law. They may be dismissed from office for cruelty, negligence, immorality, or incompetency, upon investigating proceedings, instituted by the commis.sioner of education, in which investigation the school board and the teacher shall be heard. Such dismissal shall be made by the commissioner of education, who- may, if he so decide,, suspend a teacher for the same reasons. * Sec. 15. The salaries of all teachers shall be fixed by the commissioner of education, provided that teachers performing similar service shall receive the same salary,, and provided further that the salary of any teacher ma,3r be increased by the local school hoard above the snm set by the commis¬ sioner of education; in which case such increase shall be subject to the approval of the commissioner of education and shall be paid from the school funds herein provided, and not from the department of education. RURAL TEACHERS. Sec. 16. A rural teacher shall receive not less than S30 per school month for each month of actual service. Rural teachers shall pass an examination for a certificate to teach in the rural schools of Porto Rico' in the following studies: English language, Spanish language, arithmetic, geography, history of the United Stafies and of Porto Rico, and methods of teaching. GRADED TEACHERS. Sec. 17. A graded teacher shall receive not less than ®40 per school month for each month of actual teaching. Candidates for graded certificates shall pass an examination for a certificate to teach in the graded schools of Porto Rico' in the following studies: English language, Spanish language, arith¬ metic, geography, history of the United States and of Porto Rico, and methods of teaching. TEACHERS OF ENGLISH. Sec. 18. Teachers of English shall receive not less than $10 per school month for each month of actual service. Teachers of English shall be graduates of a first-class high school, normal school, college, or university, or a teacher of extended experience holding a high-grade certificate from some State- of the United States, or they shall pass an examination in the English language, including writing, spelling, reading and grammar, arithmetic, geography, history of the United States, phy.si- ology, and method-s of teaching. In every village and city maintaining a graded system of schools there shall be at least one teacher of English, and as many more as the commissioner of education may appoint. All teachers of English shall be selected and appointed by the commissioner of edu¬ cation, and shall perform the duties he may assign to them;: but hi all other respects they shall be subject to the samu conditions and regulations governing graded teachers. PRINCIPALS OF GRADED SCHOOLS. Sec. 19. Principals of graded schools shall receive not less than $60 per school month for each month of actual service. Principals shall be graduates of an accredited normal school, college, or university, or they shall pass an examination for a certificate to teach in the public schools of Porto Rico in the following, studies: All the studies required, for a graded certificate, and in addition thereto a.lgebra, geometry,; physiology, and such additional studies as the commissioner of education may require; provided, that no additional study shall be required without giving at least six months’ notice of such additional studies. The principal of a graded system of schools shall perform such duties as the commissioner of education may specify. SELECTION OF TEAGEEP.S. Sec. 20. Teachers other than teachers of English shall be selected for the schools of Porto Rico in the following manner: The school board by a majiority vote shall, on or before July 1 of each and every year, certify to the commissioner of education the list of teachers whom they desire to elect 1656 EDUCATION REPORT, 1899-1900. for the next ensuing year. The commissioner of education shall return this list within thirty days, with his approval or disapproval of each teacher so nominated, and the school hoard shall then pro¬ ceed to elect for the schools of their respective districts, according to law, from the approved list received from the commissioner of education, the teachers for the next ensuing school year. Vacan cies shall be filled in the same manner. No aiiplicant for a school shall be certified to the commis¬ sioner of education by any school board unless said applicant possesses a legal certificate bearing the- signature of the commissioner of education and the seal of the department of education. . HIGHER EDUCATION. Sec. 21. All high institutions of learning established or to be established in Porto Rico shall be such and shall be so organized and conducted as the commissioner of education may from time to time determine, and he shall have full jiower to make effective this provision; provided, that in no case shall the commissioner of education in the execution of this provision expend any sum in excess of that provided for education in Porto Rico. DUTIES AND ROWERS OF COMMISSIONER OF EDUCATION. Sec. 23. The commissioner of education being required by act of Congress of April 12, 1900, to supervise education in Porto Rico, he shall, to comply with said act, appoint from time to time supervisors or .superintendents of schools, who shall be subject to the commissioner in all respects; he shall prepare and promulgate all courses of study, conduct all examinations, prepare and issue all licenses or certificates to teachers, tlx the salaries of teachers, select and purchase all school books, supplies, and equipments necessary for the proper conduct of education, approve of all plans for public school buildings to be erected in Porto Rico, require and collect such statistics and reports from all school boards, suj)ervisors or superintendents, and teachers as he may require, and formulate such rules and regulations as he may from time to time llnd necessary for the effective administration of his office. TREATMENT OF RURILS. Sec. 25. Teachers in the public schools of Porto Rico shall at all times treat their ]>upils humanely and kindly, and the commissioner of education shall provide .such rules and regulations lor the discipline of the pupils in the public schools as to enforce the spirit of this act. NIGHT SCHOOLS. Sec. 26. The commissioner of education, upon application of twenty young men, unable to attend day school for justified reasons, may establish a night school in each town, and may also close the same when the average attendance in any one month does not reach twelve students. HAWAII. Tlie report of the minister of xtublic instruction, Mr. E. A. Matt Smith, of Hawaii, for the year ending December 31, 1899, contains a full report on education in the i.slands liy Mr. Henry Schuler Townsend, inspector-general of schools, from whiuh the followung brief notes are taken: It appears that the first missionaries in Hawaii, in 1820, taught the natives the alphabet, and many of the latter learned to read English before their own language was reduced to written form. After this was effected, lief ore the end of 1824, 2,000 Xjeoxfle had learned to read, and a system of schools was extending over the islands; tlie jfeople were eager to learn reading and writing, and at length nearly the whole population went to school. After this early enthusiasm had exhausted itself, in 1831, a high school was organized for training teachers. This was the Lahainaluna Semi¬ nary, which is still in existence. Hilo Boarding School for Boys dates from 1836, as well as a boarding school for girls, and in 1839 an industrial school for boys was opened. Numerous mission schools have sprung ujf from time to time. Other insti¬ tutions which have had influence are the Oahu Charity School (1833), which became linally the Honolulu High School, the principal function of which was to teach the lialf whites English; the Royal School (1840), for chiefs, which subsequently became a school for all Hawaiian boys, and was the leading school for teaching English; and EDUCATION IN HAWAII. 1667 Punahou School (1841), for the children of missionaries, which was chartered as Oahu College in 1853. In 1839 the Roman Catholic missionaries estahlislied their system of schools. In 1840 the first comprehensive written laws were published, and they included a compulsory school law with penalties for both parent and child for noncompliance with the law. The law provided also that no illiterate man should ‘‘hold office over any other man,” nor could an illiterate man or woman marry. A minister of public instruction was among the functionaries provided by the new laws, the first of whom, after the laws took effect in 1846, was Richard Armstrong, the father of Gen. S. C. Armstrong, who is universally known for his connection with the Hampton Institute. Mr. Armstrong was an admirer and disciple of Horace Mann, whose teachings had, therefore, great influence in the methods he advocated for the common schools. Mr. Armstrong laid special stress upon the importance of indus¬ try and industrial training. In 1855 a board of education was established in i:)lace of the minister of public instruction, and in 1865 an inspector-generalship of schools was created. In 1876 the reciprocity treaty with the United States ushered in the modern era of commercial progress. The influx of foreigners, especially of English- speaking ones, and the increase of business made English more and more the language of business, and the necessity of teaching it in the schools became more and more apparent. English, therefore, became the language of the two principal schools, and its use soon spread to other schools. In 1884 there were 44 day schools, with 100 teachers, in which English was the language of instruction. In 1883 the St. Louis College for Boys was opened under the care of the Brothers of Mary, who had come to work in the Roman Catholic schools. This college had 245 students in 1884. At this time English was essentially the sole language of the private schools, employing 106 teachers, but was used in less than half the public or common schools. In 1888 all Government schools were made free, and the attendance rose to 8,050, the total number in both Government and independent schools being 11,307. Since then nearly all the common schools, in which the Hawaiian language was the medium of instruction, have been converted into schools in which English alone is so emifioyed, 98 per cent of the children ])eing at present instructed by teachers who use English. There is a normal and training school which has courses in history (and mythology), including Hawaiian, arithmetic, algebra and geometry, agriculture and manual work, art work, and professional (pedagogical ) work. There is, finally, an industrial and reformatory school for boys, with 39 inmates. The following tables show the statis¬ tics of schools ill 1899 : Schools. Num¬ ber. Teachers. Pupils. Male. Female. Total. Male. Female. Total. Public . 143 113 231 344 6,345 5,041 11, 436 Private . 46 79 121 200 2,256 1,798 4,054 Total . . . 189 192 352 544 8, 651 6, 839 15, 490 There were 760 pupils under 6 years of age, 13,438 between 6 and 15, and 1,292 above 15 years of age. Of the 544 teachers in the public schools in 1899, 62 were Havcaiian, 68 part Hawaiian, 282 American, and the rest of all nationalities, includ¬ ing 6 Japanese and 10 Chinese. In the private schools 11 of the 200 teachers ’were Hawaiian, 14 part Hawaiian, 122 American, and the rest of various nationalities. Of the 15,490 pupils, 5,043 'were Havcaiian, 2,721 i3art Hawaiian, 601 American, 213 British, 337 German, 3,882 Portuguese, 84 Scandinavian, 1,141 Japanese, 1,314 Chi¬ nese, 30 South Sea Islanders, and 124 other foreigners. Each nationality had its own teacher. The relatively small proportion of American pupils is noteworthy. The expenditures for the two years ending December 31, 1899, were $575,353. 1658 EDUGATIOl^ EEFOKT, 1899-1900. SAMOA. The following interesting account of the condition of education in Samoa is taken from the letter of a lady Vv'ho has made herself familiar with the situation by personal observation. She writes as follows: It will be a year the 17th of this raonth [April] since the American flag was formally raised over these islands; many things have been aecomplished during that year, but apparently no steps have yet been taken toward the establishing of public schools. The only efforts for the education of the children in American Samoa are made by missionaries. There is a French Catholic school at Leone, a small one, and there are nine Mormons upon Tutuila who teach English to some extent. But the majority of the Mormons are immature and illiterate, and not at all competent to take the education of any people into their hands. The most system- pdic and widespread efforts for the education of the young Samoans are made by the London INIission Society, which for seventy years has been doing a most noble work among these people. Their missionaries were the first to come to these islands, v/hen there was no written language, and now, through their efforts, there are over twenty books printed by them in Samoan, including the Bible, several works which wmuld aid particularly in their religious teachings, besides the necessary bonks to be used in school work. Their finest schools are upon Upolu, in German Samoa, where they have not only a college where young natives are prepared for the work of teaching and preaching to their own people, but one for manual training also, which has been very successful. A school for girls has recently been opened at Afao, in Leone Bay, 14 miles from Pagopago, where 100 young girls, whose average age is 14, are taught the usual school branches, besides English, sewing, and ordinary housework. There were many more applicants than there was room for at this school; and so great was the desire of the people to have a school of this kind on this island that they con¬ tributed not only the money necessafj- for the erection of the building (about $7,000), but gave their services for the clearing of the land, and did the greater part of the manual labor upon the building, under the direction of the resident missionary and one carpenter, who; attended to the more diffieul't parts of the work. The resident missionary, who has just gone to England for a much-needed and well-earned rest, had a school a4 Leone, where young men were prepared to enter the higher schools- on Upolu. Recently, too, there has been a school opened upon the island of Manna for young men, under the snperintendenee of one of the graduates from the college on Upolu, which is doing very well. Every little village— and there are about forty, I believe upon the islands of Tutuila and Manua — has its native pastor, who is also the village schoolmaster. It has been my privilege to visit a number of the village schools. They are all held in the churches, from one and one-half to two hours in the early morning. There is no school furniture whatever. The pupils sit upon mats spread upon the sand or coral floor. The teacher has a rough blackboard, a Bible, an arithmetic, anil an elementary geographic The pupils have an occasional slate and pencil and their Bibles. And yet Avith these incomplete furnishings the children learn to read, Avrite, and do a little simple arithmetic. The rest of the day these little creatures, brimful of actlAuty and energy, run Avild, and as tliey groAv older, from never having acquired habits of industry and regularity, become indolent and idle, and do not begin to derive as much benefit from the resources of their fruitful and beautiful land as thcA" might if in their youth they were trained as our American children are. It seems to me, if they Ccin acquire so much learning under such primitive conditions, they might, Avith a Amry little more trouble and expense, be brought to become industrious, capable, and helpful citizens. The argument has been brought forth that general pAiblie schools Avill be of no benefit to the young [in Samoa] until they can be entirely removed from the hoine influences, where everything tends to undo the lessons learned at school; and as examples several cases have been cited where young girls haA^e returned to their homes after a four years’ course in a mission school, like that at Afao, and have gone hack to their old savage state and apparently forgotten all that they learned Avhile away at school. But to me it has not seemed so strange that they should relapse into old Avays, because they liaA^e been, perhaps, the only girls in their village taught to do differently, and, of course, wdth their indolent natures and fear of ridicule or of being different from other girls, it has been much easier for them to do as the other girls about them did tlian for them to try to make their companions like them.selA-es. It seems to me that in order to reach the homes the very young ehildren mUs<-'t be taken while their minds are receptiA^e and impressionable, Avhile they are still full of the restless actiA'ity of childhood, and before they have begun to fully develop characters and liabits. If seA^eral children in eA^erj^ house¬ hold of a village could be taught habits of neatness, industry, and thrift, does it not seem reasonable to suppose that more can be done through them to change the character of their homes than by an occasional two or three in a village so trained? These people are passionately fond of their young, and the child is the ruler of the family; therefore it seems as though the Avay to accomplish the greatest reform is to train the children. They are very quick to imitate, and a fcAV experienced teachers with a knowledge of kindergarten methods could do a marA^elous amount of good among them. It could be done with Anry little EDUCATION m SAMOA. 1659 expense, too. The Government need not erect a school building at first. A large native house could be hired for a small sum each month, say $5, and would be the thing at first, as it is what the chil¬ dren are accustomed to and would be an object lesson as to what could be done with their homes. It is perfectly ventilated and well lighted. Have the floor boarded, as a guard against dampness, and small, low ta,bles built, similar to those the Japanese use in their houses, and with the usual school appliances one has a sanitary schoolhouse at very little expense. Education is not compulsory here. In the whole of American Samoa there is a, school population of 1,500, about 800 of whom are receiving a desultory education in the village pastors’ schools. There are about 150 children of school age in the three villages in the harbor of Pagopago. If. only some good philanthropist at home would open three schools — one in each village — and try the exj^eriment of educating the very young, I think it would be found that more could be accomplished toward the enlightenment and advancement of these people than in any other way. One necessary feature of the training in the schools would need to be simple talks upon health and the care of the body. The ignorance these people show in the handling of their young and their sick is appalling, and many lives are lost in consequence. This interesting and intelligent people are eager for more knowledge. At the opening ceremonies of the girls’ school at Afao, in February, all the remarks made by the native chiefs and pastors showed an earnest desire for wider facilities for the education of their young. They realize that it is useless to try to do much with this present generation. In the younger generation just springing up is their hope and they look to our Government for aid. Shall they look in vain? CHAPTER XXX. EDUCATION AT THE PARIS EXPOSITION.^ Contents: General view of the educational exhibits — The French exliibit in detail and in contrast with those of other countries — The educational import of the exhibits as brought out by the examinations and discussions of the jury with regard to (1) salient features of national systems; (2) the methods and results of instruction; (3) methods of exhibiting; (4) special provision for poor and afflicted children; (5) race education — The jury on primary education, from report of Hon. Ferdinand W. Peck, Commissioner-General for the United States. Appended Papers: The Paris Exposition: Educational Aspects; by Howard .J. Rogers, director of education and social economy for the Commissioner-General of the United States — French and English opinions of the educational exhibit of the United States— Catalogue of the United States exhibit, prepared by Mr. J. H. Reynolds, director of the Technical School, Manchester, England. Tlie Paris Exposition was specially characterized by the prominence given to the products of man’s intellectual and social activities. They were presented in three departments — education, sociology, and art — each of which had its own appropriate installation. Inspired by the example of France, every nation represented in these collections had succeeded in making its material attractive and instructive. The exhibits of education occupied the main part of the gallery of the Palace of Letters, Arts, and Science in the Champs de Mars section of the Exposition.^ They had liberal space for display and for effective decorations by means of paintings and flags, and they were surrounded by exhibits in keeping with their own spirit. To the mere casual observer the section of education presented a striking appear¬ ance. The alcove partitions, light and elegant in design, formed a background for colored plates and photographs, while streaming banners and the folds of national flags gave brilliance to the scene. The French exhibit of education was naturally the largest and, if detail be con¬ sidered, the most complete. Of foreign countries Pussia occupied the largest space, with an exhibit made peculiarly conspicuous by the use of colored maps, statistical charts, and the Kussian flag. Directly opposite was the exhibit of the United States, which was exceedingly attractive to the eye and admirably organized. The Japanese exhibit, set off by light coloring and the red disk of the flag, was placed in the trans¬ verse gallery connecting the two main corridors just south of the United States. Beyond it, occupying a portion both of the transverse gallery and of the corridor at right angles, was the exhibit of Great Britain, whose material defied systematic arrangement, but was full of suggestion and instruction for those who examined it. The exhibits of thirteen other countries occupied alcoves adjoining the countries named. Those of six countries, twelve colonies of France, and the provinces of Canada and Cuba were in separate buildings. The exhibits of American publishing houses were in the publishers’ building in the Esplanade, and those of the manu¬ facturers of school furniture in the same division in their ajipropriate group. With this general survey in mind, we may pass to the consideration (1) of the more conspicuous features of the French material, whose classification had deter¬ mined, so far as possible, that of all the collections, and (2) to significant points which developed in the course of the jury examinations or discussions. 1 This chapter has been furnished by a member of the international jury on primary education. 2 The Exposition comprised, as it were, two great parallelograms extending across the Seine at some distance from each other and connected by the Intermediate portion of the Seine, whose borders were crowded also with Exposition buildings. The larger of the two main divisions, the Champ de Mars section, starting at the Trocadero, crossed the Seine at the bridge d’J6na and extended south¬ east as far as the Avenue de la Motte Picquet, facing the famous Ecole Militaire. The second division spread out at one end into a wedge-shaped section between the Avenue des Chamj)s Elys^es and the Seine, which wms occupied by the two palaces of fine arts. This portion was connected by the bridge Alexomder III with the “Esplanade ” extending to the noble fagade of the Hdtel des Invalides. 1661 1662 EDUCATION EEPORT, 1899-1900. The educational exhibit of France comprised the system of public instruction, that is, the exhibit of the ministry of public instruction and the exhibits of independent exhibitors (exposants fibres). The collections of the public system were arranged in six classes — primary education, secondary, superior, art, agricultural, and industrial and commercial education. Ascending to the galler}" from the main entrance of the building, the visitor was at once attracted to the exhibits of secondary schools, i. e., lycFes and colleges. These spread out into the imposing display of the universities, crowned and dominated by that of the University of Paris. The two sections formed thus a complete whole, preserving in the arrangement their intimate relation and their distinction from the primary system, which has a totally different history and aims peculiar to itself. The class of primary education occupied the most conspicuous position in the gallery, and no effort had been spared to make it impressive. Its arrangement may be seen from the accompanying diagram.^ EXPLANATION OF PLAN. i. Infant scliooLs (ecoles maternelles) .— 2. Pupils’ exercises (cahiers d’eleves). — 2'. Model cla.s3. — 3 and 3'. Material illustrating- special subjects of instruction (enseignements speciaux); school museums.— 1 and 4'. Continuation courses for boys (cours complementaires de garpons) . — 5. Needie- work (Travaux a I’aiguille). — 6 and 6'. Rural high schools for boys (Ecoles xj-rimaires superieures rurales, garfons). — 8, 8', and 10. City high schools for boys (Ecoles pi’imaires superieures urbaines, gargons).— 7 and 9. Continuation and high schools for girls (Cours complementaires et ecoles pri- maires superieures de je'unes lilies).— 12. Drawing (Enseignement du dessin) ; statistics of high schools (statistique de I’enseignement primaire superieure). — 11, 11', and 13. Technical training for girls (Enseignement professionnel, filles) . — 14. National ind-astrial or technical schools for boys (Ecoles nationales professionnelles); Nantes (14), Vierzon (14'), Armentieres (14"), Voiron (14'''0. — 15. Normal schools for women (Ecoles normales d’institutrices) . — 15'. Normal school at Fontenay-aux-lloses. — 17'. Normal school at St. Cloud. — 16. Central administration. — 17. Nor¬ mal schools for men (Ecoles normales d’instituteurs). — 18. Monographs, — 19. Agencies auxiliary to the schools (Oluvres complementaires de I’ecole). — 20. Magic-lantern views (Galerie des projec¬ tions lumineuses) . From Revue Pedagogique, July 15, 1900. EDUCATION AT THE PAEIS EXPOSITION, 1663 Besides the floor space, on which stood tables, cases, and easels for exhibiting mate¬ rial, all the wall spaces were utilized for the display of drawings, wood and metal work, entomological collections, etc. The material had been collected in accordance with explicit directions sent out from the central administration to the academic inspectors and distributed by the latter to the local school authorities. The directions called for the wmrk of pupils and of teachers, historic, descriptive, and pedagogic monographs, plans and photographs of school buildings, interiors, etc. In each department of France a special commission was formed to make the first choice from the work submitted. The selected material was then forwarded to the chief city of the “academy,” where an academic commission made a second selection. The care taken to secure typical material is indicated by the special directions relative to normal schools. These provided that if in the academic region “there are two normal schools, one for men, the other for women, whose exhibits fulfill all the conditions for representing model schools, the commission shall make final choice of these two schools. Otherwise the commission shall choose from all the material submitted by schools of this class the elements best suited for an ideal representation of the two types required.” All material chosen by the academic commissions v/as forwarded to Paris, w^here it v/as passed upon by a commission appointed by the minister of public instruction. This commission, organized in five subcommissions, passed two months in the daily rvork of examination and selection, their judgment in the matter being final. It had been expressly ordered that the pux>ils’ work should in no case be specially prepared for the exhibit and stringent measures were taken to guard against any violation of this order. As a result of this careful preparation the abundant material was not only well chosen but thoroughly classified. The alcove devoted to infant schools (1^), was one of the chief attractions of the sec¬ tion. It was di^dded by a passageway, the part on one side representing the play court and the other side the class room of the school. At the entrance to the former, inclosed by a pretty screen, was a lavatory, and on each side spaces for numbered brackets for towels, one for each child. The great feature of this division was a glass case showing groups of dolls at play. In other cases playthings were arranged, and, to the special delight of every child who entered, there was a lov/ table for the display of toys, with a little bench for two children, whose places were taken by beautiful dolls. The playthings were nearly all such as are made by the teachers and the children themselves out of simple material, colored paper, cardboard, shells, bark fashioned into the forms of animals, dolls, dishes, and even little boats and houses. The w^hole suggested the greatest ingenuity and motherly sympathy on the part of the teacher. The class room was fitted up with low^ tables, at which the children are placed for their first school exercises, w^hich maintain often the form of i>lay. The little ones draw^ and fashion many pretty and useful things, and in the upper classes have regular exercises in writing and reading. The alcove was adorned by two large paintings — one. The Lavatory (le lavabo), representing a daily scene in the life of the infant school, and the other picturing an infant class in charge of a nun (Fecole bre tonne) . They were executed by M. Geoff roy, a French artist well knowui for his skill in depicting child life. The model school of one class room (2^) under one master illustrated the schools of this kind that may be seen in any part of France. It was completely equipjied, wanting only the master and pupils to be a school at wmrk. The teacher’s table, on a platform slightly raised, was furnished with the required registers, the notebooks in w^hich the teacher outlines his daily lessons, a pile of pupils’ exercise books (cahiers) as if just collected for examination, a set of text-books, and the official 1 This and the following numbers in the text refer to the diagram on p. 1682. 1664 EDUCATION EEPOKT, 1899-1900. directions relative to primary schools. The double desks for pupils were arranged in three parallel rows, corresponding to the three divisions of the school — elementary, intermediate, and higher — the desks and seats of eac“h division increasing a little in size and height from the lowest to the highest. Upon each desk vcas displayed an exercise book (cahier ), the inseparable adjunct of the school life of a French child. These books presented a complete transcript of the year’s lessons. Here were seen the arithmetical problems, the drawings, and the compositions which had been attempted, and all the other lessons written out in full or indicated by notes. The marginal comments of the teachers showed how carefully the work is examined, and also the ability and progress of the pupil r^'flected in the teachers’ judgments. In all essentials these books were like the 2,000 collected from the entire country, labeled and arranged in the alphabetic order of the departments of France and displayed on tables outside the room (2). The walls of this model school were adorned by several pictures from sets purchased with the small fund allowed by the Government for school decorations. A few maps and natural-history charts were seen, a bust of the Kepublic conspicuously placed, and a copy of the Declaration of the Eights of Man hung between the portraits of President Loubet and of Pasteur. The blackboard which extended round the wall was covered with specimen lessons, suggestive max¬ ims, and drawings. In particular was noticed a moral sentiment quoted from Jules Ferry and followed ])y the plan of a lesson upon personal obligations. A somber drawing in colored crayons of the Bastille, with description, ornamented one end of the blackboard and a beautiful moonlight view of the Castle of Chillon the other. All the exercises and drawings had been executed by pupils of a Paris school. Near the teacher’s desk, on one siicture shoAving the tloAver Avhicli furnished the motive of decoration, its conventionalized forms, aiid the final design as aiAplied to the taiAestry. The subjects emj)loyed Avere the chestnut, fern,^ jtassion floAver, amaryllis, and cyclamen, all of Avhich Avere Amry freely treated in the- designs. One panel of the alcove devoted to the school of Armentieres. The exhibit of Armentieres Avas completed, as in the case of the other technical schools, l)y draAvings and designs in pencil and color dis2)layed on separate sheets and in large folios, by the usual “cahiers” and by 2)amphlets giAung the history of the school, its programmes, etc. One of the most interesting alcoves of Class I Avas that devoted to the Avork of tea,chers (18,19). Here Avere shoAvn elaborate manuscript histories of communal schools, and even of the communes themselves, theses and discussions of pedagogical principles and methods, familiar objects, natural-history collections and apparatus to be used in teaching, all systematical^^ arranged and distinctly labeled. A corner of the alcoAm Avas reserved for the collection of documents and statistical charts relative to Avhat is termed by the French jrost-school work (o?uvre post-scolaire). This AVork consists in courses of instruction and lAopular lectures for adults and youths aboAm school age; in other Avords, it re j) resents a form of university extension for the^ masses. ED 1900 - YOI. II- -25 1666 EDUCATION REPORT, 1899-1900. Science, domestic hygiene, and geography are the favorite subjects of the lectures and systematic lessons. The methods by which these subjects are unfolded were readily understood from the colored plates of illustrative material and the outline programmes conspicuously displayed on the walls. In the small hall (20) adjoining the alcove were shown the sets of magic-lantern views furnished by the Govern¬ ment througii the agency of the Musee pedagogique and by the Ligue de I’enseigm ment for the use of tlie teachers and professors who conduct the work. The movement affords a striking illustration of the means by which the sense of social solidarity may be excited in communities to the enrichment of national life. This sense of common interests is cultivated also in the elementary schools by various forms of assistance for poor children, such as mutual aid associations formed among pupils and associations of former pupils who exercise a fi-aternal watch care over their successors. These were properly included in the corner of the alcove devoted to “auxiliary agencies.” In the hall of the central administration (16) \vas shown an immense collection of official publications pertaining to the system of education, including three volumes specially prepared for the exposition^ and two large statistical plates with diagrams in black and gold showing the development of the system from 1870 to 1900. To the ordinary visitor the most attractive feature of the whole section was the retrospective exhibit, which occupied a large room to the left of the central adminis¬ tration. The collections pertained to the three great divisions of public education — primary (Class I) , secondary (Class II), and superior (Class III). It comj>rised docu¬ ments dating as far back as the sixteenth century and “cahiers,” or exercise books, from the first part of the nineteenth century, written as fine as engraving with orna¬ mental titles and initial letters. The walls were hung with engravings and fine pho¬ tographs representing juvenile life, famous institutions, and, above all, the portraits of the most eminent men who have fostered the intellectual life of France. The diagram (p. 1662) gives but a faint idea of the space allotted to the independ¬ ent exhibits, which was, in fact, equal to that occupied by the public system. The most impressive of these exhibits pertained to the great teaching orders — the Christian Brothers, the Teaching Brotherhoods, the Sisters of Charity, etc. — which bear so large a part in the education of the youth of France. Their presence in this exposition was a significant sign of the confidence of the Government in its ability to maintain its own institutions against these powerful rivals, which v/ere excluded from the exposition of 1889. Scarcely less extensive than the exhibits of the religious associations were those of the private secular associations, whose work is rather aux¬ iliary to than in rivalry with the State schools. Conspicuous among these was the Philotechnic Association of Paris, which provides for the gratuitous instruction of adults on a large and liberal scale, and the Ligue frangaise de renseignement, which carries on a perpetual and ardent campaign in the interests of popular education, and supplements the work of schools l)y a great variety of educational and benevolent agencies. The characteristic features of Class I were repeated throughout all the se':'tions of the French exhibit. Everywhere there was wealth of material, admirable classifica¬ tion, and artistic finish. The emphasis on industrial training in the primary section prepared the mind for the magnificent display of the specialized agricultural, com¬ mercial, and industrial art. schools for which France is justly celebrated. These exhibits, starting at the south and west borders of the exhibit of the ministry of pub¬ lic instruction, extended far beyond the limits of the main building into an annex much larger than the whole space assigned to the Lbiited States. The exhibitors in these three classes (IV, V, VI) were the ministries of public in.struction, agriculture, i Report upon the organization and status of primary education in 1900 (Rapport sur I’organisation et la situation de I’enseignemcnt primaire public en 1900, presents par I’inspection gendrale). Two volumes treating of the service of inspection, viz, Inspection academique and Inspection primaire. EDUCATION AT THE PARIS EXPOSITION. 1667 and commerce, municipalities, private associations, iay and religious, and private individuals. The exhibits of the primary and special schools of Paris were appropriately placed in the Ville de Paris, one of the most beautiful of the Exposition buildings. Here were displayed on an elaborate scale all the activities which manifest the collective life of the capital. Although under the ministry of public instruction, the primary and technical schools of Paris are maintained by the city, and are essentially its crea¬ tion. It would naturally be expected that their exhi])it would form the crown of the educational section, and in a measure this was the case. The art work of the Paris schools, especially that of the higher primary and tech¬ nical schools, surpassed anything of the kind to be seen elsewhere. Th is was true in respect to the two lines of art training, free-hand and geometric, Vv^hich are kept entirely distinct, and v/hich were shown in their develo^^ment through the whole course, from the feeble beginnings in the infant schools to the elaborate designs, sketches, and working drawings of the higher primary and special schools. But considering the entire range of school work, the Paris exhibit could claim little supe¬ riority to that of the country at large. Indeed, the most significant impression which the French exhibit left was that of a wonderful uniformity of results and a high gen¬ eral level of excellence attained in ail the schools, urban and rural. The classification of the French exhibits was necessarily followed by other exhib¬ iting countries, since it determined that of the class juries and the j)rovinces within which their judgment uais exercised. This arrangement was, on the whole, well adapted to the educational systems of other countries of Europe, which, as a rule, differ from France not so much in the classification of schools as in their conduct and in the greater or less development of certain phases of education. Thus, by comparison with the French exhibit the low state of the primary schools of Italy, Spain, and Portugal was emphasized, and the small part which the aesthetic element plays in the industrial training of the Scandinavian countries. Theoretically the classification was applicable to Great Britain, or at least to Eng¬ land, but on account of the peculiarly disorganized state of the educational agencies of that country and their high degree of local independence and individuality the material did not lend itself readily to the French scheme. The English director, therefore, wisely gave up the endeavor to force his material within the set lines. The terms which distinguish the different classes of French schools are employed in the United States, but with distinctions which were simply emphasized by the plan of the exhibits. They are radical distinctions, lying deep in the very conception of the State and of citizenship, as will presently be shown. For effectiveness no exhibit surpassed our owm, and if the French exhibit may be taken as the mo,st perfect illustration of systematic arrangement and artistic taste preserved throughout an overwhelming mass of material, the educational exhibit of the United States represents the opposite extreme of system and spirit manifested on a small scale by the careful selection of the typical and significant. Without further description of the material and its arrangement, it remains to con¬ sider the educational bearing of that portion which was the subject of examination and discussion by the international jury on primary education. In respect both to ideals and to processes the French system presented marked contrasts with our own system, and each was constantly interpreted by reference to the other. The primary schools of France are not the preliminary stage of an education which may be extended to the highest possible degree, but they are schools for the masses and studiously adjusted to their demands and station. The idea was apparent even in the infant school (ecole maternelle) and especially as contrasted with the kindergarten. At first sight the exercises of the former seem freer than those of the kindergarten, but this is because they are more miscellaneous. 1668 EDUCATION REPOKT, 1899-1900. They include formal though simple lessons in the three R’s, moral instruction, and manual exercises. Amid the weaving, paper cutting, folding, stitching, there are quantities of familiar ohjects — baskets, boxes, knitted socks and vests, and outer gar¬ ments for dolls, and, alcove all, flowers formed by the supple hands of children from paper, tinsel cord, beads, etc. The work is interspersed with songs, and with plays in the open yard or in the covered court, and there are daily baths and lunch, in which the larger children help the smaller as they would at home. The stories and songs relate to familiar experiences, and the teachers are very ingenious in invent¬ ing material to interest the children in common things. One, for instance, showed the stoiu" of a leaker skillfully cut out in black silhouette to be used as the basis of talks about making and buying bread. This is all very different from the principle of development as applied in the kindergarten. Instead of rrcebel’s idea of growth through ethical and a?sthetic activities it is Pestalozzi’s gospel of education, “the saving of people,” as he said, “by an education which combines manual work with the acquisition of elementary knowledge.” This idea prevailed in nearly all the infant schools of Europe rei^resented in the Exposition. In those of Italy, which were the distinguishing feature of her exhibit in Glass I, the amount of work seemed excessive. Hungaiu^ on the contrary, showed a fine examjde of an infant school in which ample scope is given to the i)la3' instinct of childhood, but even here there was no relation between the activities fostered and a principle of spiritual growtli as applied in the kindergarten. The Erench jurors recognized the distinction very clearlv, and IM. Bayet, the director of primar}^ educa¬ tion, ordered a special investigation of this portion of our own exhibit with a view to practical modifications of tlie infant schools of France. These infant schools are really an integral part of the s^^stem of primary education, which is distinguished from the culture system comprised in the secondar}- and superior institutions by a pervad¬ ing spirit of practical utility. Something of this distinction was noticeable in all the European systems of education represented in the Exposition, l)ut nowhere else was it so marked. In the Scandinavian countries, for example, industrial training is an inq)ortant feature of the primary schools, l)ut there is no hard and fast line between these and the higher institutions. On the other hand, southern Europe offers no example of a nation in which the education of the common people is sufficiently advanced or organized to constitute a system. The expression “ primai\y education,” as a])plied in France, endj>races a whole scheme of education in which the animating principle is that of adjustment to environ¬ ment. It makes no provision for that detachment from the immediate surroundings vvdiich is the essence of intellectual freedom; hence the elimination of the classics from the entire programme, even from that of the normal schools. But while thus limited in its ideal scope, this primarj" s^-stem aims at the highest possible development of industrial skill, accompanied by the adequate knowledge of common affairs and a sense of social and political resi)onsibility which conduces to good citizenship. These aims were stamped upon its material exhilrit, which presented also with admirable fullness and clearness the methods by which the}" are realized. In respect to mere appearance — the cpralities that catch the eye — Great Britain presented the oi)posite extreme to France. To be appreciated at all, the material liad to be studied. This was particularly true of the English division. The schools of Scotland are better organized than those of England, and the general conception of education approaches inoro nearh" that which prevails in the E’nited States. In England there is absence of system and a confusing variet}" of t^-pes and ideals which can be understood only as they are individually considered. The distinguishing mark of our own sj-stem was the inherent principle of unity working onward and upward from the primar\^ school to the universitj". In this resj>ect the limitations of space had favored us. Forced to be typical instead of elabor¬ ate and to follow the French classitication, our exhibit revealed ver\" clearl\" the one EDUCATION AT THE PARIS EXPOSITION. 1669 element common to all our State and city systems, and the one which most deeply impressed foreign observers. This common element is the conception of education as an integral process, the same in its elementary stages for all people and imparting to all like aspirations. I dwell upon these salient features of national systems because they imparted the chief lessons of the Exposition and affected the judgments of the jury much more than the details of school work which formed the great bulk of the material pre¬ sented for examination. It must not be supposed that this work was neglected, but for obvious reasons it could only influence the jury as an index of the force of the respective systems. Each nation has jDurjDOses and conditions peculiar to itself, and its school methods are to be judged in relation to these rather than by comparison with those of other nations. With this understanding of the attitude of the jury, it will be interesting to consider briefly certain educational methods and results as they appeared to the jury. In French teaching great stress is placed upon method. This vras shown by the innumerable theses sent by the normal schools and by primary school-teachers dis¬ cussing and illustrating the mode of unfolding a j^roposition or a lesson. The general notion of method is impressed upon the normal students by the very nature of their own instruction. Their teachers are specialists who have mastered their subjects and have the French genius for formal and lucid presentation. The normal students imitate these living models and from them the notion of form passes on to the children in the primary schools. The stress ux)on method was particularly shown in arithmetic exercises; even in the case of the siiiii^lest questions a triple presentation was the rule, namely, the operation, its verbal description, and the analysis of the problem. This drill in exact statement and logical analysis gives a grasp of mathematical relations which ma,kes progress ea,sy and rapid. The use of the metric system also greatly simplifles this branch for the French child. In the third division of the primary schools (for pupils of 11 to 13 years) diflicult imoblems in percentage were set forth with admirable clearness. It was apparent also that certain principles of education had been seized by the teachers both in their essence and their applications. Thus the lessons in geography and the grammatical exercises afforded admirable examples of procedure from the known to the unknown, from the familiar to the remote. In geography the French teacher begins generally by imparting notions and terms peculiar to the subject, as the points of the compass, the distinctions and familiar aspects of land and water, the shape and motion of the earth. After these are mas¬ tered comes representative geography or map drawing. This starts with the plan of the schoolroom, which is followed by maps of the neighborhood or the commune; if possible the process is extended to wider areas. The limits of this personal observation are, however, soon reached, and assigned lessons become necessary, and memory or copied maps take the ]3lace of original mai)S. From a casual survey of the exercises shown it seemed that too much attention is given to France and to sur¬ face aspects of the earth. Observation appears to be cultivated at the expense of imagination and local details suffered to obscure the higher conception of the uni¬ versal life of the world and the great causal processes which explain surface appear¬ ances. It is certain, however, that the attention of pupils is called to these formative forces in connection with particular localities, and underlying the whole work is the belief that the mind is thus habituated to inductive reasoning, and that along with the habit of close observation there is developing the instinctive search for cause. In the teaching of the mother tongue and its literature the French schools achieve r.emarkable results, and this fact gives special value to the judgment of a body of French experts such as were assembled in the jury of Class I, with respect to the corresponding results in other countries. In France the native language is taught with the same methodical system as other 1670 EDUCATION EEPOET, 1899-1900. branches; short dictation exercises are daily given in all classes, and although the use of a text-book in grainniar is prohibited before the third stage of the primary schools, all the parts of speech and their inflections, together with the elements of syntax, are orally taught in the lower stages. The lessons are short and admirably graded and are reproduced verbatim by the children in their “cahiers,” accompanied by practical examples, showing at once how well they have been comprehended. Our own class books were eagerly scanned for exercises of this kind and their absence in some cases surprised our foreign critics. They believe that early familiar¬ ity with the j)rinciples of grammar is a helf) in the acquisition of other languages, an opinion that seems to be confirmed by the ease with which their young people acquire a second language when they x^ass to the higlier xirimary schools. On the other hand, there was a na,ive freedom about the comxx)sitions sliown from our lo^yer grades that charmed our French critics. It was fascinating to watch the effect of some of the childish essays on a learned editor or even a philologist like 31. Leger, of the College de France, who turned the artless effusions into French for a groux^ of eager hsteners. Everywhere they felt the child’s x^ersonality in his work. The language exercises of the English elementary schools were inferior as a rule both to our own and to those of the French schools. ‘‘In the English schools,” said one of the French experts, “children read, but they are not obliged to study grammar, and comx30sition is a rare exercise.” Scotland, liowever, shov/ed some excellent language work, and one often came across very piquant remarks in the comx^ositions of Scotch children — as, for instance, “Scotland, as everybody knows, is the most civilized country in the world,” which was offset by the statement of a French boy to the effect that “the English language is inferior to the French, but it is very iinx^orhuit, for business reasons, to learn it.” Our work in elementary science ranked very high, and nothing in our exhibit was more ax^xu’^ciated by the French experts than the x^hotographs and prex>ared work from the Oswego and the Philadelx)hia normal schools shovving the manner in wliich our best teachers are trained to deal with subjects in natural history, botany, physics, etc. England also exhibited some very fine science work, esxjecially in mechanics. The illustrating diagrams were generally drawn on a large scale and distinctly lettered, and the exx)lanations were clear and precise, but entirely free from mere bookishness. Excellent work of this kind by boys 12 to 15 years of age was shown in the collections from the higher grade schools of London, Sheffield, and other cities. It belonged really, like the algebra and geometry from the same schools, in Class II (secondary schools), where our high-school exhibits were found. The jury also x>laced high value on the English work in domestic science. The instruction seems to be well systematized and entirely x>ractica!, and the work shown was not surxmsserl even by that from Stockholm and Christiania, where domestic arts rank with the three R’s in the elementary curriculum. In their discussions of school work the French distinguished carefully between instruction and education. Although the two ideas are insex:>arable in x>7’actice, the latter ax'>x^ears more clearly as purpose when the teaching deals v/ith subjects whi( h may be classed as ethical or aesthetic. To the former belong history and civics an 1 morals, which has been brought into close relation with the two former by conditions peculiar to France. The French revolution made a comx3lete break with the x^ast; the new political order arose out of ruins, and the Government has now to create the sentiments of loyalty and devotion which in other countries are hereditary. This charge is intrusted to the teachers of the x^riiuary schools; they are trained for this xmrpose, and they give themselves to it with x>assionate ardor. Under these circumstances, history, civics, and morals have become the center of the French programmes used consci- EDUCATION AT THE PviEIS EXPOSITION. 1671 ously and purposely as the means of developing the particular type of character which is presumably most serviceable to the Republic. The neglect of history in English schools astounded our French colleagues, and even our own schools were regarded by them as somewhat deficient in this respect. On the other hand, they noted with interest the great extent to which historical stories figured in our composition exercises. There was little evidence in the French “ cahiers” of that disinterested study of history whose ]:)urpose, as well defined by a French writer, is that of “ developing the mind by habituating it to reason, to c.om- pare, and to judge.” The formal lessons in civics vfith which tlie French books abounded seem to the American of little value as a means of awakening the civic consciousness, but in respect to instruction in social duties growing out of the complex relations of modern life the French teaching offers valuable hints. The recent impulse towaird moral instruction in France has something of the fervor of the Protestant reformation, if one can imagine a likeness to that movement where religion is omitted. The subject not only has its own set treatment, but it is involved with every other subject — even problems of arithmetic turn on moral notions, as the abuse of tobacco or the importance of thrift. A moral maxim starts the exercises of the school day, and teachers vie with each other in inventing novel devices for estab¬ lishing moral habits in their pupils. From one school was shown a sort of diary in which the teacher had recounted the good and bad acts of the pupils; in another case the children had made notes on the school day, with reflections upon the conduct of their mates. Even such episodes are saved from priggishness by the French vivacity and quick response to sentiment. With us this didactic and personal treatment of morals \yould easily degenerate into an empty form. On the other hand the free spirit of our school life and instruction makes it easier for us to excite the social sympathies and the abstract sense of right and justice which are the natural incentives to moral action. To the Americans the greatest surprise of their educational exhibit was the success of the art work. Its true significance was readily seized by the French experts, who saw in it not simply exercises with the pencil or brush, but, as one said, “a veritable training in aesthetics.” The recognition is the more valuable because it was accom¬ panied with much criticism of details and at the same time ’with a clear perception of the difference between our own country and Framce in respect to art development. The feeling for art, the comprehension of its language, which our teachers have to impart, are innate in the French child. Forms of beauty hallowed by noble or l>y pious associations meet him on every side, and he coxnes them with a joyous sense of their inner meaning. This innate feeling explains in some measure, at least, the universal excellence of the drawing executed by French pupils. It exx)lains also the ease with which industrial art, based upon geometric principles, is conducted inde¬ pendently of free-hand drawing and the general study of art v/ithout the loss of gesthetic effect. The appreciation of our own art work on the part of the French was enhanced also by the value which they placed upon the corresponding work from the schools of Great Britain, where there is noticeable a general movement toward the study and free delineation of natural forms. The award of a grand prize for the system of art instruction in the United States was a unique sign of ajrproval, the only other similar award — that is, for the treatment of a single branch throughout the schools of a nation — being a grand prize for the French system of moral instruction. It will be readily understood that the exercises of French pupils made a more complete revelation of the school work of France than the corresponding exercise^ from other countries. This was inevitable by reason of space allotments and the 1672 EDUCATIOii KEPOET, 1899-1900. difficulties of transportation. It was due also in part to the methodical processes of French teacheis, the imitative tendencies of the children, and the fact that every lesson is entered in the ‘‘cahier,” either in extenso or in an abridged form. It was much more difficult to get an idea of English teaching from the pupils’ work, l:)ut, as I have said elsewhere,’ ail of it bore one unmistakable stamp — in English training the stress falls upon the will. In looking over the French 'cahiers ’ one was struck with the effort of the child to reproduce accurately and systematically something that he had received from his teewher. From the English books, on the contrary, one felt the effort of the laipil to attain an end. Sometimes it was a Irlind effort, sometimes it was evident that the unity of the process had been grasped from the first and each step taken with the consciousness of relation to what had gone before. When work is done in this v/ay, it shows not only an ?ffort of will but a ^lower of abstraction which is one of the best results of mental training.” “The school work b}- which we were represented at Paris was strikingly unlike that of the two rival systems. It lacked the methodical uniformity of the French work, and it had not the sign of stress on the will which marked the English. Two very novel features were, however, impressed upon our work that were not seen elsewhere, and that excited the liveliest interest. It revealed a principle of its own, wdiich may be called the principle of free activity. This principle was stamped particularly upon the work of the lower grades, from which it really appeared that this most capricious element of human nature had been made to bear a part in formal training. It did not appear, however, that the principle had been consistently maintained or forcefully applied in the intermediate or grammar grades, and our work here seemed feeble and diffuse as compared with foreign work of the same grade. The inferiority was not marked, but it was recognized. Undoubtedly it was due in some measure to the fact that the Ijest side of the work could not be l^resented. It comes out in viva voce recitations, whose influence at this stage of education reaches far beyond that of any written exercise and manifests itself in powers that are perhaps never traced to their true source.” The second feature of our school work that excited universal interest was that of correlation. Both the uses and the abuses of this princii)le were clearly indicated by the display — its uses as a means of correcting the extreme of mechanical formal¬ ity, its abuses in the dissipation of energy through concern for artilicial relations, and the inhiijition of the deeper reflections which lead the mind to the underlying principle of things. Apart from these great lessons of the exhibits as to the spirit and methods of popular education in different nations, there were ma,ny minor features that well deserve attention. Among these should be noted the use of graphics and statistics for shovvdng progress and relative conditions. Statistical charts were the chief feature of the exhibit made by Japan, whose director very justly observed that pupils’ exercises from his country would be mean¬ ingless without “sinologues” to interpret them. From the statistics it appeared that the total number of elementary schools in the Empire in 1899 was 28,421, viz, 25,799 public, 1,600 private, and 22 State schools. They enrolled 4,247,341 pupils and employed 92,963 teachers. The rate of increase since 1886 has been, for schools, 10 per cent; pupils, 40 per cent, and teachers, 17 per cent. A unique chart exhibited by Japan showed the correlation of all classes of schools, and the number of pupils advanced from each grade to the next higher, and the age at promotion. One could trace on this the whole progress of a scholar from the infant school to the university. The value of statistics as a corrective of the exaggerated impressions derived from 1 See “Educational lessons of the school exhibits at Paris,” Educational Review, February, 1901. EDUCATION AT THE PARIS EXPOSITION. 1073 photographs was illustrated by the exhibit of Russia. The tables, compiled with great care and with an evident sincerity, showed, in that vast Empire, only 4,303,246 children enrolled in school in 1899. The meagerness of the school provision is apparent. With the present population there should be at least 20,000,000 children in school. The tabulation v/as made by provinces and showed considerable increa,se in each division since 1889. This i^ar- ticular, thus happily emphasized, afforded a ground for the relatively high propor¬ tion of awards accorded to Russia, where popular education is in a feeble state. Fin¬ land, it should be said, presented a remarkable contrast to the rest of the Russian Empire. The exhibit from this grand duchy was one of the gems of the Exposition. It represented a system complete, from the infant school to the university, admirable in all its operations and liberally supported, the pride and the glory of the people. Private efforts for the increase of educational facilities or for the aid of poor chil¬ dren, in order that they may benefit by school instruction, formed a feature of many exhil^its. In this categor}" belongs the society for promoting popular education founded at Kharkof, Russia, by Mine. Altchevski, and supx^orted by private l)enevo- lence. This society, whose work has spread to the chief cities of Russia, maintains Sunday schools where poor young women are taught to read and write and acquire general ideas of morals, nature knowledge, history, and geography. The society also establishes libraries for the circulation of suitable books among the poor. In the same class belong the exhibits of the infant schools of Italy, maintained by private societies. An invariable and admirable feature of these schools is the ‘‘garden,” in which, judging from the photographs, the children really play Vvuthout restraint. Among the efforts for promoting the physical welfare of school children are school dinners and school lunches supplied at a mere nominal cost or gratis, if necessary. This provision was shown particularly in connection with the primary schools of Paris, Brussels, Christiania, London, and Manchester by j^hotographs and by charts indicating the progress of the charitalile efforts. School baths are maintained in many foreign cities, and formed a very noticeable feature of the exhibits of Stockholm and Christiania. The sense of public responsi¬ bility which has led to the establishment of schools for the blind and the deaf and dumb in nearly all countries is extending to other cases of defective children, such as the feeble-minded and imbecile. London seems to lead in this work, the school board having under its charge 52 special schools for defective and epileptic children with accommodation for 2,460 of these unfortunates. In Norway a government director is appointed for the general conduct of a similar work which in that coun¬ try is of national extent. Vacation schools are coming to be everywhere recognized as an indispensable adjunct to city school S5^stems. Our own country seems to lead in this proAusion, and the most effective exhibit of schools of this class was that of New York City. These special adjustments of public school systems and the cooperation of private with public agencies for the assistance of needy children belong to the deeper social problems of the day Avhich were brought into special prominence in the section of social economy and the allied congresses of the Exposition. Everywhere it was recognized that the problems of social reform, of the repression of crime, of the prevention of want, are largely problems of education. The idea Avas emphasized also in the elab¬ orate display of colonial life by the care taken to set forth the efforts pertaining to race education. The division of colonies included the provinces of Ontario, whose school system attracted great attention, and Quebec, Avhose system showed marked resemblances to that of France, but race education had no special part in these. It Avas in the French colonies that this feature AAms made prominent, and esjiecially in the exhibit from Algiers. 1674 EDUCATION REPOKT, 1899-1900. The location and classification of schools was shown by means of colored maps, and the progivss of the educational work by charts of comparative statistics. Indi¬ vidual schools and colleges were represented by fine photographs and art schools by paintings evincing much native talent. Model school buildings, set off with native scenery, gave a realistic touch to the whole presentation. One of the most interesting sessions of the jury of Class I took i)lacein the Algerian pavilion when M. Bayet, formerly inspector of the Academy of Algiers, portrayed in viviil terms the spirit and progress of the new order of things amid this mixed population. In tlie French colonies of Africa and the more remote possession of Indo-China the religious associations are especially active. The interest of the French Government in colonial development was significantly manifested by the proposition, carried in the jury liy French votes, to consider separately the colonial work of the Christian Brothers, with the result that this received a higher award than their home work. In respect to tlie matter of race education the United States offered the widest experience, covering work with the Indian, the -African, the Alaskan, and wdth a peculiar mixture of races in Hawaii. Everything bearing upon this experience was examined with intense interest, and the award of a grand prize to the exhibit of Indian education and to the American negro exhibit attested not only the excellence of these exhibits but their value as object lessons. The attention of the jury on primal’}" education was occupied cliiefiy with the par¬ ticulars here considered, namely, the organization of systems, the conduct of studies and discipline, and the means of developing defective children and inferior races. But there are other lessons of an exhibit like that at Paris vdiich are not less impressive, even if less easily estimated. With all their differences, the great nations of the earth are moved by many common iminilses, and these world movements were very distinctly marked in the educational exhibits. The school appliances, the written exercises, the x>hotographs shown at Paris, made it evident that everywhere physical training, nature study, artistic expression, and manual aptitude have become integral parts of public education. To sum u]), in a word, everywhere there is reaction against mere bookishness. Everywhere, also, the special problems of rural education are emphasized, in par¬ ticular agricultural training or the impartation of the sciences and the technical knowledge that pertain to rural industries. Although France made a much more striking exhibition under this head than our own country it does not appear that its actual achievements in this respect are greater. The elementary stages of the instruction are still lacking in practical features, and this defect explains the efforts to interest visiting teachers in the exhibit of a model school garden arranged under the immediate direction of the inspector-general of manual training. Everywhere, also, the importance of professional training for teachers is recog¬ nized. France has found the way to extend such training to all her teachers, and the day seems not far distant when this policy will be as universal as education itself. It is scarcely an exaggeration to sa}^ that the Exposition was also prophetic, since in various but unmistakable ways it indicated the problems whose solution can not be long deferred. In England the problem of the hour is that of the correlation of existing schools with a view to economy of resources and larger results. The necessity is typified hy a diagram here reproduced, which shows at a glance the state of the problem in the city of IManchester. In France there are signs that the dual system of education, viz, primary and industrial for the people and liberal for the higher classes, can not long remain without organic unity. Already the influence of the primary system, on which the EDUCATION AT THE PAEIS EXPOSITION. 1675 Eepublic lias concentrated its best efforts, has penetrated the traditional culture schools. This was apparent from their exhibits of art, of manual work, and of science lessons. The spirit of modern industry is forcing a change v;hich commis¬ sion after commission has vainly sought to avert or to control. DIAGEAM ILLUSTEATING THE CORRELATION OF EDUCATION IN THE CITY OF MANCHESTER. The United States is committed to general education in a large sense of the terin as a preliminary to special or technical training. It advocates this on grounds that appeal to all men everywhere wlio believe in democratic government. This country stands also for freedom, flexibility, spontaneity in school work. It remains to show that it can maintain these ideals without prejudice to those f)OSitive attainments or the sacrifice of that intellectual discipline which are necessary ecpiipments for the serious affairs of life. But it is unnecessary for me to dwell upon our exhibit. hat 1676 EDUCATION REPORT, 18)9-1900. it stood for in Paris and the deep impression which it left are sufliciently shown by appended extracts from foreign sources. For a better understanding of tlie jury and its work, the account of the jury of Class I is here cited, from the report of the Commissioner-General of the United States to the Paris Exposition. The bracketed matter has been inserted from another report by the same author to jMrs. Potter Palmer, commissioner for the United States to the Paris Exposition. It was owing chiefly to the judicious efforts and the personal influence of Mrs. Palmer that women were admitted to responsible positions in connection with the Paris Exposition. It was the first time such a proposition had been seriously enter¬ tained in connection with an internationai exposition held in Europe, and the French Government did not favor the innovation at the outset; but the proijosition once accepted, every facility was extended to the women who received api^ointments. It should be explained that the jury was organized in classes and groups, follow¬ ing the divisions of the Exposition. Aljove these class and group juries was the superior jury, which wws the tribunal by wdiich the awards for every class of exhibits wmre finally determined. A class jury was composed of experts or specialists in the particular material of this class. Tlie officers of the several class juries were the members of the group jury, which comprised also other members appointed by the minister of commerce, industry, posts, and telegraphs upon the nomination of the Gommissioner-General, with the concurrence of the Directors-General of the Exposition. A special decree determined the composition of the superior jury.^ KEPORT OF .JUROR IN ELEMENTARY EDUCATION. Ci.ASs I, Group 1, Paris Exposition. Hon. Ferdinand IV. Peck, Coirniiisdoner-General for the United States to the Paris Exposition, 1900. Sir: I arrived in Paris May 21, and thus had the advantage of attending the first general meeting of the American jurors, held in the United States pavilion the morning of May 23, when Prof. J. H. Gore, the juror in chief, outlined in a general way the duties and responsiliilities of the work. On the afternoon of the same day I was present at the public inauguration of the jury service, wdiich took place in the grand hall of the Trocadero. Preliminari/ stages of jurg service. — M. Millerand, minister of commerce, under whose auspices the exposition was organized, presided over this meeting, and in an imy>ressive address sketched the progress and scoiie of the collections upon which the several juries were called to exercise their expert judgment. The organization of the class juries 'was effected the followdng Saturday, May 26, and, as the jury of elementary education. Class I, Group 1, 'was the first in order, I had the distinction of being the first American to go into conference wdth our foreign colleagues. There were present also on this occasion the juror from Hungary, M. Bela Ujvary, and eleven French jurors. The jury organized by electing officers, the nominations having evidently been carefully determined beforehand. This was a necessary precaution in a country where, as in France, elementaiy education is closely bound up with national politics and under circumstances also affecting delicate international relations. The impor¬ tance of this class ]ury w^as emiihasized by the choice for president of M. Bourgeois, wdio was also appointed president of the superior jury. He is a well-known diplomat, who represented France at the Hague conference, and who has filled the office of minister of yiublic instruction at critical periods in the recent history of the Republic. For reporter of the jury the choice w’as M. Rene Leblanc, inspector-general of primary 1 The honorary president of the superior jury was the minister of commerce; the honorary vice- presidents, the minister of public instruction, the minister of agriculture, and the Commissioner- General of the Exposition. The following were entitled to membership: The presidents and vice- presidents of group jiiries, and the commissioners from countries represented by more than 500 exhibitors; the Director-General and the members of the superior committee of revision. EDUCATION AT THE PAEIS EXPOSITION. 1677 instruction and an authority on manual training, and for secretary, M. Just Baudrillard, inspector of primary instruction for the Department of the Seine. In accordance with the rule that the president and vice-president must be of different nationalities, the second position was reserved for the English juror. Mr. Brereton was late in arriving, but proved a most valuable addition to the official corps. Among the French members were included also M. Ferdinand Buisson, who was for twenty jmars at the head of primary instruction in France and who at present holds the chair of pedagogy at the Sorbonne; M. Ba3mt, the successor of M. Buisson in the ministry, and M. dost, inspector-general of primary instruction and editor of a most valuable educational year-book. [When complete the jury numbered fourteen French members and nine repre- senta,tives of foreign countries, of whom one, M. M. Colliere, was a Frenchman charged with the interests of the South African Bepublic. Bussia had two jurors, being the only foreign country that had more than one representative in this class. One of the two, M. Kovalevsky, is well-known in the United States, having represented his country at the Chicago Exposition. Mine. Chegaray, directress of_ a high school in Paris (ecole primaire superieure) was the only woman member besides myself.]^ All the melnbers, French and foreign, were specialists. In respect to the union of expert knowledge with philosophic 1)readth, the jury on elementary education was indeed an ideal body. Scope of the work in Class I. — The subject with which this jury had to deal presented many difficulties by reason l)oth of its nature and vast extent. It comprised about 4,500 separate entries, 4,115 for France alone, including its colonies, and 433 for foreign countries. These separate entries or exhiliits were for the most part collec¬ tions, so that the single or particular objects should be estimated at many times the totals given. The exhibitors were the education departments of nations, states, cities, and other units of administration, corporate bodies, private firms, and individuals. It was evident that the jury acting as a whole would lie unable to examine this vast and varied collection within any reasonable time, and it was therefore decided at the second meeting, which took place May 30, to organize the body in four sub¬ juries. Following tile French classification, these subjuries were a.ssigned respec¬ tively to elementary primary schools (including kindergartens or infant schools), superior primary schools (a grade below our high schools in standard, and having extended courses of industrial training), manual training, and normal schools. For convenience tlie subjuries were designated as first, second, third, and fourth. The practical work of the first subjury, in which I had chosen to lie enrolled, began Thursday morning. May 31. The president of this division was M. Ferdinand Buis¬ son, and in his absence, which was not unusual, on account of official engagements, his place was usually taken by M. Bayet. Even with this subdivision of labor it was impossible that the material, at least the French material, could be examined by the jury in the time allowed, and hence a number of experts v/ere called to examine certain of the collections in detail and report the results to the respective subjuries. Procedure of the jury. — The organization completed, the jurors entered at once upon their practical cluties. The examination of material went on almost daily, Sundays excepted, from May 31 to August 9, a little less than two months and a half. It was arranged at the outset that each subjury should meet three times a week for conference, and the full jury once a week, and this plan was adhered to so far as circumstances permitted. Subjury 1 began its examinations with the independent exhibits in the French section, which engaged attention continuously until June 26. During this time the conferences, whether of the sub or the full jury, related exclusively to details of French education, and it soon became evident that for French public schools the work was to be of the nature of a government examination, in which the merits of each exhibition were to be tested by official requirements not applicable to foreign countries. Claims of foreign exhibits. — As week after week passed there seemed reason to fear that delay in entering upon the foreign sections might prove prejudicial to their interests. The subject was canvassed in the full jury, and with the candor that marked all '^Members of the jury. — Bourgeois (Leon), president, France; Brereton (S. H. Cloud esley), vice- president, Great Britain; Leblanc (Ren6), reporter, France; Baudrillard (Just), secretary, France; Bayet (Charles), France; Bedorez (LCon), France; Buisson (Ferdinand), France; Chariot (Marcel), France; Chegaray (Mme. Berthe), France; Deum (Achille), France; Fontaine de Resbecq (Count Eugene de), France; Jost (Guillaume), France; May (Louis-Henry), France; Comte (F61ix), France: Fougere (Louis), France; Leger (Louis), Bulgaria; Tolman Smith (Miss Anna), United States; Alfstad (J.N.A.), Norway; Izwolski (Pierre), Russia; Colliere (M.), Republic of South Africa; Uj vary (Bela), Hungary; Thomesco (Dr. T.), Roumania; Kovalevsky (E. P.), Russia. 1678 EDUCATION EEPORT, 1899-1900. their proceedings the French agreed that work should be commenced at once on the foreign exhibits. The foreign delegates were unanimous in the opinion that the classification of the French schools, which had determined that of the subjuries, could not be applied to foreign countries. To this view the French members also assented, with the result that a fifth subjury was formed for the consideration of the foreign exhibits. This jury comprised all the foreign members and about two-thirds of the French members. Methods mid policies of subjury on foreign exhibits. — It was impossible to outline exactly at the outset the principles that should guide this subjury in its judgments. Education l)elongs to the spiritual forces that control human activity and can not be mea'^ured like commercial products by exact and uniform standards. Its values are always to be relatively determined, and to judge of it fairly one must not only examine the reports and the tangible products of its operation at a given time and place, but must also know its history in the country considered and its progress there as compared with the progre.ss in other countries. The method of the jury in respect to the foreign exhibits was the same as in respect to that of France; it consisted in the careful examination of the material, Cvonference as to its merits, and a conclusion summed up in the vote of tlie sul>jury a-iid revised in the full jury. As the examination and conferences went on, certain ])rinciples of judgment were evolved which may be said to have a universal application, because they received the approval of specialists from many countries. For example, it was recognized that to be worthy of the highest award an exhibit should be complete and typical and of high educational merit. The exhibit of an educational system was regarded as complete if it comprised pho¬ tographs showing school buildings, both exterior and interior, j)Upils’ work in all departments, ofiicial programmes, inquiry forms, etc., indicating the nature and methods of the administration, and reports and statistics setting forth results. The exhibits of many national. State, and city school systems were complete in this respect. In the case of subordinate administrations — that is, cities or districts — the extent of territory and the nature of the population to be dealt with were also considered in deciding the award. The work of this fifth subjury comprised altogether exhibits from twenty-three countries, of which eight only had jurors. The claims of the remainder were pre¬ sented by their commissioners, and they relied for the result upon the fairness of the jury, a confidence which was certainly not misplaced. The entire jury was mindful of the interests of the unrepresented countries, but the chief responsibility in each case rested with the member most familiar with the jiarticular country considered. The right of appeal to the higher juries gave ample security against mistaken or partial judgments, as was illustrated happily in the case of Ontario. Through a mis¬ understanding the admirable school system of this province v^as not adequately pre¬ sented to the elementary jury. Convinced that some mistake had been made, the American juror protested against the decision then reached. At the instance of the Ontario authorities Mr. Brereton was subsequently authorized to reopen the case in the superior jury. He consulted the American juror (class 1) as to the history and importance of the system, and thus fortified carried tlie case to successful issue, securing the just award of a grand prize. The conferences of the jury in cases of wide disa.greement were the most interesting features of the work. They were conducted often with much heat, but always with the greatest courtesy and with an ever-increasing understanding on the part of the participants of the value of different systems of education. The work in the foreign sections continued until July 14, after which date attention was again concentrated upon the French exhibits. Individual exhibits. — The section of elementary education included, besides the exhibits of educational systems and of schools, exhibits by individuals, publishing firms, and manufacturers of school furniture and material. Great interest was shown in the educational journals of the United States because of their entire freedom from any touch of official repression or supervision. Only journals having an international reputation secured the distinction of a gold medal. Among these were the Educational Review (New York) and the New England Jour¬ nal of Education (Boston). The set of nineteen monographs on education in the United States contributed to the Exposition by New York received high recognition. They were prepared by distinguished specialists and edited by Dr. Nicholas Murray Butler, of Columbia University. France showed many devices and educational methods, outline lessons by teachers and discussions of principles. Aery few received more than honorable mention, and this was only allowed for unusual merit. In case of apparatus and appliances, it was required that they should contain an original element, that they should be simple in construction and of practical utility. EDUCATION AT TtlE PASTS EXPOSITIOET. 1679 The United States contributed three important exhibits of this kind, namely, kin¬ dergarten material from the Milton Bradley Company, the Perry pictures for school use, and the art publications of the Prang Educational Company. These fultilled all the conditions requisite for a high award and received each a gold medal. In general, there was a manifest reluctance on the part of the jury of class 1 to award a grand prize to any exhibit into which the commercial element entered. The excep¬ tion made in the case of the American Book Company is therefore a high testimonial to the excellence of their elementary text-books. General ohservallons.—ThQ exhibit of the French ministry of public instruction in the section of letters, science, and arts, combined with that of the city of Paris in tiie beautiful i^avilion of the same name, was probably the most elaborate exhiljit of the kind ever displayed. It was, however, perfectly classified, and in spite of the repeti¬ tion of details, wonderfully effective to the eye. This grand collection, as I have indi¬ cated, was the subject of official examination in regard to particulars wdiich no for¬ eigner could properly estimate, but it was judged on an international basis with reference to the features common to all s,ystems, such as the magnitude amd scope of the wmrk, administrative and educational methods, results as shown by statistics and pupils’ work, etc. In respect to these the French members modestly awaited the proposi¬ tions of their foreign colleagues, who showed on their part full api^reciation of the very high meric of this exhibit. The examinations of the jury, everywhere critical and thorough, were particularly so in the United States section, because of the unusual interest it excited. Great credit is due to the director, Mr. Howard J. Rogers, for the admirable arrangement of the material. It was attractive to the eye, well classified, and easily accessible in every part. In these respects the exhibit received, as it deserved, high praise from the French themselves — the masters of the art of effective display. The material sent by exlnbiting States and cities was in the main well selected and made it possible to present very fully, in a limited space, the scope and spirit of the public-school work of tlie country. Photographs were freely used in all the sections, but in none was their value for exhibition purposes more decisively shown than ill the American. The winged frames also proved a practicable means of utiliz¬ ing wall space and at the same time of liringing salient features of school life and work under easy notice. Indeed, the great lesson of our exhibit was the possibility of making a collection of material complete without endless repetitions. In an educational exhibit the worthier end would seem to be instruction rather than com¬ petition, and if this idea prevails henceforth the use of photography, statistics, and graphics will be proportionately extended, thereby facilitating the comparative study of different systems. The inquiry blank sent by Director Rogers to all exhibitors, when filled out, v/as a complete index to the accompanying material. A few' exhibitors failed to supply the items, to the great detriment of their material. In a few instances a French version was added and was greatly appreciated. The general omission of explana¬ tions in the one language universally knpwn abroad was regretted, but the defect was partially remedied by a brief index in French attached by the director to all album exhibits. The graded system of awards adopted by the French, which reserves a high prize for those who have taken the lower degrees at previous expositions, was generally enforced in the case of individual exhibitions, but obviously could not be strictly applied to nations, states, cities, etc. The system of numerical marking, under which the final judgment is expressed in the average of marks given by the individual jurors, is also specially objectionable in the endeavor to estimate a spiritual force like education. In the case of the jury of class 1 the evils of this system were obviated by free and open discussions. Where opinions clashed greatly, the marks were taken by private ballot and averaged by the president. Close of the work of the class jury and relations with the group and superior juries. — The service of the class jury in elementary education was of longer duration than that of any class jury, and its w'ork continued after the call of the group jury the last week in July. Its responsibilities did not cease even with the submission of the report to the superior jury. Although only officers of the class jury w’ere entitled to member¬ ship in the group, our entire class jury was called in conference with this tribunal, so that there w'as full opportunity to protect the awards voted in the class jury. I had no occasion to avail myself of this privilege, as the votes of the elementary jury in respect to the exhibits from the United States passed in the group jury wdthout challenge. As a result of the decisions of the class jury, confirmed also by the group and the superior juries, the United States received for its exhibits in elementary education 12 grand prizes, 25 gold medals, 8 silver medals, 3 bronze medals, 2 honorable men¬ tions; also for collaborators, 4 gold medals and 3 silver medals'. 1680 EDUCATIOIS' REPOET, 1899-1900. The work of the jury of class 1, though long and arduous, was exceedingly inter¬ esting and instructive. It gave broader conceptions of the term “national educa¬ tion,” and a profound sense of the influences which make for international unity. On the social side nothing was omitted that hospitality or courtesy could suggest to make the service a delightful remembrance to all participants. To the members of the jury the most interesting social events were the banquets limited to their o-vtm circle. The French members of the entire educational group gave a banquet (dejeuner) in honor of their foreign colleagues July 3, the company including 83 men and 6 women. The latter were represented in the toasts by Mile. Dugard, of the jury on secondary education (class 2), who, following distinguished representatives of the great powers and of the smaller nations, happily invoked the spirit of unity among all the nations. The memljers of the jury of class 1 entertained each otlier at a delightful dejeuner August 2, at which the president, M. Bourgeois, presided. The most cordial spirit prevailed, and the toasts reflected the truly fraternal sentiments that the associa¬ tions of the summer had awakened. It was determined on that occasion to form an international union for the purpose of fostering friendly relations and the interchange of information among the school people of the several nations represented. Anna Tolman Sjhith. APPENDED PAPERS. THE PARIS EXPOSITION— EDUCATIONAL ASPECTS. i [By Howard J. Rogers, Director of Education and Social Economy for the Commissioner-General of the United States.] The Paris Exposition of 1900 is the compendium of the world’s education. The motive of the Exposition is not commercial; it is not scientific nor artistic. It is more than either. It is the summing up at the close of the nineteenth century of the world’s experience. The careful grouping of exhibits, showing not only" the present excellence which each science, art, or industry has reached, but also a retro- spective view of the historical develoiiment of each subject, bears out this interpre¬ tation. Americans are fond of comparing the present Exposition with Chicago in 1893, There is no comparison in reality. As an architectural and landscape-gardening proposition, Chicago is unexcelled. It is difflcult to conceive a combination of cir¬ cumstances so fortuitous as to enable the present generation to surpass it. As an exposition of exhibits arranged scientiflcally and adorned by the highest skill in decorative art, Paris is unapproached. It is natural, therefore, to And in an exposition of tliis character that education is given the place of honor in the ofticial classilication. In the language of Commis¬ sioner-General Picard: “Education and .instruction are flrst in the list, because through them man enters into life. They'are also the source of all progress.” It is interesting to Americans, and particularly pleasing to American men of let¬ ters, to note the deference jiaid to the professions of letters and arts in France. In the United States the commercial spirit is still so strong within us that the devoting of a life’s work to teaching or to the arts is yet looked upon askance, or, at best, with a patient tolerance. The old idea that a boy, if he is not keen enough to make a good lawyer or shrewd enough to make a good trader, will still do to teach or to i)ieach, has many believers. But “they order these things differently in France,” and the social and political aspirations of a iierson are strengthened by his promi¬ nence in the educational or artistic world. The minister of public instruction and beaux-arts is one of the three most powerful ministers in the French Cabinet, (‘ontrolling not only the public schools, universities, and art schools, but also the opera, the national theaters, and the salons. Correlative to this idea was the formation of the French section of the interna¬ tional jury of awards in class 1, elementary education. While all the juries of the six classes of Group I (education) were able and highly representative, that of class 1 was preeminent, not only in Group I, but in the entire eighteen groups of the Exposition. Among its members were two former ministers of public instruc¬ tion, the directoi- of primary instruction for France, a leading delegate to the Inter¬ national Peace Congress at The Hague, and prominent members of the Chamber of Deputies. An award granted by such a body of men has more than the ordinary 1 From The Outlook, November 24, 1900. EDUCATION AT THE PAEIS EXPOSITION. 1681 significance attached to exposition awards, as it represents the deliberate opinion of. cultured, unbiased men of witained tlie highest number of awards for a foreign country. When some surprise was expressed to a promiqent member of the group jury that a nation Avhose educational development Avas stiil in an experimental stage- should receiA-e as many aAvards as a nation Avhich stands foremost in free pub'lic education, the repl}" came that the two countries Avere judged on a. different basis," that the aAvards to Russia Avere made for the sake of encouragement on the progress shoAvn in the last eleven years, Avhile those to the United States Avere made on a basis of absolute excellence. A truly diplomatic reply, which Avas perhaps but the- eclio of the policy pursued in a Avider diplomatic field. In Japan’s exhibit Ave note a like rapidity in the deA-elopment of school facilities,, but Avith this distinction: it is the groAvth of a more thoroughly organized system, Avhich its administrators and the public believe to be suited to their needs. A aa oii- derfully cleAmr people are the Japanese, quick to imitate and adapt; their manual¬ training models shoAV the delicate touches which are characteristic of the art of the nation; their technical schools turn out designs and products Avhich indicate unmis¬ takably the coming prominence of Japan as an industrial and art manufacturing center. No fact, I believe, has been more clearly demonstrated in the Exposition ED 1900 — VOL II - 26 1682 EDUCATION KEPORT, 1899-1900. or driven home to Western nations more forcibly, botli to manufacturers and scien¬ tists, than that Japan, with its rapidly developing technical and artistic skill, com¬ bined with its cheap labor, will soon be able to bring to the lEuropean and American markets superior products at lower prices. Some idea of the growth of the elemen¬ tary education which forms the basis of Japanese technical courses can be obtained from the following figures, drawn from wall charts exhibited: The number of pupils attending primary schools in 1S80 was, girls, 800,000; boys, 1,400,000; in 1898, girls, 1,500,000; boys, 2,650,000. In 1898, of all pu]>ils of elementary school age, 68.9 per cent were enrolled in the jniblic schools. In 1888 the Government expended on elementary education 8,175,000 yen; in 1897, 18,650,000 yen. The Japanese are great admirers of the educational system of the United States, and freely acknowledge their indebtedness to us for methods and inspiration. An amusing incident was noted at the beginning of the Exposition, illustrative of unconscious American influence. The entire educational exhibit of Japan was set up in a French exhibition labeled throughout in English. Somewhat later, supple- inentary French labels made their appearance. For the first time in an international exposition, Great Britain has made an educa¬ tional exhibit. In Chicago, in 1893, the London school board had an exhibit, b»ut at Paris all England is represented through it various school boards, its public schools, and its universities; Scotland is represented l)y its universities and its public free schools; YCales by its technical and trade schools. The exhilnts of the universities of Oxford and Cambridge are particularly interesting, not only from the wealth of historic matter and material progress which they portray, but also because it is their first _appearance at a foreign international exposition. The public schools of Pugby, Eton, Winchester, and Harrow have, too, a special interest for every American. But it is in the elementary and secondary sections of the free-school systems that our interest centers. The impression left upon the observer is, tliat there is force behind their methods — rugged force and determination. The exhijht is not well classified and interpreted, but this is the fault of the royal commission.” The director of education for England has done magnificently with the funds placed at his dis¬ posal. The most satisfactory feature is the steady growth of the board schools estab¬ lished under the education act of 1870, the excellent nature of their work, and their rapid absorption of the territory occupied by denominational schools. The denominational schools will, of course, never disappear, I)ut as the controlling factor in the education of English youth they are doomed. It is, perha,ps, a ha])py augury that their ascendency has been overthrown during the last year, and that the beginning of the new century will see the supremacy of the school system inau¬ gurated in 1870. The following figures are for 1898: The attendance on primary instruction for England and Wales in the board schools was 2,087,519; in the British and foreign society schools, 230,355; total in free undenominational schools, 2,317,874. In the Wesleyan schools it was 124,971; in the national schools under the Established Church, 1,883,263; in the Roman Catholic schools, 246,128; total in free denomina¬ tional schools, 2,254,362. The work of the London school board needs no commen¬ tary here. It is well known to xVmericans through its demonstration in Chicago in 1893, and we note in Paris with equal satisfaction its progressive tendencies. Bir¬ mingham, Leeds, Manchester, and Bristol present most attractive exhibits illustrat¬ ing systematic and rational curriculums. As might be expected in manufacturing towms, the manual-training features are pushed to the front, and the technical schools of Birmingham, the Teclmical and Agricultural Institute at Manchester, and the Technical School of Art at Coventry, are examples of the initiative in this direction. It is hardly fair to compare their work with the long-established techiiical schools on the Continent, as precedents and conditions are so diverse. The purely industrial features of the work are strong and attractive; the artistic features are cramped and lack the freedom of original development and expression. But the seed is planted, and l)y the time the next international exposition is held England wdll show a.stoh- ishing results. It is imj^ossible to criticise in any one article our hosts, the French. They have taken unto themselves thousands of square feet of floor space; they have demon¬ strated amply and scientifically every phavse of education in France; the preparations for the exhibit were begun during the year 1898, and it needs almost as many years as have elapsed since then to study it thoroughly. It is a wonderful exhibit, com¬ plete in details, worth careful study, tiresome only in its many repetitions. The minister of public instruction, M. Georges Leygues, and his directors hav^e left noth¬ ing undone to present in the most attractive form the educational resources, methods, and practical results achieved in tlie schools and universities of France. EDUCATION AT THE PARIS ' EXPOSITIOjST. 1683 But there runs through the public school exhibit one i^redoininant tendency — toward manual training. The same may be said of tTungary and other central European nations where the French influence is felt. The tendency may be dis¬ cussed from two standpoints: First, its intrinsic excellence; second, its effect upon the der'-elopment of the nation. The first does not admit of argument. The system is beyond doubt brought to a higher state of perfection than in any other country. The delicacy of touch, the originality of design, is most admirable. In the ecoles primaires superieures, both for boys and girls, where the average ages of the pupils range from 12 on entering to 16 on graduation, the perfection of vrorkmanship_ is in many cases equal to that of master workmen. In the school exhibit of the city of Paris, which has a separated place in the Ville de Paris building on the right bank of the Seine, is an exhibit of the Sophie-Germain School for girls in which the milli¬ nery and dressmaking would find a ready market on Fifth avenue. The culminating point of the techinal exhibit in this building is the Salon Central, furnished with exquisite taste and beauty, and on a richly carved table in the center rests a framed inscription, “This salon has been entirely furnished by the pupils of the municipal professional schools.” Do the needs of a nation justify this excessive specializing in the schools supported by public money? We have nothing in the United States to correspond with the ecole primaire superieure; our nearest approach to it is the manual-training high school, which aims to train the senses in conjunction with the mind, but not to the exclusion of the humanities. There is certainly a radical difference underlying the theory of public education in the two Republics. Which will subserve better the des- tiines of the nations only experience can determine, but American educators will abide with equanimity the test. The needs of our nation certainly do not dema,nd at present this highly specialized form of technical education. We prefer to train the citizen, not the artisan; to broaden the pupil and let him make his ow'n choice in life, not to run him through a groove. In the United States every boy betwmen the ages of 5 and 18 is offered an education which may fit him to be the President of the Republic; in Europe he is educated in a shrinking fear that he may have polit¬ ical aspirations. It is a serious proposition to restrict in any manner the mentality of any class of people. Are we not justified in giving the broadest possible training and trusting to the judgment thus developed not only to select wisely the occupation of life but to attain the highest excellence therein? The educational exhibit of the United States wdll have to be criticised by another pen than mine. It is permissible to state, howmver, that the plan of arrangement discussed in the Outlook in August, 1899, has been eminently successful and highly appreciated. It has been possible thereby to obtain without endless duplication an accurate knowdedge of the public-scliool system in the United States, year by year, from the first primary to the end of the secondary course, and a clear view^ of the field covered by our colleges, universities, and professional schools. The classification by grades and departments has been rigidly followed, and localities and institutions made to conform to the object of the exhibit, viz, to answer in a concise manner the inquiry of any foreigner concerning any department of American education. It is the only educational exhibit at the Exposition thus systematized. The sincerest compliment which the United States exhibit has received lies in the fact that, after a preliminary examination by an expert, England, Sweden, Russia, and xiustria have sent delegations of teachers at Government expense to study at length our system and its results. It has been a matter of some surprise to American visitors to learn that we have in truth a national system of education, when we have been popularly sup¬ posed to have as many systems as we have States. ^ The advisory influence exercised by tlie Bureau of Education at Washington, and the function of the Nattionai Educa¬ tional Association as a clearing house for educational ideas, w'as never more clearly illustrated than by the similarity of methods and work which are shown in the edu- cpdional section of the Paris Exposition from the States of Massachusetts, New York, Illinois, Missouri, Colorado, and California. * * * 1684 EDUCATIOI^ REPORT, 1899-1900. SCHOOL EXHIBITS AND PI^OAGOGICAL MONOGRAPHS FROM THE UNITED STATES AT THE PARIS EXPOSITION.! By Gabriel Compayrk, president of the council of the University of Lyon, officer of the Legion of Honor. [From the Revue Pedagogique, No. 8, August 15, 1900.] The Revue Pedagogiqiie, in its account of education at the Exposition of 1889, expressed its regrets that the United States had not profited by that occasion to give their school system a prominent place. The truth is that eleven years ago the few articles placed on exhibition in the name of American schools, mingled with photo¬ graphs in the section of industries, did not make a figure worthy of that great nation. This time the United States have their revenge. Nothing has been neglected ivhich could give their school exhibit of 1900 the impressiveness which it merits. To begin with, the space allotted to the American exhiliit, although none too large, is not so confined as it was in 1889, The exhibit is quite coquettishly installed in five or six spacious alcoves, which are separated from the gallery in which they are situated by a light and graceful facade, designed by an American architect. Upon the exterior panels of this fagade are presented views of the Boston Institute of Tech¬ nology, a veritable palace v;hich, with its galleries and rich decorations, has the appearance of a theater or opera house. Two entrances give admission to the interior of the exhibit; that on the left leads to the division of elementary schools, and that on the right to the university section. But the exhibit embraces all grades of instruction, and is divided into several distinct sections, wherein are classified in perfect system the things relating to (1) primary instruction; (2) secondary instruc¬ tion (high schools, colleges,^ etc.); (3) technical instruction; (4) professional instruction; and (5) superior instruction (universities). The organizers of the exhibit have made the most of the few square meters of space which M-as allotted to them, and have been most ingenious in arranging a great many things in a small compass. Around each room runs a shelf or ledge, beneath which are cases or open shelves, containing easily accessible documents of interest, such as bound volumes of scholars’ copy books, reports of boards of education, and of school superintendents and other administrative officers. Above the ledge are photograph albums, specimens of school work, drawings, programmes, and pamphlets; while above these again, upon the walls, are photographs, statistical tables showing the number of schools, teachers, and pupils, and maps, one of the latter showing, l)y the way, the two continents of Europe and Asia combined under the name “Eurasia” — in short, the collection contains everything which can be brought before the eye in school work. A clever means of increasing the surface for exhibit¬ ing their display which the Americans adopted is that of movable frames — “ winged frames,” as they are expressively called — arranged in such a way that some twenty pictures can be shut together in a shallow case and opened at vdll, like the pages of a book. The organization of an exhibit of such importance, at a distance of 3,000 miles from home, required, it is hardly necessa.ry to say, the expenditure of a large sum of money; but the United States do not mind expenditure, and have good reasons for their liberality in that respect. The total outlay was not less than $80,000, and what is interesting to note is that this considerable amount came from different sources. The State of New York gave $10,000, the city of New York as much more; the cities of Boston and Chicago $5,000 each; 5vhile other cities, Denver, Albany, St. Louis, etc., also contributed to the expenses of the undertaking. A valuable exhibition, especially a foreign one, needs persons to explain it properly and present it to visitors in a suitable way by directing their investigations and mak¬ ing them at home in their new surroundings. In tliis respect, too, the Americans conducted matters on a liberal scale. There were attendants and obliging cicerones, both men and women, some of whom spoke Erench as well as English, who were ready to do the honors of the house for visitors. Their chief was an administrative officer of distinction, who holds a high position in education in the United States, Mr. Howard J. Rogers, [deputy] superintendent of public instruction of New York, upon whom devolved the double direction of the American sections of education and social economy. Mr. Rogers, wUxO remained in Paris during the entire period of the Exposition, was not satisfied with organizing and superintending the American exhibit ami welcoming to it Erench and other European pedagogues, but, with char- 1 Reprinted from Education. 2 Colleges were classed in the American exhibit under superior instruction. M. Compayre evidently had in mind the French “ colleges ” and the French system of classification. — A. T. S. EDUCATION AT THE PARIS EXPOSITION. 1685 acteristic American initiative, with the assistance of his countryman, Mr. Alfred T. Schanfiler, “associate superintendent” of the city of New York, he inaugurated addresses in the palace of the congress upon school life in the United States. The originality of these talks consisted in using the cinematograph and even the phono¬ graph as aids to the lecturer. In fact, an Edison cinematograph brought before the audience scenes from school life, such as children of a kindergarten at their games, and older pupils saluting the American flag while singing the national hymn, while a x>honograph placed upon the lecturer’s table accompanied the views by rendering the songs, which seemed to proceed from the lips of the youthful patriots seen in the pictures. , But pictures and voices are not the only things which Mr. Rogers brought us from New York. However spirited may be the effort to render an exhibition of school matters complete and attractive, objects presented to the eye are always insufficient to represent faithfully the actual work of the schools. We can not, therefore, suffi¬ ciently thank the representatives of American education for having been at the pains to prepare for the Paris Exposition a detailed study or set of monographs, full of information, upon each branch of their system of instruction or “education,” as they call it, which leave nothing relating to their admirable institutions of public or private instruction unexplained. The State of New York took the initiative in this important work, the whole of wdiich forms two volumes of 500 pages each. It is an imitation of the pedagogical monographs prepared under the direction of M, Ferdinand Buisson for the French Exposition of 1889, but with the essential differ¬ ence that the American monographs are not confined to primary instruction, but include institutions of all grades. They are the wmrk of competenl writers and dis¬ tinguished specialists, among whom are some of the greatest authorities in American pedagogy — Hrs. Harris and Draper, for example. Prof. Nicholas Murray Butler, of Columbia University, New York, editor of the Educational Review, is the author of the introduction, wdiich is full of substance, and sketches in bold lines the condition of education in the United States. These monographs are nineteen in number. It would l)e very desirable to have this valuable collection translated into French. Who could tell us about American schools better than the Americans themselves? Would it not also be a timely act of politeness and one worthy of French hospitality to render into French, and place w ithin the reach of all friends of instruction, orig¬ inal documents wdiich are amine of information, and have lieen prepared for us with such care and at such a disregard of expense tliat 5,000 copies were intended for gratuitous distribution in France? The first place in the American exhibit is naturally reserved for the maternal schools, or kindergartens (children’s gardens), as they are called in the country where Froebel’s inliuence preponderates. Attractive photographs shovr us spacious schoolrooms, cheerful and agreeably decorated, in wdiich children ought to be happy and comfortable. Good spirits ought to aliound in such rooms, adorned as they are wdth flags, statuettes, and flowmrs. Froebel’s gifts are displayed upon tables. Groups of children are shown in which the countenance of a little negro boy appears in the midst of the faces of wdiite girls. Again, there are little school family groups, dom¬ inated by the attentive and amiable-looking teacher, wdio is superintending the exer¬ cises and manual work of half a dozen of her children. Still other iiictures show large assemblies of little boys and girls. This is often the case in American kinder- gaidens, which are sometimes so largely attended that it is said there are as many as nineteen teachers in one school. Dr. Compayre proceeds with copious extracts from American writers relative to the kindergarten, more particularly from the monographs on tlie subject, prepared for the Paris Exposition. He passes then to the discussion of other grades in the United States, chiefly as set forth in the monographs, but with occasional comments of his own. Thus after presenting the plan of studies for the elementary schools approved by the National Educational Association, Dr. Compayre says: This plan of studies includes twm characteristic innovations wdiich show very clearly the importance of elementary education in the United States, the tendency there to extend the field of studies — the long period of eight years of school life allowing of a leisurely movement — and the intention to facilitate the passage from the primary to the secondary grade of instruction by introducing into the elementary schools studies which are reserved in France exclusive!}/ for colleges and lycees. These two innova¬ tions consist in the introduction of a foreign language, living or dead, Latin, French, or German, at the option of the pupil, into the studies of the eighth year, to the extent of five lessons a week of thirty minutes each; and in the introduction of algebra into the studies of the seventh and eighth years, five lessons a week. These 1686 EDUCATION KEPOET, J899-19C0. are good plans, but it must be admitted that they exist for the most part only on paper, and that, as a matter of fact, the American school is far from having realized all that the members of the National Association designed for it in their somewhat ambitious programmes. As far as instruction in French in particular is concerned, we have vainly sought for a specimen of this study among the er^ercises on exhibition. Only in the exercise books sent from the Boston high schools do we find any attempts in French composition. German is taught at Chicago, beginning with the fifth year; but the situation there is peculiar, the composite i^opulation of Chicago comprising hundreds of thousands of citizens of German origin. As to Latin it seems, too, that the recom¬ mendations of the National Association have remained a dead letter. On the other hand, we find in the Chicago schools, again, if not real exercises in algebra, at least prol_)lems in geometry solved by algebra.^ The exercises sent from New York indicate a more complete instruction, and show that there is a regular course in algebra in the eighth year.’'^ These, however, are exceptions — ventures which only the schools of cities advanced in intellectual culture permitted themselves to make — the advance guards of schools, so to speak. It would be more important to examine how the essential portions of the programmes are apj^lied. What first strikes us in looking over the work of the pupils, as in reading the programmes, is the predominance of concrete over abstract subjects. There is not much orthographj^; it is only studied during three years, while penmanship is studied for six years. There is very little history, the Ameri¬ cans caring little for the T)ast; but, on the other hand, there is much geography. It is the present world which it is desired to show to the young American. Doubtless he will be well drilled in arithmetic, which he will need in his practical life as a business man or in some industry. No nation, says Dr. Harris, pays so much attention to arithmetic. But a large x>hrce is also allotted to the study of nature, much larger than with us, because the future workman must know the natural forces which he must master and sub'due. If one were to ask me what strikes me as particularly excellent in elementarr^ instruction in the United States, I should reply at once that it is manual dexterity as shown in penmanship and drawing. The fine exercise books, neat and well kept, were worthy of all praise. In them were displayed, in perfect clearness, the large letters of the new penmanship which has come into vogue witliin three or four years — a kind of penmanship which is without elegance, to be sure, and which strives to resemble printing as closely as possible with its straight and stiff tetters, vaguel y sugges¬ tive of cuneiform iiieroglyphics ; but how clear and easy to read ! But what is of greater importance is the incontestable superiority of the American school children in draw¬ ing. Look over the drawing books of the primary schools and the work of the kin¬ dergarten and you will find drawings in all of them; drawings from objects, sketches in pencil or ink, and sometimes in colors. Drawing is king in American schools. It is so not only because it is taught regularly as a separate study during the eight years of school, but also because it is mixed with all the other subjects of study. All exercises in composition, style, or history are illustrated with drawings, more or less well done, made by the pupils. Just as we require that morals should be introduced into all oim school exercises, the Americans seem to demand that drawing should receive the same attention in their schools. * * * With respect to school architecture in the United States, Dr. Compayre says: But we can not leave the exhibition without mentioning the splendid palaces devoted to education, whose elegance and size we are able to appreciate, even at a distance, as sliown in the photographs, of which there are a great number. As far as architecture and school hygiene are concerned, the Americans are incontestably the masters of all of us, and no people have been at such pains to install the pupils of primary instruction in comfortable surroundings. * * * 1 Here is an example, the work of a hoy of 12, in the eighth year. The question is: Compare the curvert surface of a hemisphere with the lateral surface of a cylinder whose diameter and altitude equal the diameter of the hemisphere. The solution is given in the following terms without calcu¬ lation: 5 is the ratio of the entire surface of a hemisphere a inches in diameter to the entire surface of a cylinder a inches in diameter and altitude, k is the ratio of the curved surface of a hemisphere to the lateral surface of a cylinder. -We take a few examples from the books of a Brooklyn school, by a pupil of the eighth year. First example: Given ^ ^ ■ Solution: 2x + l x = 12 ^ ^ 3;c = r2 x= 4 Second example: Given ^ ~ t. = w • Solution: 5 x — 90 = 2 a: ^ 5x-2x = 90 3 X = 90 x = 30 EDUCATION AT THE PARIS EXPOSITION. 1687 Americans do not disdain external ornamentation and handsome fa(;ades for tlieir schoolhouses — things which give an agreeable aspect to their exteriors. But what they give particular attention to is the internal installation, the arrangement of the rooms, sound hygienic conditions, heating, lighting, and ventilation. It would l)e worth while for our architects to make a detailed study of the heating apparatus, the air supply, and ventilation, described by Mr. Morrison, who is am expert on these subjects, as shown in his work. The Warming and Ventilation of School Buildings. Many ingenious processes have been invented by the builders of the schoolhouses, who, while making it their principal object to provide for the health of the scholars, neglect nothing which can be sugfmstecl by the law of hygiene or can contribute to comfort. It is not regarded as sufficient to keep the scholars warm when the weather is cold, but they must be kept supplied with fresh air at the same time, so that they may be able to till their lungs with it constantly. And as in some of the cities thea¬ ters and concert halls are jjlaced on the roofs of buildings, sometimes seven and eiglit stories high, so, when space is limited, the halls of recreation are sometimes idaced on tlie roofs of the schoolhouses. But there is rarely any want of space, the Ameri¬ cans being determined that the schoolhouse should be spacious enough to allow each pupil to have plenty of room. This is one reason why they have discarded the sys¬ tem of school benches, upon which the children are squeezed together, elbow to elbow. The single desk, a separate chair for each pupil, is the universal rule and is a characteristic of the American schoolroom, and is appreciated not only as a means of facilitating discipline, but the Americans also see in it an image of fhe indi-, vidual independence which the Constitution of their free country reserves for the future citizen. We pause here, but not without felicitating again the organizers of the Ameiican exhibit upon the efforts they have made and the ingenuity they have displayed to make clear to their visitors in Paris the whole and the different parts of their insti¬ tutions of education. The result will be to increase and extend the knowledge, and with it the admiration of a pedagogical regime, which places the United States in the first rank among those nations which desire and know how to instruct and bring up their children properly. The result will also be that the French, having become better informed in certain respects of what is being done on the other sicle of the Atlantic, will perhaps endeavor to imitate some of the American practices in educa¬ tion. We are certainly struck with some hiatuses, or at least differences from our own practice. How is it, for instance, that moral instruction, properly so called, does not appear in the American programmes, and that Dr. Harris points out as an exceptional fact that in 27 cities one hundred and sixty-seven hours in a year wmre devoted to lessons in morals and good manners? The answer is that religious activity is stronger, in the United States than in France, and that the instruction given in the churches of the various denominations, wffiich are zealous in proportion to their number, makes a general lay instruction in morals less necessary. And, after all, the Americans can say, “We do very well as to morality wdthout having special teachers of morals.” Another point in wdiich the Americans differ from us is that they have hardly any supplementary instruction for graduates of the elementary schools. To be sure, we must consider that the question of instruction after leaving school is naturally less acute in the United States than in France, the school conditions in the twm countries being so different. The American pupil remains in the elementary school until he is 14 years old, while the little French boy escapes from school and hits out into life generally in his eleventh year, or three years earlier than the American. After eight years of continuous attendance the youthful American natur¬ ally carries away from his school a larger quantity of knowdedge, and consequently has less need of the supplementary instruction which we are compelled to seek in a postgraduate course on account of our too short school attendance. Perhaps, too, a larger number of American pupils continue their studies in the high schools, our superior primary schools not having yet succeeded in attracting the clientele which they ought to have. Still another difference, entirely in favor of the United States, is that nowhere in the world is education so much the business of everybody. Not only do the 45 States organize, each in its own w^ay, and with a spirit of local enthusiasm, its various institutions of education, but private citizens also, united by thousands in private associations, work together for a common purpose. Thence has arisen an admirable system of education, free and flexible, adapted to the needs of each city and region, a system in which the general popular vdll is expressed better than in any other American institution, and of which President McKinley was justified in saying that the American public school, with its 400,000 teachers and 15,000,000 pupils, is a pillar of strength for the Republic. 1688 EDUCATION KEPOET, 1899-1900. CITATIONS FROM AN ARTICLE BY M. GUSTAVE L ANSON (REVUE BLEUE, DECEMBER 29, 1900)0 Under the caption “The problems of national education” M. Lanson has con¬ sidered the spirit and significance of education in the United States as indicated by the exhibit at Paris, and especially by the series of monographs prepared for the Exposition, from which he finotes in extenso. The introduction to his article, his ' reflections upon our scholastic institutions above the elementary grade, and his con¬ clusion, in which he contrasts our own education*with the French system, are here reproduced. At present, when French democracy is seeking to free itself from the social, reli¬ gious, and political forms of the past, no problems present themselves which are more urgent than those of national education. Upon the solutions which will be reached will depend the being of the coming generations; that is to say, the life or the death of democratic institutions. There is no one now M’ho does not recognize this, even, or especially, among the adversaries of democracy. But before undertaking to discuss these vital questions here, bringing them up as occasion arises, it is well to have made an excursion abroad and observed how others conduct their affairs — not, indeed, in order to preach a servile imitation of the edu- • cational. institutions of other nations, from which we have more than once suffered, but in order to understand ourselves better, to distinguish more clearly the special conditions vdiicli in our country, by reason of our past and our national genius, enter into the general problems of pedagogy. The Exposition just closed invited us to that journey, and provided us vflth means of making it without leaving home. There is hardly any country which did not offer us useful lessons. But in the absence — unexplained — of GermanAq whose peda¬ gogy was represented by optical and surgical instruments; in view of the obstinate empiricism and traditionalism of England, which, for the rest, presented a rather confused and, in some instances, puerile exhibit, two countries preeminently merited attention — Russia and the United States. Russia, especially because of the obstacles interposed by political policy, has launched, with as much energy as intelligence, into the diflicult undertaking of the education of women and the masses. But it is at the United States particularly that we must pause. Their exhibit, marvelously presented, was completed by nineteen “IMonographs on education in the United States,” published under the direction of Mr. Nicholas Murray Butler, professor of philosophy and education at Columbia University. * * * These reports exhibit every part of the system of American education, expound for ns all its mechanism and all its institutions, furnish us with the principal statis¬ tics, and, beyond that, explain the spirit, the tendencies, the needs, and the ideals of their country. I shall, therefore, avail myself of these remarkable productions, which recall the reports, so luminous and so lofty, of Mr. Greard, in order to indicate those characteristics of education in tlie United States which apiiear to me the most curious as well as the most useful to lie noted. * * * In secondary education we And the same development as vAth us of the three courses of instruction — the classical with Latin, the modern Avith English, and the scientific. Latin is in vogue, and it is beginning to be felt that Greek does not occupy the place Avhich is its right. The effort not to encumber the programme is rendered successful liy a very flexible system of equivalents; it is so arranged that all branches are taught, but not everybody is taught them, and that the student is allowed to select, in a measure which varies with the different schools, his subjects of study. To learn a few tilings thoroughly is considered preferable to a course which skims ail the sciences Avitliout penetrating into any. But, above all, the end aimed at is not so much the furnishing of practical knoAvledge as intellectual disci¬ pline, the formation of good habits of thought. Nowhere, not in mathematics, nor in classical studies, nor in the study of living languages, is the end lost sight of — the development of the scientific spirit. Sacrifices are not made to practical knoAvledge any more than to formal culture. It is desired that everything be taught in such a manner that the child may be trained in the use of methods, that he may see by what means truth is worked out in every field, by what signs it may be recognized. The universities, those which are worthy of that name, are laboratories of research; the individual does not work for himself, but for science. He does not go there principally to seek benefits for a career, technical acquirement, or diplomas which have a money value. To speak truly, the conflict here is acute. Already in the Reprinted from School and Home Education, Bloomington, Ill. EDUCATION AT THE PARIS EXPOSITION. 1689 high schools the positive spirit liad to he fouglit against; here the evil is worse. There is hardly a university whose jDhilosopliical faculty (in the German sense, com¬ prising letters and science) is not tianked by a school of law, or medicine, or engineer¬ ing, frequently by a veterinary or dental school. Those in a liiirry abridge even their college course or skip it altogether, passing from the high school into the professional school. Everyvhmre in the universities influence must ])e brought to l3ear against the students rushing into bread-and-butter courses. But public senti¬ ment I'eacts. University boards. State superintendents, the central bureau at Wash¬ ington, are making vigorous efforts to stem the utilitarian tendency. And on the Avhole the disinterested taste for science is gaining ground. Tvventy-nine State uni¬ versities, the millions bestowed by Johns Hopkins in Baltimore, by Ezra Cornell in Ithaca, by Rockefeller in Chicago, bear witness that science has won its case with a, people who, Taine believed, were destined to devote themselves eternally to sell salt beef and to worship the almighty dollar. * * * I have not yet spoken of the education of women, and it is not the least of the things to give us cause for astonishment and reflection. In the middle of the eighteenth century less than 40 per cent of the women of New England v/ere able to sign their names. To-day there are in colleges and universities — that is to say, in the higher institutions alone — 22,297 women, or more than a quarter of the total num])er of students. The distinctive trait of the American system is the coeducation of the sexes. Coeducation is almost the rule in the South and West; old religious tradi¬ tions still act as a. check in the East. But sentiment in favor of coeducation is becoming more and more general. From the school to the university woman studies by the side of man, subjected to the same discipline, following the same programme. She gives evidence of at least equal powers of attention, intelligence, an equal degree of physical and intellectual capacity. They are neither rebuffed nor overworked, we are told. They do not want a system of instruction organized for women, emasculated and agreeable, a culture suited for ornamental plants, nor, lower and utilitariam, a, culture suited for plants of the kitchen garden. They Vv'ant the virile discipline which develops the humam being in the plenitude of his conscious¬ ness and his will power. Nevertheless, in the higher stages, they like to have homes of their own. Colleges and universities are founded open exclusively to women, while colleges or universities open exclusively to men are becoming rare. But it is only in order to enjoy all the advantages of a college life; for self-govern¬ ment, individual expansion, and tlie activity of association can only be unrestrictedly readized by residence on the spot, a thing not possible except in their own special colleges. It is for this life in common, not for particular courses of instruction, that these female institutions are esta1)lished; and Bryn Mawr in Pennsylvania is one of the model universities of the United States, equal to any other as to the plane of its studies and the value of its diplomas. Nor have I said anything about professional instruction, commercial, agricultural, artistic, or of the education of abnormal children, or negroes, or Indians; in these fields, too, wonders in the way of initiation a.nd adai^tation have Ijeen accomplished — but I must limit myself. I note with interest that the Yankee is beginning to respect human dignity in the Indian; the unfortunate part of it is that when this respect v/ill be universally felt the last of the Indians will have ceased to be. I liave said nothing about normal schools or normal courses, or the fact that boys are largely taught by women, vchich seems to be one of the excellent fruits of the civil war. I have said nothing, finally, about university extension, or about that strange phenomenon, the Chautauqua — a summer encampment on the borders of a lake upon high terraces 450 miles from New York, and there, by the side of hotels and cottages, a philosophical lecture hall capable of containing an audience of three or four hun¬ dred; an amphitheater with a seating capacity of six or seven tliousand. There a supplement of culture is given thousands of persons — everything is to l)e found: seances which afford diversion and serious instraction; those who attend only a day or a week, and students who attend for years. Everything is taught, l:ut the most original feature is that people are taught to read — nol to spell, but to compre¬ hend, to study a book. A course for home reading is arranged; the course occupies four years. People having returned to their homes, the Chautauqua instruction con¬ tinues. The authors to be read each year, historians, moralists, economists, are pointed out, the books lent; a magazine, local circles, direct the indivie beneficial to us in many things. But amid this opposition analogies are, nevertheless, noticeable. We are a democ¬ racy, and the spirit of instruction in the United States — the rousing of free inquiry, apprenticeship in self-government — is or should be the basis of our institutions and of our scholastic discipline, from the lower schools to the university. We, like the EDUCATION AT THE PARIS EXPOSITION. 1691 United States, live in an indnstrial, practical age. We must satisfy ntilitarian incli¬ nations, economic needs, and yet save the culture of the man and the citizen. They, like us, have a mania for diplomas and a multiplicity of them, and we as well as they ought to see to it tliat the diploma should be the exact symbol of a real fund of knowledge and culture. More religious than we, in virtue of the protestant spirit of free inquiry, they liave, nevertheless, freed the greater part of their schools of their sectarian character, and, like us, they make secular education, the formation of the critical faculty and of conscience, the basis of national morality. Their faith in the moralizing value of serious studies is more complete and more enthusiastic than ours, for no sect with them is interested in drawdng up discouraging statistics. In a word, I do not believe that there is anywhere on earth a system of instruc¬ tion more unlike ours; more impossible to be transxDlanted on our soil. And there is none that is more instructive for us or wdrich could serve us better as an inspira¬ tion. The same spirit, the sa.me ideal, animates both, under contrasting sj'stems. But it is manifest that to reach the same goal they and wn must often travel in oppo¬ site directions. IlEMOVAL OF AMERICAN EXHIBIT TO MANCHESTER, ENGLAND— OPINIONS OF ENGLISH CRITICS. The technical instruction committee of the corporation of Manchester, at the instigation of Mr. J. H. Reynolds, director of the Manchester Technical School, secured the loan of the educational exhibit of the United Stades and had it trans¬ ferred at their expense to Manchester, where it was placed on exhibition. It was visited by about 30,000 people, many cities and towns sending lai-ge delegations of teachers to examine it. The following extracts are selected from the vast number of notices which appeared in English pa^iers relative to the material. A special catalogue of the exhibit, prepared by Mr. Reynolds, is also a.ppended. THE AMERICAN EDUCATIONAL EXHIBIT AT MANCHESTER.! By FabiaiT 'Wake, Representative at the Paris Exhibition of the Education Committee of the British Royal Commission. Manchester is to be congra,tulated on its educational zeal, or, at any rate, on its educational zealots. While the majority of English teachers rvere basking on the sands of their native shores during the summer "holidays of last year, or hurrying through Paris on their wa^/ to Switzerland, more than one Manchester educationist was busily engaged in studying the pedagogical section of the International Exhibi¬ tion. Among these sections the French was naturally l)y far the largest; the American wns, Avith the possible exception of that of the Yille de Paris, the best organized and the most attractive. It must not be imagined, however, that it Avas for the keen educationalist a case of seeing America paid dying; seA^eral other coun¬ tries Avere undoubtedly superior in special departments to* the United States. The magnificent dining room, for instance, designed, constructed, and furnished in every detail by the Ecole des Arts Industriels of Geneva, Avas a unique example of the art of exhibiting education; the large display of French technical education organized by the ministry of commerce has never been, and probably neA^er Avill be, equaled; and even in our own section the old science and art department in an expiring effort brouglit together a collection of Avorks from our schools of art which outrivaled any¬ thing of the sort in the American exhibit, both in organization and in individual merit. But the attraction of the American section for the observant student of education was not so much due to the surpassing excellence of any special departments as to the A^ery remarkable evidence Avhich it afforded of the compatibility of the highest educational ideals Avith the most vigorously democratic spirit. Though America possesses no central authority — in the EurojAean sense of the term — ^and althougli every State enjoys the most absolute freedom and independence in building up its OAvn system of schools, Ave find a common purpose at Avork and certain fundamental iFrom the Journal of Education (London), April, 1901. 2 As a somewhat different opinion has been expressed in the Journal of Education with regard to the respective merits of the British and American display from schools of art, it is perhap>s necessary for me to remark that my opinion is an unbiased one— in so far as my committee had nothing what¬ ever to do with the organization of this part of our section — and is supported by the award of the international jury. 1692 EDUCATION EEPOKT, 1899-1900. principles generally accepted, which we seek in vain — unless it he in Germany — in other countries. This exhibit was, in these respects, all the more interesting from the comparison which it challenged with its French surroundings. France and A.merica are the two modern exponents of democracy based on the “rights of man.” We would expect, therefore, that each would be true to the foundations of its polity in recognizing and fostering the rights of every individual to the fullest and highest education. While the French Government, however, is every year strengthening the regulations which direct the children of the poorer classes toward technical education of a specialized type within what may l)e termed the secondary sphere, America still considers free secondary education needful for the development and progress of its citizens. The general absence of any technical instruction of a lower grade than thcd which is the crown of a sound general secondary education is the first thing that will strike the people of Manchester who visit tlie exhibit, and may cause greater heed to be paid to the voices raised in their midst against the cardinal error in the jiresent educational development of England. Although it is true that there are nearly as many systems of educational organiza¬ tion as there are States, one finds yet other common features in tlie American schools. This is not surprising when one considers the influence of the National Bureau of Education. The work of this bureau is theoretically the same as that of the special inquiries branch of our lioard of education; that its authority is greater and more readily recognized is to be traced to the fact that all American teacliers turn to it as the only form of a national central authority which they possess. Thanks to its ceaseless activity, all successful educational practice and every interesting experiment is registered and made the common property of all teachers in the land. This l;)ureau is, doubtless, both a cause and a result of the great interest which is shown by the teachers of the United States in educational theory. The English visitor to their exhibit may, perhaps, think that their zeal for theory is excessive. He will certainly l)e struck in some cases by their very literal interpretation of the principles of Froebel, and will consider that in some schools correlation is pushed to an extreme. And yet it is impossible to deny that there is a very great advantage in knowing why, from a psychological point of view, each subject is taught and what functions may or may not l)e assigned to it in the whole sphere of education. In this con¬ nection the exhibit can not have quite the same value at IManchester that it had in Paris; for there IMr. Howard J. Kogers, deputy superintendent of schools for the State of New York, was unsurpassed among my colleagues for his wide knowledge of everything associated with the exhibits under his direction and for his unfailing courtesy in placing that knowledge at the disposal of all visitors. But even ^vithout his inter})retation the facts alluded to must be apparent to anyone wlio seriously studies the different phases of school life here presented. Among other general features, the widespread system of coeonse to Dr. Harris’s inquiries, of the 50 x^rincipal cities enumerated by the census of 1890, 4 reported sei:>aration of the sexes in high schools only, 2 rex^orted in 1892 sex)aration in all grades above the x'>rimary, and 6 both sex^arate and mixed classes in all grades. Of tlie smaller cities, only 24 rex^^orted separate classes for boys and girls in different grades. When these figures are taken into account the large x^i’oportion of women teachers in American schools is not surprising, though it should not lie forgotten that the civil war gave women a unique ox>X'>ortunity of x^roving themselves to be caxxable substitutes for men. Nothing attracted greater attention in Paris than the methods of teaching drawing adoxrted in some of the primary and secondary schools in the United States. Not even a PwOusseau could imagine a course of instruction which allows greater freedom of development to a child, and it is difficult to conceive a method whiifii takes greater advantage, for the training of observation, of a child’s natural desire to draw every¬ thing he sees. The x^leasure of sending on to the American section choleric Teutons who vehemently protested against the want of “discixrline” in our English brush- work exhibited in Paris may be well imagined by those who have studied the exhibit in IManchester. It is impossible within the limits of this article to deal with even a hundredth part of the exhibits which — thanks to a series of cuxiboards containing a succession of vertical leaves or flaps on hinges — are to be found in the small space occupied by the American section. About one-half of this space is devoted to x^rimary and secondary and the other half to higher education. Every tyx:)e of educational institution is shown in all details of its organization and activity by means of x>hotograx:>hs, tables of statistics, sx^ecimens of the work done by xmx^ils, and rows of educational literature. EDUCATION AT THE PAKIS EXPOSITION. 1693 Repetition is at the same time carefully avoided. Each university, for instance, exhibits its work in that branch of studies for which it is particularly renov/ned. The cost of the whole exhibit must have been enormous — from a rough calculation five times as much as that of ours — but then our trans- Atlantic cousins have never grudged money to education. It is with justifiable pride that Prof. N. M. Butler tells us, in his introduction to the admirable series of monogmj^hs published for free dis¬ tribution in Paris, that tlie vast sum given in aid or endowment of education by individuals “recalls the best tradition_of the princes and churchmen of the Middle Ages, but is on a vastly larger scale.” lie says that “an unofficial estimate of the amount given by individuals during the year 1899 for universities, colleges, schools, and libraries is over $70,000,000.” Evidently some good follows in tlie “trail of the trust.” It is to be hoped that this beautiful exhibit will encourage English teachers to take a greater interest in the educational achievements of all Anglo-Saxons across the seas. Manchester, in bringing the mountain to Mahomet, has shown commend¬ able tact and energy. NOTIONS OF TEACHING FROM AMERICA— AN INTERESTING EXHIBITION.! From a correspondent. In securing a loan of the exhibits sent liy the American Government to the Paris exhibition the corporation of Manchester has done a distinct service to the cause of education, and the opportunity thus provided of seeing these exhibits is one which should not be neglected. They are on view in the new Central School, lYhitworth street (close to London road station), and there is no charge for admission. Here we have a large number of specimens of the best work done under the best teachers in a go-ahead country, which has about half a million teachers at work. And the first impression forced on one is that the nation that produced these exhibits is a nation that values education for its own sake. Buildings, apparatus, results, all are alike worthy of a nation that spends more on education than on munitions of war. The exhibits are at once manifold and varied. They represent all grades and all sides of education. One can begin with kindergarten and end Avith the university, for the course ranges from the making of mud pies (clay modeling) to the resolution of nebulae. Educational ideals, educational methods, educational development, school government, and school architecture all are dealt Avith. The exhibits are of many kinds and are arranged in different Avays. Some of the children’s Avritten work is bound in stout volumes, some is in large portfolios; a great deal of it is mounted on cardboard panels, set in a hinged framework, which fits in a kind of cupboard. On the outer panel, Avhich Avhen shut is fastened AAnth a spring latch, is the name of the school and other particulars. On the inner ones are the exhibits sent by the school. The arrangement is a,n admirable one, both for purposes of exhibition and also for keeping the exhibits clean, especially for the latter, as the cupboards when closed are practically dust proof, and it is never neces¬ sary to touch the exhiliits when examining them. There is a variety and freshness about the Avork which shows that American teach¬ ers work in an atmos])here of freedom Avhich has hitherto been unknoAvn in English schools. And looking to the higher grades and the rapidity Avith Avhich America has advanced as an industrial nation during recent years, there can be no doubt that she has been wise in encouraging initiative on the part of her teachers. Here in England our teachers have been code bound — SAvathed in red tape for over forty years. At last our education department has recognized the folly of this course and has appealed to its teachers to strike out on fresh lines. But the b.abits and customs of forty years can not be shaken off in a day, and unless school boards and other managers encourage their teachers to get back to first principles the fullest possible benefit Avill not be got from the departure. In view of this change the American exhibits come most opportunely, for we can conceive of nothing which Avould better aid a teacher or a manager than a Ausit to this exhibition at this Juncture. By this Ave do not mean to say that the American work is in all respects superior to Avhat is done in England; but if Ave are to profit from it our object should be to find the points in Avhich it is superior and endeavor to assimilate these. Confining ourselves to the primary Avork, for it is impossible to deal Avith all even in a general way, we would say that the American methods are more natural. American teachers do not endeavor to get little children to produce carefully finished work in the early stages. From the Shefheld (England) Telegram, February 28, 1901. 1694 EDUCATION EEPORT, 1899-1900. They are content with promise, and in this they are wise. A comparison, as regards style, between the writing done by an English child in Standard I, and an American child at the same stage would be all in favor of the English child. But the results at subsequent stages do not prove the superiority of our English method. In fact, our method is wrong, for it is unnatural to expect such accuracy from children at so early an age. In drawing this difference in the two systems is most marked. Indeed, a great deal of what is taught as drawing in our schools is conspicuous by its absence. From the beginning children are allowed to draw ^‘things.” Sheet after sheet in the folios and panels are covered with crude drawings of cats, dogs, etc. , just the sort of thing that we have been in the habit of thrashing our lads for doing on the sly. It is possible that this has been carried to excess, but subsequent results show that here again the Americans are on the right track, for, as Ruskin has recommended, they have endeavored to make drawing a means of obtaining and communicating knowledge. Ruskin says “he wdio can accurately represent the form of an object and match its color has unquestionably a i:)ower of notation and description greater in most instances than that of words; and this science of notation ought to be simply regarded as that which is concerned with the record of form, just as arithmetic is concerned with the record of number.” This is the principle the Americans have endeavored to carry out. In all descrip¬ tive essays sketches are introduced wherever possible, as a means of communicating knowdedge. This admirable feature is, vre believe, almost unknown in English schools. In fact one great difference l3etw’'een the two systems is that the ^Vmerican system is more graphic throughout. * In arithmetic this method is largely employed. But before dealing with that we should like to say that we believe that this subject is about the worst taught of any in our schools; adthough “a nPvtion of shopkeepers,” we have a clumsy antiquated S3^stem of weights and measures, wdiich severely handicai3s us in foreign trade and throws burdens on our school lads that are “grievous to be borne.” Again, the exercises wmrked in our schools are in the main of an impracticable nature. And, last of all, the arrangement of th.e work for’ teaching puiqioses is educationally unsound. The vrork has been divided into a number of “water-tight compartments,” in the most mechanical manner. The work of later j^ears is not based on that which has gone before, and there is no provision for proper revision of work. To a con¬ siderable extent the Americans share these disadvcmtages witli us, but in some direc¬ tions they have made distinct progress. And the chief advance is in the graphic methods of working they employ, especi¬ ally in the early stages. For example, the following problem was given: blow many square feet are there in a board 8 feet long by 2 feet broad? In each case this was solved by drawdng a rectangle (to scale) 8 hy 2 feet, dividing it off into spaces each rexiresenting 1 square foot, and reasoning from the diagram. There are 2 rows, each containing 8 square feet; therefore the number of square feet in the rectangle is 16 square feet. This method of explanation is, w^e know, common in English schools, but we do not believe it is the custom to make lads employ it in the solution of problems. Another characteristic feature of the American system is the general adoption of Herbart’s system of correlating subjects. The object of this is to give the pupils a good, serviceable grip of facts without wearisome repetition, and it is worked some¬ what as follows; Suppose the object is to give the children a general idea of the parts of a plant and their various functions. First of all an object lesson on the plant would be given. Next, the children would make a colored drawing of it. And, last of all, they would be asked to write a description of it in simple language. It vill be evident to all that this is an exceedingly interesting and educative way of treating the subject. Each step calls different faculties into play. The subject never loses its freshness, and the interest never flags. Some of our best English schools have employed this method for a good many jmars with great success, but the system is far from being as general as it is in America. Space forbids us to go into further details, but we trust we have said enough to induce a large number of local educationists to visit the exhibition. It will be open till the 9th of March, but we would advise visitors to keep off Sat¬ urday, if possible, as the rooms on that day are crowded with teachers and others v;ho are unable to go during the week. EDUCATION AT THE PAEIS EXPOSITION. 1695 THE AMERICAN EDUCATIONAL EXHIBIT— THE PRIMARY GRADESI By H. T. Mark. There is so much to see in the vivid presentation of life in the American school M'hich is now open to the public in Whitworth street that intending visitors will probably be glad of a further word by way of brief general introduction to the con¬ tents of the spacious room devoted to the exhibit in the new central board schools. Probably, as the American schools differ so widely in many v/ays, both in teaching- method and in what in England is called ‘hliscipline,” from our own, a few general characteristics may be indicated at the outset. Individuality is the aim of the whole of the school life and -work. Coercion of unwilling learners is almost unknown. The school work is the child’s v/illing expression of himself; the school life is part and parcel of his own natural life, which it supplements, enlarges, and interprets. Two factors concur to this end — the educator’s interest in the child and the child’s inter¬ est in what he is set to do. These t-^n forces naturally merge into each other, and are part of -what is spoken of further on as the American spirit in education. Out of the educator’s interest in and study of the child springs a course of study which, at any rate in the earliest years of school experience, meets the child half w^ay and ministers to the forms of intellectual hunger w^hich manifest themselves between the ages of 5 and 10. It is here that the educational revival of the last t-w^enty-tive years, which is commonly spoken of in America, has its completest expression. In the kinder¬ garten betw-een the ages of 4 and 6 and in the primary grades of the next four years (neglecting local variations) the aptitudes and ability of the child, intellectual, moral, and social, are the prime consideration. As a result wm find love of color, love of story and of picture, frank self-expression (w^hich the schools especially encourage), interest in nature, and concrete ways of approaching abstract and formal subjects marking the entire wmrk of the primary-grade pupils. The great moral features are the beauty -loving and the free. One is tempted to illustrate these points from actual observation, but in this place one must refer rather to the exhibit, which, indeed, in spite of the fact that one ship containing valuable sections -was lost on the -v^-ay from New York to Europe, is more them ample for the purpose. Liberty is to be looked for everywhere as the dominant feature of the children’s work; color and illustration of va,rious kinds are the second strikin.g feature of the work in these departments of the school. The very practical question will be asked. Does not the elaborate brush and pencil wmrk adorning compositions, and even examples in arithmetic— an instance of the excessive use of a good thing — take up a large amount of valuable school time? It would if it took up the teacher’s time or left it unoccupied wuth more valuable forms of energy, but this is not the case. Each grade under its single teacher is, practicall}^ everywhere throughout tlie primary departments, divided into twm sec¬ tions, taking desk vcork and oral work alternately. Roughly speaking, therefore, half of the school time of the scholar is taken up at the desk in wmrk relating to his oral or class wmrk, and of the nature of practical exercises upon it. This ‘ ‘ seat work ’ ’ or “ desk wmrk” or '‘busy work,” as it is variously called, is what is showm in the cases. The exhibit might in this sense be said to show vihat the children can do for themselves without the teacher’s guidance, as a result of the wmrk done during alter¬ nate intervaJs wuth the teacher, and also, in part, as a result of the child’s owm intent pursuit of his task. The businesslike bearing of the children in the average Ameri¬ can schoolroom, quite as much in the primary grades as in the high school itself, is one of the most noticeable characteristics. At once one feels that the school life is not primarily the teacher’s business, but the child’s. Making the necessary allow^- ance for inevitable exceptions the American child does not go to school to be “dis¬ ciplined” but to learn; the home is behind the school in this respect, but most potent of all is the course of study and its fitness for the child. Formal, exact, “ finnicking” wmrk, abstract process, and mass of detail are wuthheld. Child study has at least done this for the American boy and girl in the first ten yearn of their school life. Whether it has done too much for the child from ten or twelve or fourteen is another question not needing to be discussed here. The influence of the kindergarten, wuth its rapidly increasing army of over 200,000 pupils (it was estimated upon reliable evidence to stand above that figure in 1898) , accounts for much of the improvement in primary- grade work, followung as it did upon Hora.ee Mann’s propaganda of Pestalozzianism. But there is something deeper than that — more vital, more national. The American spirit began to declare itself in educational matters, and its first spokesman was Francis W. Parker, a combination of American shrewdness and Pestalozzian enthu¬ siasm. Mr. Parker had been a colonel in the army of the North, and having directed 1 From the Manchester (England) Guardian, February 5, 1901. 1696 EDUCATIOIN' EEPORT, 1899*1900. his energies to education, became superintendent of schools in the town of Quincy, Mass. , near Boston. The American feeling is intensely democratic and libert3^-loving. Hence the sytem of student government which is described in the Bryn Mawr exhibit, and which is one' of the best elements, from an American point of view, in American education. The sam|>les presented! in the various cases and bound volumes and portfolios are no exaggeration of American school work. More striking pieces of work are to be seen exhibited on the stairs and along the corridors as well as in the interior of the classrooms of American schools even than those here shown. By way of actual guide to tile contents of the cases perhaps one might suggest a first visit to cases 49, 50, and 51, which represent the work done in the Washington schools. The exhibit consists of a large number of photographs of school interiors with the classes repre¬ sented at their work. The pictures are in themselves works of art, and were prepared without consideration of expense — as the writer knows, having purchased duplicates of some of them when in Washington. Nature-study is the center of correlation round which all the work circles more or less in the Washington schools. This should be noted, as in most cities literature is the center. To one point in the AVash- iugton exhibit special attention should be given. Manual training is carried right through the school system, from the kindergarten to the high schools. One by no means trivial testimony to the value of this plan arose out of the pressure put upon certain workshops at the time of the Spanish war. Youths from the AVashington high schools were drafted off into the workshops, and not onl}' proved their efficiency but soon efiualed the workshop mechanics in their earnings. AVith reference to the kiiiderga,rten exhibits, readers should be reminded that there is no formal work in the “ three It’s” in the American kindergarten or infant school. The whole programme consists of the opening exercises, gifts, occupations, games, (with and without music), and nature- work. Actual gardens are cultivated by the children under the school walls, not only in such favored and open cities as AVash- ington but in Chicago, if only' the school is far enough from the actual center of population for this to be possible. The large gifts, wool work on simple wooden frames rather than the fine paper weaving, exercises in threading stout colored cords, as preparatory to the kindergarten sewing, will be observed as exemplifying the tendency to begin with the large and relatively easy. In the primary grades pic¬ tures of AA'ashington and other school children at work show them standing at the wall slate in their first attempts at writing for a similar reason; the large muscles are first developed, and their use is easier and more natural to the child. Interest in the objects made or represented and in the topics written about is always kept as keen as possible by- careful choice of objects and topics. The language work in the primary grade exhibits shows instances of first-grade children having brought to school a stem of real wild strawberry blossom or some other flower, which they mount upon the j^faper used for such compositions as “The wild strawberry blossom is sweet.” If the English visitor thinks tliat a child within his first y^ear of formal work, whether reading or writing, should not attempt such words as ‘ ‘ strawberry ’ ’ and “ blossom,” the answer of one of the most successful American teachers, whose school figures in the Chicago exhibit, would be, “Children learn the big words most easily.” In this school children were seen in their first week at school “reading” — and is not visualizing symbols correctly^ reading? — “Hiav/atha was the grandson of Noko- mis,” having pictures of the two as their chief guide. “ Big-sea- water” was a word of delight to them, easy because so big. In arithmetic some equally original work is shown from Chicago and other places. Eatios and fractions, by tlie actual compari¬ son of magnitude and the cutting and pasting of colored jjapers representing definite ratios are acquired almost from the first. The relation of magnitudes is held to be less abstract than the manipulation of symbols, the “sums” of ordinarv arithmetic. This will explain some of the sheets being descriljed as “Arithmetic, first grade,” v/hich look at first like exercises in free pamper cutting. “AA^'liat are the vacation schools?” is one of the first questions to be asked. They arise out of local conditions and needs. The intense heat of summer makes a vaca¬ tion of ten weeks a practical necessity; yet for the children of the slums this is a terri¬ ble opportunity of forgetting all they have learned at school and acquiring much that they^ will never unlearn. Hence “schools” are opened; but what are really opened are the “ play^grounds,” with indoor exercises and occupations, if the weather makes them necessaiy. The nature of the work done, which is really an extension of kin¬ dergarten life and principles for children of all ages, is sufficiently shown in the exhib¬ its. Newark, N. J. (cases 8 and 26), is especially typical of what American educators call the “new education,” referring to the movements of the last twenty -five years. The farther one goes west, the more pronounced is tlie freedom in school work and the expression of individuality by its means. As illustrating this, the exhibit from EDUCATION AT THE PAEIS EXPOSITION. 1697 Denver, Colo., should not be missed. In general, it may be said that each city retains its own individuality, which the schools, in a measure, reflect; but at the same time this very freedom of initiative leads to a fairly identifiable uniformity. When one city has a reputation for the ]3est, others are eager to study its methods, and, if api^roved, to follow them. On the one hand, therefore, there is every freedom to experiment; on the other hand, there is, what every visitor to American schools gratefully acknowledges, a perfect freemasonry among educators. The best is freely shown and freely copied. In this spirit, as Aiderman Hoy sand at the or>ening of the exhibit, the loan was gladly made to Manchester. The exhibit was only got together with a view to making a matter of common knowledge any features of American edu¬ cation which may be worthy of imitedion. As a last word, many visitors will be inter¬ ested in the reports of the city boards of education, of which there is a collection on the left hand as one enters. Those of New York State (1898), of Cleveland, and of Sioux City are good examples. THE AMERICAN EDUCATIONAL EXHIBIT— WOMEN’S EDUCATION IN AMERICA.i By Sara A. Burstall.2 Sir John Gorst iii his recent speech reminded us that in the United States “every boy or girl had his or her natural gifts and qualifications developed, and developed in the same way and by the same general methods.” In examining the exhibit shown at the Whitworth street central schools it is, therefore, not altogether easy to separate the parts bearing 021 giils’ education froin tlie whole mass — the complete representation of a system in which for many years women and girls have had equal opportunities with their brothers. According to the monograph on this su’Bject, pre¬ pared for the Paris Exposition, these free opportunities have influenced the American people for nearly two-thirds of a century, and to the better education of the mothers of the poorer classes thus provided may be attributed much of the extraordinary industrial progress of the United States. The coeducation of boys and girls, all but universal in the primary schools and public secondary schools (except in a few East¬ ern cities), has made this equality absolute; the numerous photographs in the exhi¬ bition showing young people working together at all stages, from the kindergarten to the last years of the high-school course, bring home to the untraveled English people how natural, simple, and delightful this plan is under American social conditions. * * * In secondary or high schools the preponderance of girls is marked. In 1898 they formed 56.5 per cent of all such pupils. In public secondary schools, according to the exhibit diagram, there are 260,000 girls as against 190,000 boys. Girls also stay later; 13 per cent finish the course — or graduate, as it is called — compared wdth 10 per cent of boys. It follo3VS that in a high-school classroom for pupils of 17 or 18 years of age the girls considerably outnumber the boys. (See case 46. ) The explana¬ tion is to be found in the fact that to women in America falls the responsibility of supporting the standard of culture, as indeed their natural position in the home might require; they are generally iietter educated than the men, whose horizon is too often bounded by the limits of the money market or the exchange. There are signs even in England that the stress of industrial competition may ere long bring about a state of affairs in this country also when a liberal education in the humanities will be the privilege of the noncom'batant sex. That such is already the case with our cousins beyond the seas is shown in the diagrams above case 47 in C of statistics of studies in high schools. Many more girls than lioys take Latin, history, and liter¬ ature; the college statistics (case 72 and passim) tell the same story, as indeed do the records of our English university colleges. The colored diagram on the outside screen of case 41, showing in colors the relative numbers taking different studies, is mislead¬ ing, for it makes no allowance for the fact that so small a percentage of tlie pupils finish the high-school course; the characteristic studies of the first-year programmes, Latin and algebra, necessarily predominate more than they should. We may remark that high-school work in America is ari'anged in courses corresponding to classical and modern sides. Girls as a rule choose the classical or the English course, the lat¬ ter generally when preparing for the normal school. Each includes a certain amount of modern languages, and of late years some physics; history, English, and mathe- 1 From the Manchester Guardian. February 18, 1901. 2 Miss Sara A. Burstall, head mistress of the Manchester High School of Girls. One of the five women appointed by the Gilchrist trustees to visit the United States in 1893 to report on the educa¬ tion of girls in this country.— A. T. S. ED 1900 - VOL II •27 1698 EDUCATIOlSr EEPOET, 1899-1900. iiiatics are compulsory in all courses, just as they are for the Victoria preliminary examination. * * * It is nearly true to say that American schools care little for results, in the sense of positive masses of accurate ordered information. What they seek is the develop¬ ment of individuality, faculW, power; and the final product as shown in their social, industrial, and intellectual life as a nation is tlie real test to them of the value of their educational system. Those who know, for example, the social charm of their culti¬ vated women, the excellence of the post-graduate work in some of their universities, or the practical success of their methods of training engineers are well aware how much can be said for the American ideal as against that which has so long prevailed in England. The higher education of women in colleges and universities is very fully treated in the exhibit now at Whitworth street. Not only are there pictures and records from separate colleges, coeducational and other, but there is also a valuable section (case 72) organized by a charactistic American society, the Association of Collegiate Aliimiife, which Vvms founded in 1882 for practical educational work. The statistical tables, disi'>iayed for the most part by graphic methods, and therefore intelligible at a glance, show the extraordinary increase in the number of students during the last generation, and the greater proportional increase in coeducational colleges. To IVlan- chester people, proud of their own coeducational university college, this fact has its ovvii special interest. Endowments for women have also increased enormously. There are in the United States four separate colleges for women which stand out above all the others — Vassar, Wellesley, Smith, and Bryn Mawr. All are well repre¬ sented in the exhibit, and l)y some little study of the photographs in Section E it is easy to get a very fair idea of what life and work are in tliese colleges. All have been founded l;)y private benevmlence, and all possess land, buildings, and endowments on a scale resembling those of Trinity or Christ Church rather than of Girton or Newn- ham. Vassar is the oldest, founded in 1865 in a delightful country district in the Hudson Valley, an easy train journey from New York. Its splendor and stateliness, its wealth and beauty fitly corres])ond with its nearness to the greatest and richest city in the New World. The buildings, which accommodate 600 students, some in large residential halls, some in smaller cottages, are scattered over an extensive park like that of some old English estate; the students have exceptional opportunities for outdoor exercises and enjoyment, and the visitor thus carries away an impression of the freedom, health, and delight of social life at Vassar. Wellesley, in New England, not far from Boston, has an austere charm of its own, with its halls and buildings in the clearings of a virgin forest, near the shores of J^ake Waban, where the girls boat regularly, as may be seen in the pictures of case 61. It now has about 700 students, and resembles in style and numbers Smith, another New England college, in a lovely woodland region at Northampton, IMass. Case 78 is devoted to illustrations, etc., of Wellesley. The graduates of these two New England colleges supply a large propor¬ tion of the best secondary teachers in the Eastern States. Bryn Mawr, the youngest of the four, has its own character; advanced scholarship, a, high standard both of entrance and degree work, and the special development of po.st-graduate Vr'orkare its differentia. As regards the last point, it has ])een the pioneer of women’s colleges, and has set an example which Newnham, Girton, and Somerville are endeavoiingto follow, so far as their scanty means will permit. The Bryn IMawr exhibit, case No. 80, at the extreme right of the hall, gives elaborate details and copies of the olhcial publications of the meml3ers of the faculty amd of students; these afford clear proof of the distinguished success which this young college has already achieved. Since its opening in 1885 it has appointed 96 resident fellows, 9 of whom have been English college ymmen, 4 from each of the Cambridge colleges. At one time, indeed, it was the only place where such students could do advanced work after their Cam¬ bridge course. Of these 96 fellows, 18 are now engaged in post-graduate study, 30 in college teaching, and 26 in school teaching. The Bryn Mawr pictures show the char¬ acteristic American college system of buildings — no quadrangle, but detached halls in and around the ‘‘campus,” as the park or grounds is called. The 300 students live in several separate houses, smaller dwellings being considered more restful for the girls. Here, too, games and physical training have been provided for, though in this respect it is the English colleges that have set the example. The coeducational colleges appear in the general university exhibit. Chief among them are Radcliffe, Barnard, Michigan, and Chicago. The first of these is called the American Girton, connected as it is with Harvard, the American Cambridge. Barnard is an annex of Columbia, the metropolitan university of New York. Michi¬ gan and Chicago are true types of coeducational universities as we know them in Manchester, Birmingham, and Wales. The fonner was the first to open its doors to women. It is a typical AVestern seat of learning, supported out of public funds EDUCATION AT THE PARIS EXPOSITION. 1699 and governed by regents appointed by the State. It, too, gives the visitor a happy impression of the combination of simplicity and freedom with study. Chicago, on the other hand, is modern, rich, and splendid in buildings and endowments, uncon¬ nected with the State, and devoted especially to advanced post-graduate study. It is intended to be one of, the greatest universities in the world, and its progress has been as rapid as that of the city whose name it bears. Theology and Semitic studies receive particular encouragement, and English women go to the university, as to Bryn Mawr, for higher study after finishing their college course here. Its own exhibit, case 65 and section 77, must appeal with peculiar force to citizens of a great British center of commerce and industry, whose university college has also been created and endowed by the munificence of private individuals, and we may contrast with interest its stately range of buildings with those of the Owens College. . It remains but to notice illustrations of the university extension and summer school movements, and of recreative classes and social settlements in America. These are to be found in case 103, and several have special relation to women. There is also a noteworthy portfolio showing the work of college women for the home, accompanied l^y an explanatory pamphlet issued by the Association of Collegiate Alumnae. This shows clearly the reaction of women’s higher education on women’s peculiar sphere of domestic duty, and proves what the advocates of this great reform of the Victorian era have always declared — namely, that education would make women better wives and mothers and housekeepers, and that no degree of culture was too high for the future makers of the home. “There is nothing to fear, but rather everything to hoj)e, from the education of American women as to the stability of the American home, since the satisfactory solution of home problems is likely to come through it.” And that this maybe so in England we are already beginning to perceive in the con¬ cern shown Iry college women for household and technical home training and for practical investigation in social economics, as well as in their devotion to the problems of child study and upbringing in their own nurseries. There are many lessons, as the vice-president of the board of education reminded us, which can be learned by English people from this exhibit. Those which lie formulated — namely, the worth of an “all round” liberal education and the impor¬ tance of nature-study — are perhaps ajitest for a South Lancashire audience. Both concern women whose education in the past, and in some cases even in the present, has been limited to the technical iireparation for their household duties, and who, when they did come to school, have often been crushed and overpowered with a too bookish and academic type of mental training out of all living relation to nature. But we venture to suggest that there is a more important lesson still to be derived from the exhibit, and one that all English people sorely need to learn; that is, a sincere and vital belief in the power and inliuence of education, combined with a determination to allow that influence and that power all the scope which the most unstinted use of public and private resources can secure for them. AMERICAN EDUCATION— LONGTON MASTERS AND THE EXHIBITION.! The head masters of the science and art schools at Longton have presented interest¬ ing reports upon their visit to the United States education exhibit at Manchester. Mr. George George, of the Science School, says the system, unlike that in existence in England, does not consist of “two ends with no middle.” The work done in the American kindergarten schools by children from 3 years to 5 years of age, and in the primary schools by those from 5 years to 8 years he considers of a very high educational character, in that the powers of observation, reasoning, and originality are constantly being developed. In the elementary or grammar schools, where the pupils are from 8 to 13 years of age, he was gratined^ to find that our work here bears a strong resemblance to that in the American schools. At Longton, he maintains, they are much more up to date at the high school in the teaching of French. In drawing and manual training the Americans are far in advance of us, and the same applies to English composition. In this connection we may quote from the annual report of the technical instruction committee of the county council recently noticed in the Courier. Speaking of the North Staffordshire mining classes, the lecturer and examiner says: “For some reason or other the subject I find exceptionally weak in this district is English.” Again, in the same report, the instructor in pottery and porcelain manufacture says: “The remarkable and regrettable deficiency of elemen¬ tary knowledge of arithmetic and the English language has been very marked in the iFrom the Manchester (England) Guardian, April 4, 1901. 1700 EDUCATION KEPOET, 1899-1900. cases of many students in the preliminary grade.” Mr. George considers America far behind us in science teaching of pupils from 13 to 17 years of age. Chemistry and physics, he says, are taught in an antiquated and scrappy manner. In mathematics, composition, geography, and history, however, America leads the way. He was surprised to find the large amount of time devoted to Latin compared with that given to experimental science. On the whole, he admits the superiority of the United States educational system, due to its continuity and the fact that no expense is spared upon buildings or equipment. A feature of especial interest in the American system is that in over 80 per cent of the schools boys and girls are educated side by side. IMr. AV. IMorse, the Longton art master, points out the advantage the Americans have in the fact that one grade of school leads to* another. They also realize that it is thought in drawing that counts. They do not make servile copies, but learn to obser^-e facts. Even in the kindergarten schools they draw from a cast or living objects, also from memory, to cultivate the power of observation. Drawing enters more into the ordinary work than it does here. They are not so good in design as we are. In the normal schools, where the work is similar to that required for our art teachers’ certificates, Mr. Morse considers the standard far below ours. After all, the com¬ parisons drawn by these two experts will not be altogether discouraging to Longton educationists. THE EDUCATIONAL EXHIBIT OF THE UNITED STATES OF AMERICA AT THE PARIS EXHIBITION OF 1900. By Mr. ,T. H. Reynolds, Director of Technical Instruction, Manchester. The technical instruction committee of the city council of IManchester having received from its chairman and director highly favorable reports of tlie great intrin¬ sic merits of the educational exhibit of the United States, and being ])ersuaded that its display in this district would prove of the greatest possible interest and stimulus to the intelligent public, and especially to all who are engaged in the work of edu¬ cation, pul)licly or privately, of whatever grade, either as administrators or as teachers, entered into negotiations with the Llnited States Commission in Paris with a view to obtain hs sanction for the removal of the exhibit for a limited time to jManchester. The application of the committee w’as most cordially entertained, and the various contributors gladly gave their jiermission for their respective exhiliits to be included in the display. The aims of the French authorities. — It may be interesting to set forth the aims the French authorities had in vieiv in the arrangements they made for an adequate dis- ]ilay of the educational means, methods, and resources of the great, and some of the less important, nations of the 'world. In the first place they “recognized more fully than ever liefore the educational possibilities of a great international display, and the existence of an intimate relation between the growth of educational systems and the increase of commercial and industrial prosperity,” and they gave emphasis to the view by placing it first among the great groups into which Uie classification of the Exposition was divided. IMoreover, this prominent position was conceded and assigned to education becau.se, as the French commissioner-general stated, “ Through education and instruction man enters into life, and because they are also the source of all progress.” The view of the French commissioners uith respect to education in the United States. — The French commissioners were especially anxious that the United States should spare no effort to make its exhibit full and effective, since they regarded the systems of education there ])revailing as more practical than those of any other country, and well 'worth the close study of the French educational authorities 'with a view to the adoption of any methods which seemed suitable to the genius and educational needs and aims of the French people. The display by the United States. — It may be stated without invidiousness that no nation, other than France herself, made so fine a display as did that of the United States. The space occupied by the States was about 3,100 square feet, but this limi¬ tation, narrow as it was, was probably the chief cause of the efficiency of the display; since having regard to the vast area of the country and its diverse conditions of climate, people, industry, and social needs, the advisory committee were obliged to make a close study of the best methods of securing an exhibit which should adequately reflect the state of education in all its grades and variety. The policy calopted by the commission. — The comparatively small space assigned to so large a territory as the United States, with its complex educational problems EDUCATIO^r AT THE PAPAS EXPOSITION. 1701 and novel educational experiments, and witli its numerous institutions munincently founded and supported by private and public endowment, compelled the adoption of a clearly defined if limited scheme. There was no space for repetitions and none for a retrospective disi)lay. The exhibit is therefore of education as it exists in the States to-day. It is, more¬ over, distinctly national, and individual States find no recognition as such. Its purpose is to represent the best work and the ripest methods, no matter whence their source, within the limit of tire United States. With a view to secure an effective exhibit, an advisory committee was appointed by the National Educational Association under the general control of the United States Commission, comprised of the chief educational authorities of the Eepul:)lic, public and jrrivate, including State and city superintendents of education, repre¬ sentatives of colleges and universities, private and denominational schools, normal schools, libraries, si)ecial classes, and the arts. The executive arrangements were assigned to a committee of five, with Mr. Howard J. Eogers, deputy superintendent of education of the State of New York, as director, who has admirably fulfilled the duties intrusted to him. A clearly defined scheme was formulated, in the accomplishment of which the most willing assistance has been given by every educational 'organization ai)pealed to, whether that of a college or university or of the educational executive of a great city. All alike have been animated with the purpose of exhibiting as faithfully as possible the school and college system of the nation as a v/hole. “ If you will tell us wb.at you need, or what you want from us in any department of the university, we will prepare it for you, wliether it is much or little,” said the president of a |)rominent Eastern university. All wdro were appealed to met the requirements of the commis¬ sion in the same patriotic spirit, with the result that tliere has been got together a quite unique exhibit which in small compass reflects the educational conditions and achievements of a great nation, and at the same time, in consequence of its carefully systematized arrangeivients, permits of exact and fruitful study. The field covered hy the exh ibit. — The number of exhilritors was 252, covering the whole field of education, comprising (1) elementary educadion, including kinder¬ gartens, elementary schools, and elementary courses for adults; (2) schools for defect¬ ives, and for negroes and Indians; (3) the various departments of secondary education, including general, industrial, and commercial education; (4) trade schools; (5) higher education, including colleges, universities, and professional schools. Methods employed to display the exhibit. — The means employed to bring before the eye an effective representation of the conditions and results of education in the various institutions, cities, and States selected is: First. By an admirable system of statistics, charts, and graphic diagi'ams and tables. Second. By the effective use of photography in displaying school and college architecture, interior and exterior, giving at a glance the liberality of the provision made in buildings, in furniture, and in equipment, and also giving the opportunity of studying the personnel of teachers and pupils. Photography is also largely used to display the methods of teaching emi^loyed and the results achieved. Third. By a display of students’ work in all grades. Fourth. By an admirable series of nineteen monographs (which have been freely circulated) upon various educational topics, prepared by exjrerts under the general editorship of Ur. Nicholas Murray Butler, of Columbia University, New York, in which a complete resume of the educational conditions of the United States at the end of the nineteenth century is given. States, cities, and instihdions contributing. — The elementary and secondary educa¬ tional vrork has been chiefly contributed by the following eight cities: Boston, New York, Newark, Albany, Chicago, St. Louis, Omaha, and Denver, thus reflecting the educational conditions l^oth East and West, and by the two important States of New York and Massachusetts. Other localities have contributed exhibits of a special character, but the systematic, continuous development of elementary and secondary education in the States depends chiefly upon the above-named cities and States. Character of the contributions.— In the held of higher education the national rather than the institutional standpoint has been accepted, and in consequence the exhibit has been arranged by subjects — the various institutions loyally responding to the wish of the advisory committee in this respect. Thus, for example. Harvard contri¬ butes exhibits in astronomy; the University of Pennsylvania in archaeology; Johns Hopkins in 2)hysics and biology ; CJflcago and Columbia in language and literature; Wellesley in psychology; Bryn Maww and Princeton in graduate work; Wisconsin in history; A^ale in paleontology; Cornell and the Massachusetts Institute of Tech¬ nology in engineering and architecture. 1702 EDUCATION REPORT, 1899-1900. K 00 *0 03 *0 K General Plan of Exhsbit, EDUCATION AT THE PARIS EXPOSITION. 1703 Half the entire space is given to elementary and secondary education and half to higher education. Of the former, 5 per cent is assigned to kindergarten work. The striking success of the exhibition is well indicated by the fact that the inter¬ national jury have awarded to it 43 “grands prix,” 63 gold medals, 40 silver medals, 18 bronze medals, and 9 “honorable mentions.” Opening of the exhibition in Ifanchester.— The exhibition will be formally opened by Alderman James Hoy, chairman of the technical instruction committee, on Tues¬ day, the 29th of January, in the Central Higher Grade Board School, Whitworth street (kindly lent for the occasion by the Manchester school board), and from that date forward wdll be open each day from 10 a. m. until 9 p. m. until the end of Feb¬ ruary, and possil)ly for a longer time if the public interest be maintained. The technical instruction committee of the city freely invite all who are interested in education to take advantage of the oi^portunity to study this fine and well-arranged exhibit. It has been collected under the profound conviction that such a school sys¬ tem as is here illustrated has most materially assisted in producing a type of citizen self-reliant and well equipped, able to aid the nation in every emergency, and to demonstrate that the existence of such is not the fortune of chance conditions, but the inevitable result of free institutions wisely directed. From this point of view, and having regard to the heavy responsibilities which rest upon this nation for the due training and education of its future citizens in order to meet the growing stress of competition in all the activities of life, it is earnestly to be hoped that such inspiration as the exhibit can give will not fail of its effect. Prefatory statement and catalogue. — With the purpose of enabling visitors to grasp the significance of this finely conceived and well-arranged display of the educational resources of the United States and to a.ssist those wdio a^e directly interested in cer¬ tain features of it, it has been deemed desirable to indicate briefly the idan upon which it is laid out and the location of the chief exhibits. A uniform scheme of arrangement is at once evident from the block plan which accompanies the catalogue, by means of which the gradual advance from the kinder¬ garten to the university can be readily followed. The exhibit is arranged in departments as follows, beginning on the left hand of the room: (a) The kindergarten covering the ages from 3 to 5, and the primary, the ages from 5 to 8. (6) The grammar-school grade (corresponding with our lower primary or elementary), ages from 8 to 13. (c) The high -school grade, ages from 13 to 17. (d) The commercial and industrial (trade) schools; the national schools for defectives (the deaf, dumb, and blind); schools for Indians, {e) The colleges and universities (general). (/) The colleges and universities (special), (p] The medical schools and the technological high schools; university extension; architecture. (//) The colleges and universities; (1) pedagogical instruction ; (2) special research and publication work of the universities. Tlie exhibits are arranged in wdiat may be described as winged cases, numbered consecutively from 1 to 111, containing liglit frames opening like the leaves of a book and showing on each side charts, drawings, samples of work, photographs of the exterior and interior of educational Iniildings; showing also the equipment of the class rooms and laboratories, and pupils and students at work. These rest on counters with glass cases containing models and other examples of students’ wmrk, while in the space or sections underneath are stored numerous portfolios and volumes corre¬ sponding to the case exhibits but giving a fuller exposition of each class or section. The attention of visitors desiring to give close study to particular departments is specially directed to these more abundant sources of information, while all who visit the exhibition are enjoined to take note of the fact tliat up to and including the high-school grades the instruction is free, and in some Stakes the higher and the uni¬ versity instruction is also free or at quite nominal fees. The evening instruction in many of the large cities is also free. The school architecture and the fine equipment of the class rooms, laboratories, and workshops in the schools are specially worthy of note, while the large provision of appliances of the most efficient character for tech¬ nological and art instruction and the great number of day students participating in it demands close attention. The important question of the coeducation of the sexes receives abundant and marked illustration in the exhibit, and invites thoughtful consideration. The remarkable and striking series of statistica.1 charts distributed on the w-alls, in which is set forth in figures and diagrams the progress of education in all departments in the United States, deserves the most serious study. The numbers in the catalogue correspond with those on the winged cases and strictly follow the order indicated in the foregoing paragraphs. 1704 EDUCATION BEPOET, 1899-1900. Number. 1 Case .... 2 Case .... 3 Case - Counter. Section . 4 Case .... Section . 5 Case .... Section . 6 Case _ Section . 7 Case .... Section . 5, 6, 7 Sections. 8 Case .... 9 Case . . Section . 10 Case .... Counter. 11 Case .... Section . 12 Case .... Section . 13 Case .... Section . 14 Case .... 15 Case .... Section . 16 Case .... Section . 17 Case .... Section . 18 Case .... 19 Case .... Section . 20 Case . . . . Section . Department A. 1. Kindergarten scJiools; 3 to 5 years of age. Description. Photographs and samples of work from Boston, INIass. Photograjihs and samples of work from Rochester, N. Y., and Newark, N. J. Kindergarten material and school aids by the Milton Bradley Manufacturing Com¬ pany, Springtield, Mass. Cases of kindergarten material. 6 portfolios of kindergarten work from Boston. 5 portfolios of kindergarten work. 2 portfolios of kindergarten work from Chicago. 2. Primary schools; 5 to 8 years of age. Photographs and specimens of work from Boston. 15 portfolios of pupils’ work from Boston. First to fourth grade. Photographs and specimens of work from Boston. 3 jiortfolios and 14 volumes of work of pupils. First to fourth grade. Photographs and specimens of w organization, and scoxie; M. Boutmy on the reform of the baccalaureate; M. Breal on the study of Greek. (Report, 1896-97, Wl. 1, xh^- 29-70.) ” Education in France: Statistics, 1896; the decentralizing movement; the reconstruc¬ tion of the universities; efforts for strengthening the moral influence of the schools; * temx3erance instruction; manual training and technical schools; report of Mr. Charles Copland Perry on technical education in France; the admission of Ameri¬ can students into French universities; review of the career of M. Victor Diiriiy, minister of public instruction, 186-3-1869, by the Due de Broglie; review of the work of M. Henri Marion, first professor of the science of education at the Sorbonne, by M. F. Buisson. (Report, 1897-98, Vol. 1, x^p. 694-788.) 1711 1712 EDUCATION KEFOET, 1899-1900. System of pul^lic education in France — Summarized statistics — Current record of the universities organized nnder the law of 1896 — Tabular view, 1887 and 1897 — Admission of foreign students to French universities — The University Doctorate created under decree of 1897 — Review of the work of the Reimblic in respect to pri¬ mary education, by M. Maurice Faure — Antialcoholic instruction in French schools — Movement for prolonging education — Statistics of illiteracy — Congress of secondary professors — Commission of inquiry appointed by the Chamber of Deputies — Scope of inquiry and depositions of M. Greard, vice-rector of the Academy of Paris, the Abbe Batiffol, MiM. Levasseur, Berthelot, Lavisse, Michel Breal — The educational system of the Christian Brothers: Deposition of Brother Justinus, general secretary of the Order of the Brothers of Christian Schools. (Report 1898-99, Vol. 1, pp. 1086-1138. ) TOPICAL OUTLINE. Brief conspectus of the system of education in France — Summarized statistics 1897- 98 — Detailed statistics of iirimary schools, current and retrospective — Secondary edu¬ cation: Relative enrollment in State and private secondary schools; Government solicitude at the transfer of students from State to clerical schools; Proposed reform of State secondaries; Public lycees and colleges for girls — Universities: Recent reorganization and development; Comiiarative statistics — The Congress of primary education. BKIEF CONSPECTUS OF THE PUBLIC SYSTEM OF EDUCATION IN FRANCE. Public education in France forms a department of pulilic affairs under the direction of a cabinet otiicer — the minister of public instruction and tine arts (})resent incum¬ bent, M. Georges Leygues). The control of the minister is exercised through a graded series of appointed offi¬ cials belonging to tlfe central administration or to the academies (17 in number, including 1 in Algiers), wliich are the local subdivisions of the system. Public instruction is a state service, professors and teachers constituting a professional order whose qualifications, duties, privileges, honors, emoluments, and penalties are as rigidly fixed by law as those of other liranches of the civil or those of the military service. Professional judgment and experience are brought to bear upon the conduct of the system through the councils, i. e., the superior and academic, the majority of whose members are chosen by their peers from the several teaching orders. The pulilic scholastic institutions are grouped in three classes — superior, secondary, primary — corresponding to three departments of tlie central administration. The affairs of each are separately administered by a director and his assistants. As a rule these directors retain their positions irrespective of cabinet changes, and form with tlie superior councils a permanent factor in the administration. On the scho¬ lastic side the secondary and superior institutions are closely coordinated. The course of study of the primary schools is also made continuous with the modern course of the secondary schools. To the department of superior instruction (director, ]M. Liard) belong the univer¬ sities and those special schools of high order which are under the minister of educa¬ tion. ^ Paris is the seat of these special schools and also of the principal university. Under the law of 1896 fifteen of the former faculty groups liave been organized into independent universities. They registered 28,254 students in 1899, an increase of 10,649, or 60.5 per cent above the number enrolled in the faculties in 1888. 1 College de France, Museum of Natural History, Practical School of High Studies (Ecole Pratique des Hautes Etudes), Superior Normal School, School of Charts (Ecole Nationale des Charles), School of Oriental Languages, French School of Archseology at Rome, French School at Athens. The remaining special schools, such as the Conservatoire des Arts et IMetiers, Ecole Nationale Supdrieure des Mines, etc., are under the charge of other ministers. EDUCATION IN EEANCE. 1713 The professors of the State universities are appointed by the President of the Republic in advice with the minister of public instruction. The choice is made from two lists, one furnished by the university council, the other by the sux^erior council. The salaries of professors are jiaid by the State and they have right to a pension. To the department of secondary instruction (director, M. Rabier) belong the lycees, or State classical colleges, for boys, the State lycees for girls, and the com¬ munal colleges established by the communal or local authorities and aided by the State. In 1898 the lycees for boys numbered 109 and enrolled 51,892 x)upils. The communal colleges numbered 227, with an enrollment of 32,510. This gives a total of 84,402 boys in the public secondary schools. The church secondary schools for boys enrolled the same year 91,140 x^’apils, and i)rivate secular secondary estab¬ lishments for boys, 9,725. The public lycees and colleges for girls had an enrollment the same year of 11,402 students. The attendance upon convent and private secondary schools for girls is not known. The xu’ofessors of secondary instruction (public) are appointed by the minister of public instruction. Their salaries, like those of the professors of sujDerior instruc¬ tion, are j^aid by the State, and they are also borne on the pension list. To the dei^artment of primary instruction (director, M, Bayet) belong the infant schools (ecoles maternelles), the superior x^rimary and elementary x^rimary schools, and the x^rimary normal schools. The chief local officer of x^idmary education under the rector of the academy is the academic inspector appointed by the minister. Primary insx^ectors, 450 in number, or about one for every 150 schools, are subordinate to the academic insx^ector. They come into the most intimate relations with the schools and teach¬ ers, as their province is the inspection of the individual schools. The 90 dex^artments of France are districts of administration for x^rimary education within the academies. The prefect or civil chief of the dex)artment has certain authority in resx:>ect to pri¬ mary schools. In x^articular he ax^x^oints the full teachers (titulaires), although his choice must be made from lists ax:>x:>roved by the academy insx^ector. The x^refect is assisted by a dex^artmental council comx">osed of school inspectors, teachers, and members of the civil council, which gives advice ux^on matters relating to the pri¬ mary schools. The medical inspectors of communes and departments are charged with the sani¬ tary inspection of schools. The only local authorities concerned with education are the communal councils and mayors, who select the sites for the school buildings and vote the funds for the exx^enditures at the charge of the commune, and local school committees (commissions scolaires) formed to encourage school attendance. The iDriniary normal schools, 87 for men and 85 for women, are established by the departments (laws of 1833 and 1879), but the salaries of the teachers of normal schools are paid by the State. In 1897 the normal schools enrolled 7,736 students (3,865 men, 3,871 women). Every commune must establish at least one public primary school for children of the legal school age, 6-13 (law of 1833, confirmed by later laws). The establishment of schools for children under 6 years of age (ecoles maternelles) and of sux^erior pri¬ mary (high) schools is optional with the communes. Public primary schools of all classes are free (law of June 16, 1881) and secular (law of March 28, 1882), and only lay teachers may be employed in them (law of October 30, 1886). Instruction is obligatory for all children (law of March 28, 1882), but parents are free to choose the means. Parochial schools are thus recognized, although they are deprived of State support. The enrollment in public x^rimary schools (elementary and superior) in 1897 was 4,190,320, a decrease of 52 per cent below that of 1887. ED 1900 — VOL II - 28 1714 EDUCATION KEPOET, 1899-1900. The enrollment in private primary schools, chiefly parochial, was 1,341,098, a gain above 1887 of 23 per cent. The total enrollment in primary schools, public and pri¬ vate, in 1897 was, it thus appeared, 5,531,418, equivalent to 14 per cent of the population. Xoone is jJermitted to teach in any capacity in a public primary school unless pro¬ vided with a State certificate. These certificates are the ‘‘brevet elementaire,” secured by examination or gra-duation from a normal school after a probationary term of service, the brevet superieur and the “certificat d’ aptitude pedagogique ” both recjuiring examination and successful service. The State pays a fixed annual salary ranging for full teachers in the elementary primaries from |200 to |400 for men, and for women from $200 to $320. In addition to liis salary, every teacher must be provided with a residence or with a money equiv¬ alent for the same. The law imposes this irrovision upon the communes and fixes the rates of indemnity for residences. Primary teachers may be retired u^wn a pen¬ sion after reaching 60 years of age, if they have ireen in the service thirty years. The minimum pension is for men $120 and for women $100 annually (law of June 9, 1853). Tlie total State appropriation for the current expenses of i>ublic instruction in 1898 was $39,775,615, of v.dnlcli ainount $30,890,707 was for primary instruction. The a,ppropriation voted for 1901 rose to $41,393,296 (206,966,483 francs), of which $31,426,215 was for primary education. In addition to the schools for general educa.tion under the control of the minister of public instruction, there are many special schools — technical, agricultural, com¬ mercial, and art — under the minister of agriculture or the minister of commerce, which, with numerous municii)al technical schools, complete the public provision for education in France. The State assumes no monopoly of education, and private institutions of all orders exist side by side with the public institutions, but the former are subject to the authorization of the minister and to his supervision with respect to moral and hygienic conditions. Summarized statistics of schools and universities, 1897-08. 1 Date. Enrollment. Teachers. Current ex- Male. ! Female. Men. W'omen . penditure.s. Primary; Ecoles maternelles (infant schools), ages 2 to 6 . 1897-98 i f744. 126) 9, 114 Elementalres, ages 6 to 13; su- nijrieures, oges 13 to 16 . 1897-98 12, 777, 739 1 2, 757, 386 ' (153, 505) - $42, 803, 050 ■1 1, 702, 293 Primary normal schools, ages 16 to 20 . . . 1897 3,878 3,707 Secondary schools: Public, ages 8 to 20 . 1897-98 1 86, 321 1 100, 865 6 27, 437 8 1,658 5 15, 311 Private, ages 8 to 20 . Universities: Public .. . 1899 e 817 1 2, 772, COl Private . 1899 1 From report to Chamber of Deputies, by M. Maurice-Faure, chairman of the financial comm.ittee (1900), p. 315. - 214, 015, 253 frs. — public schools only; includes State expenditure for normal schools (8, 511, 468 frs.), from reijort of the minister, 1896-97, p. cxcv. 3 Included in total for primary schools. * Report of M. Maurice-Faure, p. 253. 5 Includes 3, 909 in secondary courses, Maurice-Faure, pp. 241-246. ® Maurice-Faure, p. 205. ■ 1898. 8 Maurice-Faure, p. 35. EDUCATIOIM m FEAI^CE. 1715 The statistics of enrollment presented in the foregoing summary (Table 1) are taken from the report of the chairman of the financial committee of the Chamber of Deputies and bring the record to a year later than the official statistics of primary schools published by the minister of public instruction, which bear date lS96-97d The statistics from the latter source are carefully analyzed to show the relative growth of public and private schools, the latter belonging chiefiy to the religious associations. The progress of the public system in respect to the conditions that make for efficienc}^ are also emphasized in the official report. The salient features of the record are here reproduced and brought into comparison with past conditions by a series of retro¬ spective tables derived from the report presented by M. Levasseur to the International Institute of Statistics (1891), and brought to a later date by the addition of later official statistics. Enrollment in lynmary schools, France {including Algiers), — Ac¬ cording to the report of the minister for 1896-97 the total enrollment in infant and primary schools in that year was 0,261,086, or 16.2 per cent of the population. Omitting infant schools, the enrollment was 5,531,118, distributed as follows: Public schools. Private schools. Secular: Bovs . . . 2, 292, 639 1,487,766 48, 199 83, 202 Girls . Total . r. _ 3, 780, 405 131,401 Belonging to religious orders: Boys . Girls . • . 25, 766 384, 149 415, 943 793, 754 Total . 409, 915 1,209, 697 Grand total . . . 4,190, 320 1,341,098 Per cent of total enrollment . . . 75. 75 24. 25 The relative proportions of pupils enrolled in public and in private schools at the beginning and close of the half decade covered by the report were as follows: Per cent of total enrolling nt. 1891-92. 1896-97. Public schools: Bovs . . 42.4 41.9 Girls . 34.7 33. 8 Private schools: Bovs . - . ■ . . . 8.1 8.4 Girls . 14.8 15.9 1 These statistics are carefully compiled by the permanent statistical commission of primary edu¬ cation. President, M. E. Levasseur. 1716 EDUCATION EEPOET, 1899-1900. The relative increase in the enrollnient in private schools is found wholly in schools conducted hy the religious orders, and is attributed to the enforcement of the law of 1886 forbidding* the emplo^mient in State schools of teachers belonging to the religious orders. By reference to the retrospective table (IL, p. 1718) it v, dll be seen that the total school enrollment declined stea^dily (about 11 per cent) from 1888-89 to 1896-97. The causes of this diminution given in the official report are (1) the actual diminution in the child population, which for children 6 to 13 years of age, the legal school period, was six-tenths of 1 per cent from 1891 to 1896; (2) the earlier period at which children are sent to school, as shown by the increase in the enrollment of the infant schools — that is, schools for children 2 to 6 years of age. While the population between these ages decreased by 1.6 per cent from 1891 to 1896, the enrollment in infant schools increased b}^ 18.1 per cent in the same time. The children entered in school at this early age are removed at an early age in ever-increasing numbers. The change affects in nearly the same degree both boys and girls, who are about equally represented in the total enrollment. In 1896-97 the boys in primary schools numbered 2,782,517; girls, 2,718,871. The statistics are carefully analyzed in the official report with a view to showing exactly how many children of the school age are not accounted for. In this inquiry Algiers, which since 1886 has been treated as an integral part of France, is omitted. The total number of children in France 6 to 13 years in 1896-97 was 1,636,381. Of these 1,382,582 were in primary or in infant schools, 70,092 in the primary departments of secondary schools, and 3,192 instructed at home. This gives a total of 1,156,166 under instruction and leaves 180,215 children of legal school age not accounted for. The statis¬ tician addjs to this 182,000 as the probable number of duplicate enroll¬ ments in the schools, and thus arrives at a total of 362,000 children of school age with respect to whose instruction the Government has no information. This number includes all children who are not entered in school till 7 or 8 years of age, all who leave before 11 years of age, and also all those instructed at home, but whose parents have not reported to the authorities, which is frequently the case in the large cities. The conclusion is reached that the actual number of children who are deprived of instruction is very small. The item of average annual attendance is not included in the official statistics of French schools; but an enumeration of the pupils in attend¬ ance upon all the schools is made on a specified da}^ in December, the month of highest attendance, and also on a specified day in June, the month of lowest attendance. The comparison of each total with the total attendance during the month gives an approximate idea of the EDUCATION IN FEANCE. 17 17 relation of attendance to enrollment. For 1896-9Y the results were as f olloYfs : December, 1896. June, 1897. Enrollment: Piihlic schools . 3, 666, 709 1,221,950 3, 514, 864 1,221,576 Private schools . Total . 4, 888, 659 4, 766, 440 Attendance: Public schools . 3, 293, 754 1,141,059 3,065,118 1,127,787 Private schools . Total . 4, 434, 813 4, 192, 905 Per cent of enrollment in attendance: Public schools . 89.8 93.3 CO Private schools . Total . 90.7 87.9 These biennial estimates do not indicate with sufficient complete¬ ness the actual degree of regularity in school attendance. The subject was discussed in the Congress of Primary Education ^ held in connection with the Paris Exposition, and it was made very clear by the facts and opinions there presented that more effective measures are required to raise the average attendance to the desirable standard. EnroUment in the higher ])ri7nary schools. — -Under the head of higher primary schools (ecoles primaires superieures), which were authorized by the law of 1833, but whose establishment is optional wuth the communes, are comprised advanced classes annexed to an elementary primary school and independent schools installed in sep¬ arate buildings and having their own directors. The annexed classes or courses, as they are called, can not comprise more than two years. The schools ma}^ have a course extended over three or more ^mars, in which case they are termed complete (ecoles de plein exercice). To be admitted into a higher primary school a pupil must have reached the age of 12 years, and must have obtained the certificate of primary studies or pass an examination showing equivalent attain¬ ments, which examination is not open to candidates below 13 years of age. Promotion from class to class in the higher primaries is made upon the basis of a rigid examination, and pupils who fail in the same most either leave the school or stay another 3mar in the division in wffiich they have been stud^dng. The enrollment in the higher primary schools in 1896-97 included in the total already given for primary schools was as follows: Public schools. Private schools. Bovs . 35, 371 16, 035 3,240 10, 012 Girls . Total . 51,406 13, 252 1 For report of the Congress see appended paper, pp. 1729-1732. 1718 EDUCATION KEPOKT, 1899-1900. The grand total of students in these schools, 61,658, shows an increase of 19,059, or 11.8 per cent pupils above the total reported in 1891-92, viz, 15,599. Of the pupils enrolled in 1897, 590 bo3"s and 1,006 girls had secured scholarships. Paris comprised nearlj" one- fourth of the pupils enrolled in this grade of schools, viz, 15,693, of whom 7,228 were boj'S and 8,165 girls. Table II. — Retrospective view of pupils in the p)riinary schools. Period. Total num¬ ber of pupils. 1 Boys. Girls. Pupils in schools. Public. Private. Secular. Belonging to religious orders. 1837 . 2, 690, 035 1,579,888 1,110,147 2, 046, 4.55 643, 580 1840 . 2, 896, 934 1, 656. 662 1,240,272 2, 216, 767 680, 167 1843 . . 3,164,297 1, 8I2; 709 1,351,588 2, 407, 425 756, 872 2, 457, 330 706, 917 1347 . 3, 530, 135 2, 176, 079 1, 354, 056 1850 . 3, 322, 423 1, 793, 667 1, 528, 756 2, 601, 619 720, 804 2, 368, 627 953, 796 1861 . 4, 286, 641 2,744,667 1, 541, 974 1863 . 4, 336, 368 2, 265, 756 2, 070, 612 3, 413, 830 922, 538 2, 725, 694 1,610, 764 1865 . 4, 436, 470 2, 306, 792 2, 129, 678 3, 477, 542 958, 928 2, 763, 524 1,672, 946 1866 . 4, 515, 967 2, 343, 781 2, 172, 186 3, 537, 709 978, 258 2, 820, 670 1, 695, 297 1872 . 4, 722, 754 2, 445, 216 2, 277, 538 3, 835, 991 886, 763 1875 . 4, 809, 728 2, 450, 683 2, 359, 045 4, 049, 953 759, 775 2, 938, 709 1,871,019 1876-77 . 4, 716, 935 2, 400, 882 2, 316, 053 3, 823,318 893, 587 2, 648, 562 2, 068, 373 1878-79 . . 4, 869, 087 2,478,417 2, 390, 670 3, 982, 802 886, 285 3, 027, 560 1,8-11,527 1879-80 . 4, 949, 591 2, 518, 401 2,431,190 4, 015, 097 934, 494 3, 144, 938 1, 804, 653 1880-81 . 5, 0-19, 363 2, 568, 339 2,481,024 4, 079, 968 969, 395 3, 276, 982 1, 772, 381 1881-82 . 5,341,211 2, 708, 510 2, 632, 701 4, 359, 256 981,955 3, 567, 861 1,773,350 1882-83 . 5, 432, 151 2, 743, 564 2, 688, 587 4, 409, 310 1,022, 841 3, 655, 035 1,777,116 1883-84 . 5, 468, 381 2, 759, 050 2, 709, 631 4, 421, 212 1,047,469 3, 701, 596 1, 767, 085 1884-85 . 5, 531, 229 2, 790, 169 2,741,060 4, 463, 372 1,067,857 3, 778, 611 1, 752, 618 1885-86 . 6, 585, 838 2, 823, 964 2,761,874 4, 502, 059 1, 083, 779 3, 836, 826 1, 749, 012 1886-87 . 5, 596, 919 2, 829, 127 2, 767, 792 4, 505, 109 1,091,810 3, 877, 185 1,719, 734 1887-88 . 5, 616, 510 2, 837, 524 2, 778, 986 4, 492, 894 1, 123, 616 3,901,565 1, 714, 945 1888-89 . 5, 623, 401 2,833,218 2, 790, 183 4, 446, 851 1, 176, 550 3, 915, 915 1, 707, 486 1889-90 . 5, 601, 567 2, 823, 877 2, 777, 690 4, 405, 543 1, 196, 024 3, 896, 700 1, 704, 867 1891-92 . 5, 556, 470 2, 805, 849 2, 750, 621 4, 281, 183 1,275,287 3, 900, 977 1, 655, 493 1895-96 . 5, 533, 511 2, 788, 215 2, 745, 296 4,199,727 1, 333, 784 3, 898, 806 1, 634, 705 1896-97 . 5,531,418 2, 782, 547 2, 748, 871 4, 190, 320 1, 341, 098 3,911,806 1,618,612 1897-98^2 . 5, 535, 125 2, 777, 739 2, 757, 386 4, 177, 590 1, 357, 535 3, 914, 352 1,620,773 Infant schools not included. Algiers not included prior to 1886-87. i From report of M. Maurice Faure for 1900. Table III. — Movement of population, as shown eit census dates, and redio of enrollment in ijrimary schools to toud pejpulcdlon. y ear. Total popula¬ tion. Increase or decrease. Children be¬ tween 6 and 13, inclusive. Increase or decrease. Ratio to total pop¬ ulation. Ratio of enrollment in primary schools to total popu¬ lation. 1873 . 36, 905, 788 37,672,048 38, 218, 903 38, 343, 192 38, 517, 975 Per cent. 4, 502, 506 4, 586, 349 4, 729,144 4, 639, 526 4, 636, 381 Per cent. Per cent. 12.2 12. 17 12.4 12.1 12.03 Per cent. 12.78 13.97 14. 46 14.49 14.37 1881 . 2.1 +3. 55 +0. 32 +0. 79 1.85 -f 5. 03 -1.89 -fO.07 1886 1 . 1891 . 1896 . 1 Algiers included for this and subsequent years. Nuniber and professional status of teachers. — The number of teachers employed in the several classes of primary schools in 1896-97 was as follows : In infant schools, 9,111; in elemental’}" and higher primary schools, EDUCATIO]^ IN FSANCS. 1719 152,277; tota.1, 161,691. The' teachers, exclusive of those iu infant schools, were distributed as follov/s: Public schools. Private schools. Lay: Men . 58, 373 40, 385 1,278 5,500 Women . Total . 96, 758 6,778 Belonging to religious orders; Men . . . 3 9, 013 9, G85 30, 040 Women . . . . . . . Total . . 9, 016 39, 725 Grand total . 105, 774 46, 503 It will be seen from the above table that the teachers belonging to the religious orders, in all 18,749, form about one-third of the entire teaching corps (152,277), and further, that the number of women teachers exceeds but slightly the number of men teachers, the former being 55 per cent of the total. Of the teachers employed in the public schools, 97 per cent on a total of 105,774 were possessed of diplomas and 43 per cent of the highest diploma (certificat cF aptitude pedagogique). The proportion of certificated teachers in the private schools was 87 per cent on a total of 46,503. The remarkable progress made by France in securing trained teach¬ ers for its public schools is due in great measure to the liberal provision of normal schools and the high standard at wdiich these are maintained. Every department has complied with the law requiring the establishment of two normal schools, one for men and the other for women, or has been authorized to combine with another depart¬ ment Tor this purpose. The State shovrs its solicitude in this matter b}^ the maintenance of two superior normal schools, one for men at St. Cloud, the other for wmmen at Eontenay aux Roses, in which professors are trained for the primary normals. These two superior schools are really post-graduate institutions, recpiiring for admission either the higher diploma of pedagogy or a bcmhelor’s degree. The following statistics show the relative status of the primary normal schools at the beginning and end of the last half decade reported : Number of schools. Number of students. Number of officers and teachers. Normal schools for men . . 1891-92. 87 3,878 3,707 890 Normal schools for women _ _ i _ _ 85 711 Normal schools for men . 1896-97. 87 3, 865 3,871 897 Normal schools for women . 85 852 1720 EDUCATION EEPORT, 1899-1900. The total number of g-raduates during the half decade 1888 to 1892 was, from the schools for men, 7,189; from the schools foi women, 5,615. The corresponding numbers for the half decade 1893 to 1897 were, men, 6,199; women, 6,139. Total for the decade, 25,142, or an average of 2,514 annually. Ketiiospective Table IV. — Number and classification of teachers of primary scliooh at specified dates. Y ear. Total numljer teachers. Men. Women. Men and women. Public. Private. 1837 . . 59, 735 39, 892 20, 433 38, 465 21,270 1840 . . . 63, 409 40, 504 22, 905 40, 843 22, 566 1843 . 75, 535 47, 301 28, 234 59, 446 25, 089 1883 . 108, 799 49, 585 59, 214 70, 441 38, 358 1872 . 110, 238 50, 549 59, 689 75, 062 35, 176 1878-77... . no, 709 51,717 58, 992 80, 063 30, 646 1878-79 . 117,451 53, 941 63, 510 82, 343 35, 108 1879-80 . 119, 870 55,182 64, 688 83, 581 36, 289 1880-81 . 122, 760 56,410 66, 350 85, 451 37, 309 1881-82 . 124, 965 58, 137 66, 828 88, 220 36, 745 1882-83 . 129, 657 60, 624 69, 033 92, 300 37, 357 1883-84 . 132, 580 61, 654 70, 926 94, 784 37, 796 1884-85 . 133,900 62, 158 71,742 95, 810 38, 090 1885-86 . 137, 000 63, 670 73, 330 97, 996 39, 004 1886-871 . 138, 655 64, 039 74, 616 98, 769 39, 886 18S7-SS . 141,063 64, 631 76, 432 100, 417 40, 646 1888-89 . 142, 660 65, 181 77, 479 100, 913 41,747 1889-90 . 151,850 65, 312 86, 538 106, 247 45, 603 1891-92 . 146, 674 66, 363 80,311 102, 486 44, 188 1895-96 . 151,563 67, 203 84, 360 105, 587 45, 976 1896-97 . 152,277 67, 339 84, 938 105, 774 46, 503 1897-98 . 153, 505 106, 355 47, 150 1 For this and for subseqnent j-ears Algiers included. Expenditure. — The total expenditure for primary education in 1896- 97 amounted to 214,015,250 francs (C^42, 803,050). This sum includes expenditure for primary normal schools and for infant schools, the current expenditure for the primary schools proper (elementar}^ and superior) not being separate!}" presented. On the basis of this total the expenditure per capita of enrollment in public primary schools (viz. 4,642,609, infant schools included), says M. Levasseur, is found to be 46 francs ($9.20). It is difficult to institute comparisons on this basis, because of changes in the financial administration since 1890, l)ut this the statistician has attempted vcith results that are shown in the following table. These results, he explains, are not exactly com¬ parable, but they establish beyond doubt the fact of steady increase in the per capita expenditure for the public primary education. These estimates do not include the payment of interest on the moneys advanced for school buildings. If this item were included in the estimate for 1896-97, it would raise the per capita expenditure to 56 francs ($11.20). The expenditure for private primary schools is not known, but on the supposition that it is relatively the same as for the public schools, the total annual expenditure for primary education is estimated by M. Levasseur as 293,000,000 francs ($58,600,000), not including ren¬ tals, and including rentals, 350,000,000 francs ($70,000,000). EDUCATION m FRANCE. 1721 Total current expenditures for public jrrimary schools. Year. Total ex¬ penditures. Proportion from each con¬ tributory source. State. Depart¬ ments. Com- miines. 1877 . . . $18, 879, 510 26, 462, 802 34, 580, 103 37,261,215 42, 803, 050 Per cent. 25 66. 25 48. 80 67.60 67. 02 Per cent. 18 13,22 10.50 Per cent. 20. 53 40.90 32. 40 32. 98 1881-82 . . . 1886-87 . 1891-92 . 1896-97 . Expeyidit'ure per cap>ita for years sjyecified. Year. Per capita of pop¬ ulation. Per capita of en¬ rollment in public primarj' schools (iniant schools included). 1877 . Francs. 2.55 $0. 51 Francs. 23. 45 $4. 69 6. C5 1881-82 . . . . 3. 51 .70 30. 25 1886-87 . . . . . . 4.52 .90 34. 85 6. 97 1891-92 . . . . 4.82 .96 39. 26 7.85 1896-97 . 5. 55 1.11 46.00 9. 20 MOVEMENT FOR PROLONGING THE EDUCATION OF THE PEOPLE. The ohligatory period of primary instruction extends from the sixth to the thirteenth year, hut a child who passes the examination for the certificate of primary studies is exempt from the obligation to attend school. (Jan didates may be admitted to this examination at 11 ^mars of age, and in fact a large proportion of those who seek the certificate do so at that early age. Hence the very means taken to increase the interest of pupils tends to shorten their school term. The inajority of the children leave school at an earlier age than 13, and even for those who pass the whole obligatory period in school the wdiolesome restraints of instruction and constant supervision are too soon removed. It is also true in France, as in other countries, that elementary instruction, by its natural limitations, does not leave the same lasting effect upon the character or furnish the same intellectual resources as higher education. The condition of the imung people of the laboring classes thrown upon the world with mea^ger attainments and without preparation for any particular industry has long excited the serious attention of the Government and of public-spirited, earnest men and women through¬ out the country. The recent vigorous movement for extending the provision for adult education is the outcome of this solicitude. The Government has given substantial aid to the cause, and in 1895 ordered a special investigation, v/ith a view to obtaining complete information as to the status of the work and to determining the means for extend¬ ing and improving it. This commission was intrusted to M. Edouard 1722 EDUCATIOI^r EEPORT, 1899*1900. Petit, a professor in one of the Paris Ijxees and an indefatigable pro¬ moter of the cause of adult education. He found teachers and profes¬ sors everywhere alive to the importance of the effort and ready to give their aid in establishing and maintaining classes. Numerous private societies entered into the work with great spirit, and in 1895 the Havre society for “Instruction b}^ Objects’’ (enseignemeiit par I’aspect) cele¬ brated its lifteenth anniversary b}^ calling a congress of all the societies engaged in promoting popular education to consider the subject of the systematic instruction of adults and adolescents. The minister of public instruction presided over the congress and the resolutions of this body have shaped in a measure the subsequent official regulations. These schools and classes, which are held generally in the evening, sometimes on Sunda}^ offer courses of instruction for illiterates, review courses, and continuation courses. The last named have usually a technical or industrial character and prepare tlie student, especially in the rural communities, for agriculture and other pursuits. The local adaptation of the courses is carefull}^ studied, and also their relation to the age and economic condition of the students. Civic instruction has a large place in the programmes, and the subject is much more thoroughly treated than is possible in the primaiy schools. The stu¬ dents in general show deep and earnest appreciation of the opportuni¬ ties thus affiorded. The growth of the Vvmrk is shown by the following statistics : Year. Number of courses of lectures. Number of attend¬ ants reg¬ istered. Number of regular attendants. For men. For\vomcn. Total. Uen. Women. Total. 189.5-96 . 13, 920 20, 099 22, 939 1,808 4. 429 7.429 15, 728 24, 528 30, 368 400, 000 700, 000 8.50, 000 270, 500 409, 481 482, 907 1896-97 . 340, 926 378, 196 68, 555 104, 711 1897-98 . The effect of public instruction in diminishing illiterac}" is shown by the decreasing ratio of illiterates. The following table shows the num¬ ber of illiterates in eveiy hundred persons of the classes specihed: Y"ear. Conscripts. Newly married — Men. Women. 18701 . 26.8 39.4 18801 . 14.4 16. 1 24.5 1887 1 . 10.2 10.7 17 1892 1 . . . 6.9 8.1 12.2 18951 . 5.4 6.3 9.4 18961 5. 3 8.8 18972 . . 5.1 1 Report of M. Maurice-Faure, 1899, p. 251. 2 Report of M. Levasseur, 1896-97, pp. clxvi-vii. SECONDARY EDUCATION. The department of secondary educa-tion (M. Rabier, director) com¬ prises 109 State classical colleges (lycees) for boys onl}^ established and maintained by the Central Government, and 229 communal colleges, also for boys, established by local authorities, but aided by the State, EDUCATION IN FRANCE. 1723 and the more recently establislied lyeees and colleges for girls. Besides the public secondary schools there are secondary institutions maintained by religious associations and private secular schools. Secondary schools oUer a complete course of education, beginning at an elementary stage and ending with the bachelor’s degree. Above them are the highly specialized university courses and the special schools. The following statistics show the relative status of the several classes of secondary schools in 1887 and for the period 1892 to 1899, inclusive : Enrollmerd in secondary schools for hoys. Classes of institutions. 1887.1 1892.2 1893.2 1894.2 1895.2 1896.2 1897.2 1898.-^ 1899.3 State schools: Lyeees . . . Colleges . Total . Schools of religious associa¬ tions: Classical . Petits sdminaires . Total . Private secular schools . Total non-State . Grand total . 53, 816 -36, 086 52, 945 32, 508 53, 974 32, 709 53, 490 32, 421 53, 962 32, 161 53, 290 32, 224 52, 427 32, 412 51,892 32, 510 51,997 32, 784 89, 902 85, 453 86, G83 85, 911 86, 123 85, 514 84,839 84,402 84, 781 50, 085 51,087 23, 948 51, 377 23, 849 56, 265 25, 354 57, 250 25, 407 58, 506 21, 737 62, 188 22,381 j 67, 643 1 23,497 50,085 20, 174 75, 035 16, 308 75, 226 14, 028 81, 619 14, 214 82, 657 12, 011 80, 243 13, 599 84, 569 12, 813 1 91,140 9,725 70, 259 91, 341 89, 254 95, 833 94, 668 93,842 97,382 100,865 160,161 176,794 175,937 181, 744 180, 791 179,356 182,221 185,267 i 1 From Statistique de I’enseignement secoiidaire des garrons, 1887, pp. lvi,lxxviii, xcviii. 2 Rapports fails au nom de la commission dn budget, etc. — Service de I’instruction publique par M. Rouge, 1897, pp. 124, 125 ; also 1898, pp. 32, 33. 3 The same by M. Mauriee-Faure, 1900, pp. 240-243, 248-253. The classification of students in the lyeees and colleges in 1899 was as follows: Total en¬ rollment. Classical course. Modern course. Special ruathe- matics. Prepara¬ tory di¬ vision. LycOes. . . . 51, 997 32, 784 20. 032 14, 489 13,541 4,788 749 12, 688 9, 252 Commercial colleges . . 9; 242 Proportion of total students in each division. Classical course. Modern course, including special mathematics. Preparatory course. Lyeees. . . . . . . Per cent. 45 28 Per cent. 31 44 Per cent. 24 28 Commercial colleges . From the statistics of enrollment it will be seen that there has been a gradual decline in the attendance upon the State and communal sec¬ ondary schools during the period reviewed, a marked decline in the attendance upon the private secular schools, and a steady increase in the attendance upon the clerical schools. The apparent transfer of pupils from State to clerical schools has been a cause of great disturbance to the Government and the chief 1724 EDUCATION EEPOET, 1899-1900. reason for the appointment of a commission by the Chamber of Depu¬ ties to inquire into the subject of secondary education in general, with a view to such action as may strengthen and extend the influence of the public system. The solicitude of the Government in respect to this interest is voiced by M. Maurice-Faure, chairman of the com¬ mittee on flnance of the Chamber of Deputies. In his report accom¬ panying the estimates for the service of public instruction for 1900 the chairman sa3"s: It is impossible to set too high a value upon the role of secondary education in our democratic society and its intiuence u})on the future republican government. Doubt¬ less to-day there is no person so hum])le that he may not aspire to I)ear a part in the direction of public affairs, and it is an honor to the repuljiic that by means of the general diffusion of gratuitous instruction it has enabled every citizen to cherish the legitimate ambition of serving liis country in any post, however elevated, for whicli his intelligence and character tit him. But it is none the less evident that those who, by reason of extended study, have had their intellectual faculties most completely developed are l)etter prepared than their fellow-citizens less favored in this respect to bear a decisive part in the conduct of the affairs of state and in the destinies of the nation. It is certain that the regular progress of democratic institu¬ tions and the peaceful advent of a l^etter social organization are impossible, excepting under one condition, namely, that those who, by reason of their education, have the most ability and authority to bring to bear upon political and economic progress should ije disposed, by their very education, by the habits of thought and the principles which they have acquired, to comprehend the importance of this progress a.nd to promote it with convincing ardor and devotion. AVitli this conception of secoiidaiyy education as a means of fortifying the republican government and perfectiiig the nev/ socitil order, M. !^,^ali^ice-Fallre contrasts the spirit and tendencies of the schools of the religious orders. These, he asserts, "‘foster contempt and opposition toward the Government, and are a menace to the llepublic.” That this conviction is widespread in Government circles is indicated b}" the bill against the religious associations introduced at the opening of the present session of the Chambers. The outcome of this measure in respect to secondaiyy education and of the pending measure for the reform of the State secondary schools are matters of deep and univer¬ sal interest. The basis of the project of reform which has been sub¬ mitted b}" the minister to the superior council of education is the report of the Eibot commission, whose proceedings vcere reviewed in the CommissioneFs Deport for 1898-99.^ The measure is intended to secure greater freedom in the conduct of the Ivcees, larger initiative for the principals, to bring the professors into closer relations with the life of the schools, and to improve the moral and h}"gienic conditions of the household departments. As regards curriculum, the purpose is evident to free the classical course from an excessive philological tendency and to promote its liberalizing influence and culture aims. The modern course is to be more fulfy difl'erentiated from the classical and its purposes more exactly defined. See vol. 1, chapter 21. pp. 1107-1138. EDUCATION IN FRANCE. 1725 In the language of the minister’s circular: It should correspond to the economic needs of the countiy, and should furnish not a narrow specialized professional training, but a broad general preparation for agricultural, commercial and industrial, and colonial careers.” Science and modern languages are to be the chief studies of the mod^ern course. The most radical change proposed by the measure is the trifurcated programme for the classical course. Since 1890 the entire classical programme has been obligatory upon all students in the classical sec¬ tion up to the beginning of the last school year. In this last year a choice WT«.s allowed between philosophy and science. The new measure provides for a choice between three parallel courses for the last three school jmars, options being allowed between Greek, science, and modern languages. In the high recognition thus accorded modern languages the project marks a wide departure from all previous propositions for the reorganization of liberal education. STATE PROVISION OF SECONDARY SCHOOLS FOR GIRLS. The law creating ]3mees for women v/as passed in 1880, the 3mar after the law establishing normal schools for women upon the same basis as those for men. The normal schools had, indeed, in a certain sense, prepared the wa3^ for the more important measure of 1880, which was intended to reach the superior classes. The advocpTes of this mea^sure had no thought, however, of dupli¬ cating for women the training which tradition and custom sanctioned for men. They purposely elaborated a distinctive programme for the new institutions, from which Latin and Greek are omitted, mathemat¬ ics appears in a limited form, and philosophy is represented by ele¬ mentary notions of ethics. The distinctive studies of the secondary curriculum for bo3^s are replaced in the hmees for girls b3^ modern languages and literature, which are taught in a serious and critical manner. Large place is given also to history, particularly to the his¬ tory of civilization, to art studies, and to domestic and hygienic science. The 3mar after the passage of the law creating the lycees for girls the Government established a normal school to prepare professors for the new institutions. Situated at Sevres, Vv^ithin eas3^ access of the city, the school may be regarded, by reason both of the severity of its studies and the qualit3^ of its professors, as an annex of the Paris Uni¬ versity. In the roll of its teaching personnel are found the names of Darmesteter for letters, Joly and Marion for psychology, Poincare for physics. The entire teaching corps, men and women, the latter forming a small minority, are university graduates, which term implies a diploma above the bachelor’s degree. As in all French boarding schools, there is complete separation of the scholastic and domestic departments, save that both are under one direction. The present head of the institution is Mme. Marion, widow of the distinguished author and professor, M. Henri Marion. 1726 EDUCATION KEPORT, 1899-1900. The growth of the lycees and colleges for young women since their foundation in ISSO is sliown by the following statistics: EnroUrnent in hichs and colleges for young icoinen from ISSl to 1899d Y ear. Lycees. Colleges. Total. Academic depart¬ ment. Primary depart¬ ment. Total. Academic depart¬ ment. Primary depart¬ ment. Total. 1881 . 71 229 300 1882 . 315 206 521 429 567 996 1,517 817 464 1,281 787 869 1, 6.56 2, 937 1881 . 1,080 618 1,698 1,060 988 2, 048 3,746 1885 . 1, 421 522 2, 243 1, 122 1,012 2, 134 4. 377 18S6 . 1,713 1,048 2,761 1, 218 958 2, 206 4,967 1887 . 1,953 1, 295 3, 248 1,446 1, 152 2, .598 5, 846 1888 . 2, 191 1,481 3,672 1,596 1,366 2,962 6,634 1889 . 2, 294 1,570 3,864 1, 571 1,416 2,987 6, 8.51 1890 . 2, 326 1,120 3, 955 1. 604 1,484 3, 088 7, 043 1891 . : -2, 831 2,132 4,963 1, 410 • 1, 272 2, 682 7,615 1892 . 3, 214 2,411 5, 825 1, 460 1,416 2,876 8, 501 1893 . 3, 704 2, 822 6,526 1,365 1,358 2, 723 9. 249 1S94 . 3, 924 2,899 6,823 1.602 1, .515 3,117 9, 840 1895 . 4, 055 3, 108 7, 163 l', 702 1,548 3, 250 10, 413 1896 . 4, 2G6 3, 297 7, 563 1,653 1,429 3,082 10, 645 1897 . 1 4, .3:52 3,4-10 7, 792 1, 648 1,403 3, 051 10,843 1898 . 4, 378 3, 623 8,001 1,882 1,519 3,401 11,402 1899 . 4, 675 3, 756 8,431 1,930 1,633 3,563 11,994 Increase 1882-1899 . 4, 360 3,550 7, 910 1,501 1, 086 2, 567 10, 477 ^ From Lycees and Colleges for Yonng Women, by M. Camille See (author of the law of 1880), edi¬ tion for the Exijosition of 1900. The teaching staff of the lycees and colleges in 1899 comprised 687 professors and assistants. The financial review presented b}" M. Camille See, in his history of the measure providing higher education for women, shows that the State advanced the sum of 33,1:09,437 francs (fb, 681, 887) from 1891 to 1898 for building purposes. These advances are to be met by the cities and towns in which the lycees are situated. The total receipts of the Ij^cees and colleges, exclusive of the board¬ ing departments, amounted in 1898 to 3, 761:, 354 francs, of wmich the State furnished 70 per cent, tuition fees 27 per cent, and local authori¬ ties the balance. UNIVERSITIES. The department of higher instruction (director, M. Liard) includes the State universities and the special schools which are subject to the control of the minister of public instruction. Under the university system created by Napoleon in 1808 the old universities of France were deprived of their autononi}" and became simple groups of faculties — law, medicine, theology, letters, and sciences — located at the principal towns of the academies. Their chief function was that of conferring degrees, the work of higher education having been relegated to the classical colleges (hmees) and the special schools. Thus the faculties were severed from the intellectual life and activity of the country. Paris alone formed an exception, since here the faculty groups comprised always eminent men wdio main¬ tained the spirit and prestige of the great university. In the period from the fall of Napoleon (1815) to the establishment EDUOATIOI^r m FEAl'TCE. 1727 of the Republic (1870) various projects relative to higher education were entertained, but no radical changes were effected. As regards organization and functions the State faculties were essentialhg in 1870, what they were under the first Empire. The Republic began the work of freeing higher education from the incubus of officialism by the law of July 12, 1875, which accorded the right of teaching to any person who should conform to certain pre¬ scribed conditions. One article of the same law provided that at the expiration of a year the Government should present a bill having for its object the reform of higher education. The need of this reform w^as specially urged in a speech bj" M. Paul Bert, setting forth in vivid terms the low state into which universit}" education had fallen. Even with respect to the Paris faculties he quoted the words of Claude Bernard, ^”The laboratories of Paris are the tombs of savants,” The progress of legislation was slow, but the purpose of the Gov¬ ernment was attested by increased appropriations, the enrichment of programmes, and the creation of new chairs. Between 1870 and 1878 the State appropriations for the faculties rose from ^1,152,773 to $1,939,773; from 1878 to 1888 they were doubled. In 1889 thej^ had risen to f2-, 797,071; in 1892 the State appropriated for the universities $2,332,000. A decree of July 25, 1885, authorized the faculties to hold property, to receive gifts, and to manage their own estates, and created a general council of each group of faculties as its legal representative. A second decree of the same year, December 28, 1885, extended the aiithorit}" of this general council to all matters pertaining to the internal affairs of the group, and created also a council of each faculty to administer its separate affairs. The work of reorganization was completed by the law of July 10, 1896, which restored the old title of university, and provided for the transformation of the faculty groups into autonomous institutions, Under this law 15 universities have been constituted. IVhile the measures here noted were in progress the work of pro¬ viding suitable housing* and adequate equipment for the universities was also pushed with vigor. Buildings have been erected on which the State and the communes or towns have expended more than 100,000,000 f rancs. The total reported in 1887 amounted to $22,195,000, of which the cities bore $9,660,000. Libraries have been enlarged and fine laboratories constructed, especially/ at Paris, Lyon, Lille, and Nancy. The number of university chairs has been greatly increased; thus the Paris faculty of letters, which in 1870 had only 11 chairs, has now 27, besides 7 complementary courses and 10 lectureships. In the provincial universities the development of courses of local interest is noticeable; such are the courses in the history of Provence and of the Provencal language and literature at Aix-Marseille and of Norman art, literature, customs, and dialect at Caen. 1728 EDUCATION EEPOET, 1899-1900= The prestige of the universities has been also increased by the decree of July 9, 1897, empowering them to establish a special doctorate. This degree, which does not, like the State degrees, carry professional privileges and rights, is open to both natives and foreigners. It is not limited, as is the State doctorate, to candidates who have obtained the French diplomas of bachelor and licentiate (licencie about equivalent to the English A, M.), nor is it required that the candidate should have effected the whole of his studies in France. The university doctorate becomes, therefore, an incentive to French students who wish to pursue specialties without regard to strictly pro¬ fessional careers, and at the same time it offers to foreign students a valuable diploma upon favorable conditions. Although the benefits of the degree are not confined to foreigners, it may properly be included in the series of measures by which the Government has sought to attract the attention of foreign students to the provision for special study and research Avhich is offered b}" its universities and special schools. Under the liberal terms of the law of 1875, priAmte faculties — that is, under private control or free from State control — have flourished, and the creation of special schools free also from State control, such as the Ecole Libre des Sciences Politiques, has also been encouraged. The following statistics shoAV the status of the universities and former faculties at the dates specified: Statistics of State faculties and universities. Academic districts. Faculties, 1878-88. Universities. 1897 -98. 1898-99. Number of students. i Income of faculties. ^ Current expendi¬ tures. 1 N umber of students. " Expendi¬ ture. ^ Number of students. Paris . 9,140 51085,316 S;663, 843 12, 047 j?l,001,162 11,829 Aix . 433 95, 546 99, 604 849 92, 266 845 Besaiifon . 130 43, 797 33, 754 197 42, 698 220 Bordeaux . 1, 029 142, 064 144,206 2, 144 225, 650 1, 961 Caen . 531 101,841 71,411 598 80, 407 572 Chambery . . 2, 600 1,290 Clermont . 96 45, 492 35, 259 257 40, 286 256 Dijon . 236 69, 884 58, 519 604 80, 933 642 Grenoble . 318 65, 035 54, 011 476 77, 826 523 Lille . 810 138, 357 128, 277 1, 354 187, 202 1,158 Lvon . 962 175, 640 185,537 2, 335 262, 120 2, 405 Montpellier . 890 156, 110 154, 177 1, 496 196, 941 1, 446 Nancy . 454 158, 255 159, 930 1,001 203, 375 952 Poitiers . 391 82, 290 58, 112 764 71, 172 736 Rennes . 659 114, 345 61, 484 1,063 82, 022 1, 057 Toulouse . 1,303 121, 014 92, 110 1,885 127, 934 1, 897 Algiers . 223 98, 623 87, 435 4 763 786 Schools of medicine and pharmacy not included in the universities . 949 969 Total . 17,605 2, 256, 209 2, 088, 959 28, 782 2, 772, 001 28, 254 1 Statistique de I’enseignement, 1888. 2 Enquetes et Documents relatifs a I’enseignement superieur, tome lxxi, pp. 311-338. ^ Report of M. Maurice- Faure, 1899, p. 172. Superior schools. (Universities not yet organized.) EDUCATION IN FRANCE, 1729' Distribution of students by faculties. 1887-88. 1 January 15, 1897.2 January 15, 1898.2 January 15, 1899. State fac¬ ulties. Private fac¬ ulties. State uni¬ versities. Private fac¬ ulties. State urd- versities. Private fac¬ ulties. State univer¬ sities. 3 Private fac- ‘ ulties.3 Protestant theology . 102 101 137 142 i Law . 5, 152 485 9,134 964 9,371 971 9,239 1,133 Medicine . 4,686 8, 450 148 7, 426 145 8,877 147 Sciences . 1, 326 1 7f; r 3,456 ih 3, 544 152 3, 468 211 Letters . 2, 358 \ 3, 477 126 3, 613 122 3,089 150 Phamiacv . 1,118 3, 188 26 3, 326 17 3,439 17 Medicine and pharmacy . 2, 848 151 1,335 Total . 17, 590 711 27, 806 1, 401 4 28,782 1,407 » 28, 254 [ 1, 658 ’Statistique de I’enseignement superieur, 1888. ^Enquetes et Documents relatifs a I’enseignement superieur. 3 Report of M. Maurice-Faure, 1900, p. 35. 4 Of this total 871 were women and 1,784 were foreigners. 5 Of this total 817 were women and 1,035 were foreigners. THE CONGRESS ON PRIMARY EDUCATION. The Paris Exposition of 1900 will be especially memorable for the great number of congresses that Yiere held in connection Y/ith it and the va-st range of interests which they comprised. No less than 11 congresses were distinctly educational, and several others were closely related to the subject. The following report of the congress on pri¬ mary education is cited from the report of the Commissioner-general of the United States for the Paris Exposition: Report of the Congress on Primary Education, Paris Exposition, 1900. Hon. Ferdinand W. Peck, Commissioner-General Jor the United States to the Paris Exposition, 1900. Sir: The congress of primary education in connection with the Paris Exposition,,, to which I had the honor of being appointed a delegate from the United States, v-as held in the Sorboiine, August 2 to 5. Although the congress was organized in sec¬ tions and overlapped in time the sessions of the congresses of secondary and of superior education, there was no confusion or crowding. The section meetings were assigned to class rooms; office and waiting rooms were conveniently at hand and plainly indicated, and the amphitheater, with its noble statues and beautiful mural painting, afforded an ideal place for the general sessions. In its organization the congress marked an advance over previous congresses of the same class in Framce. It wa,s not ordered by the administration, but started bjv schoolmen acting in the spirit of professional freedom and of international sympathy. The programme was announced several months beforehand and pajiers on the gen¬ eral topics solicited from different countries. As the event proved, the formal papers and the discussions related almost exclusively to French conditions; but this fact should not be allowed to obscure the spirit in which the work had been devel¬ oped under the auspices of the general secretary, M. dost, one of the most distin¬ guished a,nd genial schoolmen of Fra,nce. At the opening session the eminent rector of the Academy of Paris, M. Greard, was unanimously chosen president. The assem¬ bly on this occasion wa,s large, comprising about 1,500 French teachers and officers of education and 200 foreign delegates. On the platform with M. Greard were the delegates of the ministry of public instruction; M. Bayet, chief of the deiiartment oU ED 1900 — VOL II - 29 1730 EDUCATION EEPOET, 1899-1900. primary instruction, and IM. Jacoulet, lionorary inspector-general, distinguished dele¬ gates from foreign governments, and the official committee of the congress. In his inaugural address ]M. Greard struck the keynote of the social transforma¬ tion which the Eepublic has silently accomplished in France through the elevation of primary education. He recalled that in 1869, -before a commission on higher education, M. Guizot, author of the i')rimary-school law of 1833, regretted that pri¬ mary instruction was not represented on the commission. “This reproach,” said M. Greard, “is no longer possible. Primary education has its place in the great coun¬ cils to-day. In these it treats its own affairs with competence and discusses general interests with lucidity and v-isdom.” As the most imi^ortant aim of the future, M. Greard signified the enrichment of j^rimary instruction, and this not by overloading the programmes, but by elevating the spirit and improving the methods of instruc¬ tion, and further by prolonging the period of school attendance or of formal instruc¬ tion. This, in his opinion, would be accomplished by a judicious balancing of general instruction with technical training in the public high schools, and by the liberal pro¬ vision of auxiliary agencies, as evening schools, popular lectures, etc., for adults whose school training has been limited. M. Greard touched uj^on the principal points in the questions to be considered in the congress and expressed the hope that the con¬ clusions that might be reached would excite interest in all countries and be fruitful in new views and in modifications of existing conditions. For practical work the congress was organized in five sections, according to the number of sulqects proposed for consideration.^ The “memoirs” that had been received by tlie respective sections during the months of iDreparation had been con¬ fided in each case to two secretaries, one of whom analyzed the contents of the paj^ers and the other summed up the x^ositions taken by the authors. In this way each question was developed in all its aspects before the section meetings and free dis¬ cussion invited. Thus, while the xjrogramme was strictly followed, there was full opportunity for all members to secure a hearing. The question of making instruction in domestic arts a feature of all x^rimary schools, including even infant schools, was treated in the first section. Mile. Bres, general insx^ectress of infant schools (ecoles maternelles), who had analyzed the memoirs for this section, created a sensation by insisting that the instruction should be given alike to boys and girls. She maintained the x>osition so effectively against lively ox^position that it was embodied in the final resolutions. During the discussion ]\I. Bergman, insx^ec^or-general of xmblic schools in Stockholm, exx^lained that this course is x>ur- sued in that city, where boys and girls goto the same school until 10 years of age, and have the same exercises in knitting, sewing, and the rex^airing of garments. Mr. Lyulph Stanley, of the London school board, gave an interesting account of the cooking classes connected with the board schools, in which 44,000 girls are taught to Xjrepare food x3rox:)erly, and the laundry classes, in which 24,04)0 girls learn to wash and iron. The conclusion was recorded by the congress that domestic training should be given in all classes of x^idmary schools, with certain modifications in the schools for boys, and that it should be intrusted to women teachers, who must give proof of special comx^etency for the work. To the second section of the congress had been intrusted the most imx^ortant of all the questions considered, namely, that of “ regularity in school attendance.” The discussions exx:>osed a condition upon which French statistics usually throw no light. 1 Topics for the congress of primary education (date of congress, August 2-C): (1) Instruction in domestic economy and industry (education menagere); deiinition, limits, and adaptation to the dif¬ ferent grades. (2) School attendance (frequentation scolaire). (3) Moral education; objects, prin¬ ciples, methods, and processes. (4) Su4:>erior primary education; object, limits, means of adapting to regional and local interests (county and district). (5) Continuance of education after the school period (institutions post-scolaires); adult courses, popular lectures, etc. EDUCATIOIS^ m FKAI^OE. 1731 It has long been evident from the ofiicial reports that practically all the children of- school age are enrolled in school or instructed in some measure; but as the average attendance is never given, it is impossible even to guess what amount of schooling this fact implies- From statements made in the congress, and the agreement as to the necessity of reform in this particular, two things were evident: First, that the compulsory law is poorly enforced in many communes; second, that the attendance committees (commissions scolaires) are of little account. In the absence of statistic j there was no real measure of the irregular or nonattendance, but its reality v/as admitted and the force of the discussion was expended on the means of correcting the evil. The opinion was expressed that the compulsory law should itself be strengthened; but this point was not embodied in a resolution. The main resolu¬ tions carried were: That the communal funds in aid of poor children should be con¬ tinued; further considering that under a democratic government the efforts of all patriotic spirits should be united in the interests of the schools, the congress esteemed it desirable that a school council of representative men, the fathers of families, should be formed in each commune to look particularly after the children of school age and to promote their material and moral welfare. The sessions of the third section were occupied with interesting discussions of the question of moral instruction, its nature, the principles upon which it should be based, and the method of instruction appropriate to the subject. The conclusions were reached that moral instruction should occui^y the first place in the primary school; that it should be based upon reason, or the law of mutual respect, and that it should be independent of, but not hostile to, religious instruction. The fourth section was occupied with the question of the higher primary schools, a grade below our high schools and having large development on the side of industrial art. The discussions turned particularly upon the scope and gradations of industrial as distinguished from general education, and the means of breaking down the social distinctions that separate the system of primary education in France from the clas¬ sical schools without destroying the practical character of the former. This second consideration was recognized as one of profound significance for the country, but no satisfactory solution wws offered. The current of feeling on the subject was evident from the interest shown in a brief paper presented in this section by the delegate from the United States. The paper treated of the distinction between the American high’ school and the French higher primary school. The statement that the people of the United States oppose distinctions in the public-school system which imply absolute or permanent social distinctions among the people was particularly applauded. In his address before the opening session of the congress M. Greard had expressed the opinion that these distinctions are diminishing hi France. He attributed the change to the growing appreciation in the higher educational circles of the sound princiiiles and the effective methods applied in the primary system. The section, ratifying the resolutions which summed up the prevaihng view^s of the congress, expressed the opinion that the higher primary schools should be carefully distinguished on the one side from the schools of practical industry — that is, art or trade schools — and on the other from the classical secondary schools. The fifth section of the congress considered the question of auxiliary or ‘‘post¬ school” agencies for continuing the formal education of the adult masses. This is a work upon wUich France has entered with immense spirit during the present decade, and which has been maintained and developed with persistence and ardor. From the nature of the subject the discussions in this section w'ere more vague and diffuse than in the other sections, where all the proceedings centered in definite propositions. The subject, however, proved to be one of general interest, as was shown by the num¬ ber of communications from foreign countries. These, as summarized by M. Edouard Petit, afforded a comprehensive review of what may be regarded as a great social 1732 EDUCATION REPOET, 1899*1900. movement affecting the principal countries of the world. The movement has assumed different aspects in different countries, and there were included in the sur¬ vey agencies as varied as the university extension of England and the secular Sunday schools of Russia; but it was made evident that all were animated by the same pur- I)Ose, namely, the elevation and practical advantage of the laboring classes. France has contributed to the movement tvro original experiments that greatly interested the foreign delegates to the congress. One of these is the institution of mutual aid societies among pupils; the other, associations of former pupils pledged to continue their interest in their old school, to foster the intellectual development and social irleasure of their members, and to promote a lively interest in all efforts for improv¬ ing the condition of the working classes. The importance of this subject was emphasized by its revival in the full session of the congress, where it divided attention with the question of the higher primary schools. The resolutions of the section atSrming the necessity of the post-school agencies and the importance of all the lines along which these are operating were confirmed in the full session. Since the subject is agitated in all countries, it was recognized that an international bureau or society for the exchange of information would find in relation to this move¬ ment its special mission. The proposition to form such a society, Avhich originated at the banquet of the jury on primary education, was accordingly brought up and con¬ firmed in the congress. It was resolved to make the committee of the congress the official bureau of the society. M. Bourgeois graciously accej^ted the presidency of the society, which thus, to quote M. Bayet, has its future assured as a living and permanent institution. Tlie closing public session of the congress was honored by the presence of the minister of public instruction, M. Leygues, who in a brief address emphasized the important relation between public education and the safety of a people. He saw in the congress the augury of a better social era which will insure to France “more of prosperity, justice, and liberty, and develop between all nations a higher degree of union and solidarity.” The final ceremony of the congress was a grand banquet in the restaurant of the nations in the “ Yieux Paris.” Above six hundred members participated, and in the absence of the minister of public instruction, occasioned by the sudden death of the King of Italy, M. Bayet, chief of the primary department, presided. In the toasts, which occupied an hour and a half, two remote colonies of France, Tunis and Guada- loupe, and eleven foreign countries rvere represented by their delegates. The ban¬ quet terminated to the stirring strains of the Marseillaise. To the foreigners who were invited guests its memories remain as a perpetual sign of the unbounded hospi¬ tality and social charm of their colleagues of France. Anna Tolmax Smith, Member of the Liternational Jury, Class Group 1, Delegate from the United States to the Congress on Primary Education. CHAPTER XXXIL REPORT OX EDUCATION IN ALASKA. Depart:sient of the Interior, Bureau of Education, Alaska Diahsion, Washington, D. C., Jane 30, 1800. Sir: I have the honor to submit the fifteenth annual report of the Alaska division, for the fiscal year ending June 30, 1900. During the year there have been mainta.ined in Alaska 25 public schools under the immediate supervision of this Bureau, Avith 27 teachers and an enrollment of 1,753 pupils. In addition to supporting the above public schools, this Office con¬ tinues to pay the salaries of 5 teachers in the Sitka industrial school, giving instruc¬ tion in the branches of carpentering, domestic science, painting, tinsmithing, net mak¬ ing, boat building, and in the common English l^ranches, the total number of pupils under instruction being 151. On account of the Amry large accession to the population of Gape Nome region, by reason of immigration of miners Avith their families, it has been found important to create the position of superintendent of schools for the Cape Nome district. To this position a citizen of Nome has been appointed. Ilis duties are precisely similar to those of the superintendent of schools in the Sitka district — namely, to visit the schools Avhich from time to time may be estpffilished Avithin his district, report on their condition, examine candidates for the position of teacher, and aid this Bureau AAdth suggestions and advice regarding the educational affairs of nortliAvestern Alaska. OAving to the friendly cooperation of the priests of the Russo-Greek churches throughout southAvestern Alaska in urging the children of their parishioners to attend the public schools, the seating capacity of the school buildings in that region has been severely taxed. It has been necessary to enlarge the school building at Kadiak and to send additional teachers to that place and to Unalaska. In several sections of Alaska the influx of Avhite men has resulted in an increased interest in schools on the part of the adult native Alaskans. Realizing the adAnn- tages to be obtained by such a knoAvledge of the English language as Avill enable them to trade intelligently Avith the Avhite men, they have made requests for night schools. At AV ood Island it has been possible to comply Avith such a request, and the result has been very satisfactory. At Gravina, Saxman, and AVrangell natiAn Alaskans are efficient members of the local school committees Avhich aid this Bureau in the management of the schools. The folloAving reports indicate the character and scoiie of the Alaskan public schools: Sitka, No. 1. — Miss Cassia Patton, teacher; enrollment, 47; poiiulation, Avhite. Miss Patton reiiorts: The condition of Sitka School No. 1 during the last year has been quite satisfactory. The weather during the short days having been very pleasant, there Avas very lit¬ tle sickness among the children. The only draAvback to regula,r attendance is the observance of holy days, in Avhich some are imiiroving by attending service in the morning and coming to school instead of playing, as formerly, in the afternoon. 1733 1734 EDUCATION REPOKT, 1899-1900. During the Kussian lenten season the priest very sensibly suggested to the chil¬ dren to fast during the first week, and I encouraged them to follow that plan, lioping that all would then be in school again until Easter week, and it Avas better. An offer from Mrs. Brady and Mrs. Mills, who had been teachers, to assist me in taking charge of the music and drawing Av^as gladly accepted. Later, Miss Constance Stoweli, who is fitting herself for a teacher and desired practice, gave us her mornings. IVith so many kind friends I Avas able to do much more for my pupils individually, Avhich is a great gain, and came nearer the ideal toward which I aim. In October Ave celebrated “transfer day” by having an industrial fair, the first, I believe, in Alaska. Before the close of school in June I laid the plans before the children, and they, at home during vacation, took up the industries, and the result Avas a fine display of potatoes, carrots, turnips, lettuce, floAvers, salt fish, jelly, bread, cake, aprons, pillowcases, lace, sailboats, and kites. This is a step toAvard that industrial education which, Avitli my numerous classes in the three B’s, I have not yet been able to introduce, but Avhich Avill make the coming Alaskan better suited to his environment — not only a consumer but a producer. I belieAm that the county fair has been of much use in interesting people in prod¬ ucts of the home and farm, and I hope that this may open up something of the kind in Alaska. To foster the loAm of the beautiful Avith the useful, I gaAm for the fair prizes those blessings, “the Perry pictures.” At Christmas time Ave gaAm an operetta, in Avhich all the children took part and scored a great success. I hope that I Avill be able to report as Avell of the Avork of the next year, Avhich is soon to begin. JuxEAu, No. 1. — C. C. Solter and Miss Jennie Larsen, teachers; enrollment, 96; population, Avhite. The folloAving is Mr. Solter’ s report: The people of Juneau have shoAAUi their appreciation of the increased facilities of the school by a corresponding increase of patronage. As soon as it was known that tAvo teachers would be employed many parents determined to send their children to us, although they had already made arrangements to send them elseAvhere. After our school Avas fairly started still more joined our ranks, a number of whom had already taken up their studies in the private schools of the toAvn. Sickness for a time seriously interfered Avith the attendance. A number of children Avere ill Avith tyj^hoid, la grippe, or severe colds. A fcAV Avere also troubled Avith their eyesight. On the Avhole, fair progress has been made. Some pupils haA’e excelled in arith¬ metic, others in history, Avhile a number haAm done good work in all branches. Other schools in our town are the Catholic, where four teachers are employed; another private school with one teacher, and one school under the auspices of the Greco-Eussian Church. In the latter the attendance is small. The private school has closed, in all probability permanently. The Catholics, liOAveAmr, are building a large schoolliouse or college to accommodate the expected increase of their pupils. A number of children have gone to the States to attend high schools or colleges. The people of Juneau have for some time been desirous of a graded and high school, and now since they are taxed it can not be denied that they deserve better school accommodations than they noAV possess. IMy assistant. Miss Larsen, has been faithful to her duties and has done good Avork in her room. She has the good Avill of her pupils, and, as far as I knoAV, has given satisfaction. Her pupils have made commendable progress, especially in arithmetic. She teaches many motion songs and recitations, in Avhich her pupils take great delight. Douglas, No. 1. — Miss Gertrude H. Spiers and Miss Ivate S^riers, teachers; enroll¬ ment, 100; population, white. This school began its sessions last August Avith tAvo teachers. The primary depart¬ ment comprises grades 1, 2, and 3. The advanced room grades, 4, 5, and 6. The schools have been quite thoroughly graded, and a suggestive course of study has been adopted. Perhaps the most notable feature of the work is the regular attendance of such pupils as reside here permanently. About 20 per cent of these haAm not missed a day during this year. One pupil, Claire Jones, has been present every day for the past three years. The school year is divided into tAvo terms. The first begins August 1 and closes December 15. The second begins February 15 and closes June 30. In this Avay much EEPORT OE EDUCATION IN ALASKA. 1735 of the ineonvenience resulting from the darkness and storms of the winter months is avoided. An annual entertainment is given for the benefit of the library fund. About sixty new books will be added this year. The work in German has been continued, but no new class has been organized. The pupils who began the study two years ago now read easy prose at sight, and write and spell readily. No special attention is given to constructions or declensions. The school is well supplied with text and literary books, maps, charts, and the usual equipments of a modern school. We have, however, to report that there is urgent need of a new building with suitable well-drained play grounds. Douglas, No. 2. — Miss Mollie MacAvoy, teacher; enrollment, 37; population, white. Miss MacAvoy reports: It seems to me but yesterday, and yet it has been almost a school year since I landed at Douglas Island. I found here very intelligent, enterprising, wide-awake people, interested enough in education to keep their children in school regularly, thus giving the teacher much encouragement besides assisting her in many other directions. The pupils are eager to learn, interested in all their studies, and v/ell behaved, and we have spent a very pleasant as well as profitable winter. I teach reading, writing, spelling, geography, arithmetic, physiology, morals, man¬ ners, drawing, history, language, grammar, gymnastics, and kindergarten. We have a good literary society, which meets every Friday afternoon. We had a Christmas entertainment, which was greatly enjoyed, and v/e are prepar¬ ing another for the close of the term. We have commodious quarters and are very comfortable. If the day be unusually gloomy — and we have many dark days in Alaska — and we feel ourselves inclining the least bit toward the blue weather, we have a lively march, a good motion song, a gymnastic exercise, or a ten minutes’ reading from an interesting book, and the gloom is quickly dispersed. We need a playground. We haven’t room to play ball, or, in fact, any game except duck-on-the-rock. The girls jump the rope. They used a long seav/eed for a ro]3e one day. The children accidentally broke three small panes of glass, which they replaced. I teach them to take care of the building, books, and, m fact, everything which is left in our care. We have a nice large flag, which we all love. It floats over us on bright days, and we display it inside the schoolroom on rainy days. We should like very much to have all the best magazines and more books in our library. I would like to have a sewing and cooking afternoon each week next year, I regret to report a tendency on the part of the impils to stop school at the age of 14. This has been m^^ only discouragement. I miss a city superintendent and the teachers’ meetings, which are so helpful in the States. 1 love my pupils and my work, and I hoxDe all my co workers have had as pleasant a year as my first year at Douglas No. 2. Skagway. — O. B. Gwin, Miss Anna Clayson, Miss Theresa E. Webster, Mrs, Murray B, Miles, teachers; enrollment, 214; population, white. The following is the report of Mr. Gwin, the principal of the school: School opened September, in two rooms, v/ith 120 pupils enrolled the first day. Seeing the necessity of immediate action, the local committee immediately secured another room near the school and employed another teacher. Later, owing to the continued growth, a fourth teacher was employed, and the third and fourth teachers were installed in rooms two and one-half blocks from the permanent school building. At the beginning of school we found that the grades were very badly mixed, there being pupils of all grades and all intermediate points between grades. This was largely ov/ing to the fact that many of the pupils had been out of school a year or • more, and because they represented so many schools and systems of grading. Our work the past year has been largely along lines tending to segregate the classes, and so enable us to make satisfactory classifications for the coming year. At the beginning of the term we were at a great disadvantage, owing to a shortage of books, lack of proper desks and apparatus, and cramped quarters. Now we have good desks and a fair supply of books, though there is room for improvement along some lines even yet. It is a very great disadvantage having our school in three buildings. It is hoped that Vv'e will have the schools under one roof next year. 1736 EDUOATIOK BEPOET, 1899-1900. We also suffer from a lack of sufficient room for playgrounds. At present the school is located on a lot 50 by 100 feet, of which the building occupies a great part, leaving but little room for playing. Hence the pupils must use the streets and alleys. This is not at all advisable, as the school is located in the business part of town. The shifting character of the population has had a tendency to injure our schools in the past, but I think we shall suffer less from that cause in the future. Our isolation from other schools has made it hard to keep up that professional enthusiasm which marks the successful teacher who constantly comes in contact with other teachers of his OAvn and other grades. AVhile realizing that the Department has but a limited amount of funds at its dis¬ posal, we feel it a fact to l^e deplored that a school system such as might be built up here should be hampered by a lack of funds. For a few weeks in winter the days are so short that it is impossible to teach the full day, as required by law. On many mornings it was not sufficiently light to begin v/ork till 10.30, and it grew dark again by 2.30. The interest and enthusiasm of our local committee can not be too highly praised. The success of our schools the past year has been largely due to their untiring efforts. They have spared no time or pains to give the town the best possible school system. While some parents are somewhat indifferent to the best interests of their children, the greater number have taken a laudable interest in the welfare of the schools. As a proof of the interest taken by the parents and business men, I may say that at an entertainment given in April over 600 were present, and more than 100 were turned away owing to a lack of standing room. We wish to extend to the Bureau of Education the expression of our appreciation of its support as soon as our needs were properly presented to it and it was able to respond. Fokt WriAXGELL, No. 1. — Miss Nellie Green, teacher; enrollment, 114; population, whites and natives. Miss Green writes: The native children, if sent to school regularly, learn slowly but surely. Their faith in the white man is great, and for that reason it is easy to work among them. Irregular attendance and tardiness are due to home surroundings. The parents often are indifferent as to whether the children attend or not, and the children use their own time and pleasure in reaching the school. The home lacks system. The natives do not have ‘ ‘ a place for everything and everything in its place. ’ ’ Children are often tardy because an article of clothing is lost. Little Patsy has the faculty of losing everything. One day he came to school without his hat; he had lost it. Another time he had to stay at home, for he couldn’t find his coat. Even at school I’d ask him to spell a word; he would say, “I can’t; I lost it.” It is interesting to visit some of the homes where the members are busy at work. One such home is little Andrew’s. The men are busy making snowshoes, the women, baskets. In other homes during the winter the families are gathered around a stove or a smoky open fire, their cooking utensils and remnants of a recent meal forming a not very pleasing picture. The most interesting families are those who retain the simple manners of Indian life, or else those who can successfully imitate the white man’s ways. As I was walking one afternoon in early winter in the Thlingket part of town, I came to some Indian women who were sitting on the beach around a fire made from a log of driftwood. Surely these are Nature’s children, thought I; noth¬ ing could be simpler than their way of living; a warm fire, plenty of pure, fresh air, some dried fish — that Vv^as all they needed. I could not understand what they were saying, for they were talking in their native tongue, but I felt sure they had no social problems to vex themselves with. In a Flydah home I found the members more like white people. The room was arranged with the care of a white person. The Indian woman v.us preparing the evening meal, which consisted of meat, fried potatoes, and white bread. A lamp was burning on the table; a cat was in front of the stove. Only the dusky faces around me showed that I was in an Indian’s home. I send a photograph of the native school at this place, taken in the month of May. The three little girls in front are white children who have been in school during the year. Their kindness has done much to make the native children less conscious of social difference. Fort Wrangell, No. 2. — C. C. Cunningham, teacher; enrollment, 114; impulation, white. Mr. Cunningham writes: This school v>^as started by the citizens of Fort Wrangel, without aid from the Gov¬ ernment, September, 1899. The first move in this direction was made late in the EEPORT OB' EDUOATIOI^ IK ALASKA. 1737 summer of 1899; my services v'ere not secured till the 17th of September, when I started from Seattle for this place. On my arrival I found that there were no books in town. Notwithstanding this, however, I examined each pupil on the 22d, and on the 25th of Sei^tember began the work of the school. Each pupil ordered his books at once. The merchant to whom these orders w^ere given sent off promptly for them, but for two months I had to hold the school together without books. In the meanwhile there was considerable criti¬ cism freely indulged in by several citizens of more or less prominence locally about me because of my failure to procure suitable books. On the 5th of December the books, which had been missent, finally came. Not only was I handicapped on account of a lack of suitable books, but I was also totally without school furniture or supplies, except a few yards of blackboard and some chalk which I brought with me. The carpenters here made me desks after my own j^lan, which were virtually single desks. I also used several desks which belonged to a private school that formerly existed here. But the schoolroom was not at all suited to the work, its main defects being lack of space for blackboards and difficulty in securing heat and ventilation. At the beginning I found that the children had been accustomed to do pretty much as they pleased in school. I insisted on rigid order and had it. The children, too, were very backward for their age. The greater number h.ad not attended school for years, or, if they had, had gone only when they felt inclined so to do. They were entirely without training in politeness. In order to get the children grounded in proper methods of work, an evening study hour was begun and was kept up as long as practicable. I found all the pupils dili¬ gent in school, but not very attentive. Outside of school the majority studied l^ut little. They have improved very much in attention and seem more eager to learn than they did at first. The supi^ort of the school v^as generous on the part of the people, and the teacher has been well sustained and supported by the parents. Since the first of March, when the Bureau of Education assumed the salary of the teacher, the school has run along smoothly, and the in’ogress made by the laipils has been good. The relations between pupils and teacher and between parents and teacher have been very cordial and pleasant. There has been no trouble of a serious nature, and the parents have always been glad, when the teacher required it, to send their chil¬ dren back for work or punisliment on Saturday. Considering the lack of facilities and apparatus at the start, the children of this school have done well. Haines. — Miss May Mackintosh, teacher; enrollment, 61-; population, white and Thlingket. Miss Mackintosh writes: You will notice that, although I have a large enrollment, my average attendance is small. The reason for this lies in the fact that the natives are compelled to seek work at other villages and towns besides this. Also, from the middle of September, 1899, until the middle of October they were nearly all attending various potlatches at Y’Indovtuckyea and Kluckwan. From that time until the middle of November I had a very good attendance; but then they went to Dyea and Skagwa}^ more to the latter place, where they could obtain work, and there more than half of them remained all the winter, when they returned in time to go to halibut fishing. Meanwhile I had at my school nearly every child that remained here. I took the pains to go every day to the village, and if one was absent in the morning, go at noon to discover, if I could, the cause, and remove it if possible or overcome it in some way. IVhen all the natives were here all the children attended school. But it is discouraging to have them in school for a week or a few weeks, then not see them again perhaps for a month or two; while they have been away they have forgotten almost all they had learned. Hoonah. — Mrs. J. W. McFarland, teacher; enrollment, 125; population, Thlingkeh Mrs. McFarland writes: I fear the keynote of my report this year will be one of discouragement. I returned the last of August, after a restful vacation, with renewed energy for another year’s work. But before it was time to ring the school bell the first Monday in September the village was deserted. A grand feast and potlatch was to be given at Dundas- Bay. This occupied them a week. Then their favorite berry — nagoon — must be gathered and preserved in seal oil for winter use. By the iSth of the month I opened school with 5 scholars, but in a few days I had 35 on the roll. The 1st of December we were getting down to pretty thorough v/ork, when the feasting and 1738 EDUCATION EEPOST, 1899-1900. dancing ]:iegan, ’vvith many visitors present from other tribes, and for three months onr people were engaged in this dissipation. You can imagine what a demoralizing influence it had upon the school. Kev. Mr. Carle, our minister here, remarked one day that they really attended much better than white children would under similar circumstances, which gave me some encouragement. One day he saw boys sailing their little toy boats; he used all his persuasive powers to get them into school, but they replied," “They went to school all the time.” He took a snap shot of the crowd, and you may see a picture soon of how the Hoonah boys attend school. The boys always" carry home the bowls of food after the feasts, and they put in the time in "this way until this interesting part of the programme comes off. All feasts are ushered in with smoking, and the boys light and carry round the pipes to the guests, enjoying a puff as well as the old folks. But I must say to the credit of the little girls!^ they did attend school very well, coming thinly clad, many of them in their bare feet, to secure the promised Christmas doll. It was a great disappointment not to receive our box for distribution on that day. But I had Christmas every month, only for those who attended well. I had 125 on the roll this term, but the highest average has been only 20. Our sewing class greatly improved, and the last week of school I gave the girls industrial lessons in cleaning the schoolroom, washing dishes, and garden making. Our schoolhoase is very comfortable, and everything has been so kindly supplied in the way of school facilities. Saxmax. — Mrs. J. W. Young, teacher; enrollment, 76; poiiulation, Thlingket. Mrs. Young reports: I have the honor to submit to you the following annual report of the school work at Saxman, Alaska: During the past term our school has been well attended, commencing September 4, and closing May 11, 1900, having some days an attendance of over 50. The attendance has been very regular during the winter months. I. usually knew just hovr many pupils would come each day, as they always came every day when in town. When they had duties to perform or wished to go away they would come and say, “Me hurry up, read quick.” They showed great fondness for their studies and an eager desire for promotion. Those who have attended with any degree of regularity have made excellent progress. They are apt in number work. Penman¬ ship and drawing are acquired with apparent ease. Xone are so dull as not to be influenced by kindness or won by love. The winter feasting and dancing interfered with their work and lessened for a time their interest. An eiridemic of measles prevailed during the winter. Quite a degree of emulation was excited among them to keep themselves clean. We have washbowl, towel, comb, mirror, etc. 1 often set the example by cleaning up the smaller ones and combing their hair. The dirty-faced ones were not slow in discovering the contrast. A sawmill has been built one-half mile north of Saxman, owned and operated entirely by the Tsimpsians, who have shown commendable energy and thrift. A dozen or more houses have been built. They are talking of sending their children here next term, which will make quite an addition to our already large school. A few deaths have occurred. The sick have suffered severely for want of proper care, as the natives are very deficient in the line of nursing. A hospital or some means of caring for the sick is greatly needed in this vicinity. Gravixa. — Mrs. Alice B. Ilamblet Davis, teacher; enrollment, 61; population, Thlingket. Mrs. Davis reports: Our school opened on the first Monday in October, 1899. At that time we had many cases of measles and malaria in the village, and some of the little ones afflicted died. This cast a gloom over all the village. Nevertheless, we were able to keep the school doors open to all who might be able to avail themselves of the opportu¬ nity of attending. From the very start the pupils were interested in our school and very eager to learn to sj^eak the English language, notwithstanding the ridicule from "those who were not attending school at the time. The English language is very little known among the children here. There are a few, however, who are not slow to learn, and after a few encouragements we were happy to bring these to pronounce distinctly the names of nearly all the objects in the schoolroom, and after a time to answer a few simple questions in English. Then, too, there were a few who already knew some of the language, but were unable to speak it. The difficulty with these we found com¬ paratively small. It is hard to believe that most of the little- ones had been neglected to the extent that they did not know the word for a hat, a dress, fire, w’ood, or water, nor for any REPOKT ON EDUCATION IN ALxiSKA. 1739 of the most ordinary objects seen in everyday life. True, the parents could under¬ stand and answer simple questions, but it seems to have been taken for granted by them that the. new generation would understand the English language without hav¬ ing been taught. But somehow it seems that their little heads were too full of other things so dear to the infant mind to give a thought to a language other than their native tongue. So with these we had to begin from the- very beginning and grad¬ ually lead them along until now many of our little friends can greet us with a clear “good morning” and answer any ordinary question very readily. i All grades have advanced one step. Their progress and the good results of work so far have been very satisfactory to teacher and indulgent parents. The work of the past nine months has been principally on the primary order and confined mostly to the chart and blackboard work. We have hitherto needed few books, but with the progress that has been made this past year the children v/ill need more books in their future work. When the children have reached the foimth grade they are able to make rapid progress; for those who have reached this point the commg year will be one of profit and progress. Altogether we may prepare for a successful year. Our daily average would be higher but that the families have not lived here con¬ tinuously during the past year. They have gone to other places at various seasons to gather native foods and for other pm’poses, leaving the village for a time and taking the children with them. This, of course, would diminish our attendance until they returned. Then, too, many a time a child has been kept from school to attend a sick mother or a wee babe. Again, a few have been taken out of school to work in the box factory here. It becomes necessary at times for the children to lend a hand in maintaining the family. So it is no wonder that, although we have a fair number of pupils enrolled, our average attendance is small. But the grand work of truly educating this j^eople is now begun, and the earnest prayer of every heart here is that it will continue to grow and spread its roots in all directions so that all may receive its benefits. Sitka Industrial School, Boom No. 1.— Mrs. Selina L. Gamble, teacher; enroll¬ ment 90; population, Thiingket. The follov/ing is Mrs. Gamble’s report; I am very glad to give you the report of my first year’s work in Sitka. When I entered the work in October, 1899, the attendance was 78, and before the end of two months it gradually increased to 90. Owing to ill health, some pupils left the school before the end of the term. I am very glad to report a very successful year. Some of my pupils that were in primers when I first took charge of the school have been promoted to higher grades. They have been industrious and interested in their w’ork. I am sure they have made satisfactory progress. i The native children are very fond of music; they have been learning new^ songs. ' Every Monday and Friday, at the opening exercises, we spent a few minutes in singing and all the children would take part. The closing exercises of the school were held in the evening of May 29. The children are now^ enjoying their holiday and are ready for their summer’s fun. Sitka Industrial School, Boom No. 2. — Mrs. E. C. Heizer, teacher; enrollment, 89; population, Thiingket. Mrs. Heizer reports: I have just finished my seventh year in teaching in the Sitka Industrial Training School. Many of the pupils have gone out from us during this time and started life alone. To learn to plan for themselves is the hardest lesson for them, but this they can learn only by experience. A number of the boys are working in the mines at Juneau and Douglas Island. One is in a sawmill in Sitka. He has built a very nice home in the Cottage settlement. They frequently call to see us, and love their alma mater. Several of the girls have married and are doing v/ell. Some found th-e temptations too strong for them and are drifting. My school this year has had a good regular attendance, as we have had no serious sickness. As I mentioned in my last report, anything of a practical nature interests them. We have had a successful study in practical measurements, making out orders for lumber, auditing accounts, etc. I have noted a more intelligent interest in reading, especially in their selected read¬ ings. Our study of geography from the maps on the wall, used especially in giving them talks on current events, has proven successful. They understand much about our new possessions and Africa by a map study in connection with the wars and the leaders. Close adherence to phonic spelling has raised our grade in this branch. The vertical system of penmanship is well adapted to our scholars. I will inclose some 1740 EDUCATION REPORT, 1899-1900. epecimens of their writing. I feel our interest is due chiefiy to the attention given to the little practical things. A number of talks on the crab l^rought specimens in to us, and rambles on the beach searching for specimens are frequent. We feel thankful we are so fortunate in having a good, aggressive superintendent whose zeal is incessant. Kadiak. — airs. Anna A. Hill, teacher; enrollment, 66; fjopulation, Russian creoles. The following is Mrs. Hill’s report: 1 enjoyed teaching the children very much. There are of course many discour¬ agements, but there are encouragements also. I endeavored to have the pupils speak English only while on the school grounds. This is hard to do "as they all talk Rus¬ sian or Aleut in their homes, but I have been jileased to note a great improvement along this line. Quite a number of the children coming to school for the first time could not understand one word of English. These require much time and care, mucli more than I could give them; still I enjoyed my chart class immensely, and was pleased to see their faces light up with intelligence as they grasped some new ideas. At Christmas we had a tree and entertainment, all the school taking part in some way. The programme consisted of patriotic and Christmas pieces interspersed with music. I am glad to say that not one of the children had to be prompted, although it meant evening work for two months beforehand. I have to thank Mr. Kashnaroff for his excellent help wnth the music. The wdiite men of Kadiak kindly contributed such money as we needed to pjurchase candy, nuts, and apples for all present. The schoolhouse was crowded, and all went a-way feeling proud of their children. One great need for these people is true home life. They have very little opportu¬ nity for knowing what it means. We made it a point often during the winter months to invite the older children to spend the evening with us, entertaining them in vari¬ ous ways wdtli games, books, etc. After teaching six months I was compelled to leaA-e, on account of sickness, but secured a substitute who taught two months, when the school was closed for the year. I feel greatly encouraged for the Kadiak school, and look for good things in tjie future for it. IVooD Island. — Robert G. Slifer, teacher; enrollment, 61; population, Russian creoles and natives. Mr. Slifer reports: The school w'ork at Wood Island has progressed favorably during the term 1899-1900. The advancement of the scholars has been very raiiid in reading and w'riting, their w^ork being especially good in these lines. In temperance hygiene they have done very well, stress being laid upon the necessity of maintaining hygienic conditions that will have a constant tendency to elevate the average health of the family and the community. This work is very necessary. Many lives could be saved and others materially lengthened if the natives could be taught to observe the simplest rules of sanitary science and hygiene. The anatomical part of physi¬ ology has been used principally as an aid to such an end. The instruction in tem¬ perance is hindered by the w-ork of a saloon at Kadiak, 2 miles across the bay. In English language the work has been arranged to suit their powers of imitation, almost everything being done by example rather than by rule. History has been taught by a series of stories concerning the great men of the country, interwoven with accounts of the conditions and tendencies that have caused the constant growth of our country in various lines. Geography is a difficult study for the Aleut children, for all they kno\v of the products of the w'orld is what they observe from the lines of goods brought into their communities by the commercial companies. They do not have the least idea of how most things are grown or manufactured. During the past year the atteixqit has been made to let nothing go by Avhich was not understood by the pupil. Pictures, stories, blackboard illustrations, magazines, advertisements, and in fact anything that the teacher thought would aid his wmrk have been used. The vrork has necessarily been slow, but it has been more sure. Arithmetic has ever proven their hardest study. The lack of need on the part of their ancestors, coupled with the lack of home training, is partly responsible for this result. In the attempt to make them understand each part, it has been necessary to make slow progress. The oldest class in school was doing fair work in the addition of fractions at the close of the school term. A. great deal of sickness, notably in the months of March, April, And IMay, lowered the year’s record very materially. During the year school was taught 181 days, and the average attendance was 38. The average monthly enrollment was 45.6. The greatest number of children between the ages of 6 and 21 on the island at any time was about 62, while the average number of resident children was probably about 54. REPORT ON EDUCATION IN ALASKA. 1741 For a portion of the year a night school was conducted with very good success. Almost every native man and youth in the village attended. They seemed very glad of the chance to learn, and applied themselves diligently, wdth the result that the work was a decided success. The outlook for next ye£ir is hriglit, thougli the scholars are not all arranged in grades to the l^est advantage. Something can be done in making the work of this school more thoroughly systematic. The people are anxious for a night school during all or part of the term. Of course, if this is entered upon, it v/ill increase the teachers’ work very materially. The need for a school building is almost imperative. The room now occupied in the Kadiak Baptist Orphanage is not large enough, and is poorly lighted, esijecially during the short dark days of wunter. All possible aid was given the teacher by the residents of the place, and was very much appreciated. Unga. — F. A. Golder, teacher, enrollment, 47; average monthly attendance, 34. Population, white, creole, and Aleut. The methods applied and the results obtained in teaching children in the States can not be expected here. The experience of each puj^il here is very limited; his imaginative faculties undeveloped, his en vironments discouraging. The fathers and mothers of some of the children are still in a half-civilized state. In spite of the drawbacks here fair progress has been made. This is mainly due to the good attendance and tlie special efforts of the pupils. These results were obtained with the help of the parents and Government officials. Through the efforts of the ladies of the Apollo mine and the village, and through the generosity of so many of the good people of both places, we were enabled to have a Christmas tree and to clothe all the needy ones of the school and village. Deputy Marshal L. L. Bowmrs has also been very kind in conducting the singing school. The priest of the Russian Church has always been willing to arrange his services as much as j^ossible so as not to conflict with the attendance of the school. The prospects for the coming year are very bright and encouraging. Unalaska. — Miss Frances Mann, teacher; enrollment, 76; population, Russian cre¬ oles and natives. Miss Mann reports: The enrollment of j>upils at the United States school at this jflace has steadily increased from 27 on September 1, 1899, to 76 at the close of the school year. A large percentage of the attendance is derived from the Graico-Russian Mission; with which institution cordial relations have been established and maintained. J^ittle can be done for the several waifs and strays, who seem to be neither under parental nor mission control, and whose attendance is but desultory and spasmodic. Efforts to regulate this matter have in the past and will in the future for want of compulsory education laws probably prove unsuccessful. In reading, wndting, and spelling most satisfactory results have been attained. The attainment of the pujuls in arithmetic, however, though fair, leaves much to be desired. Various entertainments given with the assistance of the pupils have been made a feature of the term, and a, Gvo-hundred-dollar subscription for the Christmas festivi¬ ties made x^ossible a general distribution of x^resents, useful or ornamental, to all children in the village. In the general intercourse of the children with one another English is fast disxdac- ing the native or Russian languages; a circumstance doubtless in a large measure ascribed to the rapidly changing social, economic, and industrial conditions of this place. The morale of the school leaves little to be desired. The children are most tract¬ able and easily led. Discix>lining of the mildest sort only need be resorted to. St. Lawrence’ Islaxd. — P. li. .1. Lerrigo, M.D., teacher; enrollment, 72; pox-»ula- tion, Eskimo. The following is Dr. Lerrigo’ s report: Terras. — School was commenced September 10, 1899, the first tenn lasting until December 22. The second term ox)ened Janua.ry 2 and continued without intermis¬ sion until the end of April. Two days were lost on account of the schoolroom stove proving refractory, owing to defective flues and strong east winds, and filling the room with smoke. One day v/as omitted following the arrival of the shix>wrecked seaman, Mr. Murphy. Total days during wRich school w^as held, 152. The sessions wmre between the hours of 9 and 12 a. m., with recess of fifteen min¬ utes, and between 1.30 and 3 p. m. These hours wmre finally adopted after some experimenting and the x->erusal of my predecessor’s exx>erience. For the first few 1742 EDUCATION EEPOET, 1899-1900. weeks but one session was held, as there was mnch work to do about the premises in preparing for winter. At times a two-hour session was held in the afternoon, from 1.30 to 3.30, but it was found that the children would not submit to a long period of application. With the medical work and miscellaneous duties which fall to the lot of the teacher, my time and strength were so fully occupied as to make it advisable to shorten the session to an hour and a half in the afternoon. Hence the periods above noted were finally decided upon. The sessions of the school were at times interrupted by incidental experiences, such as the bell being carried away by a strong northeast wind or the chimney pot going by the board. Ui>on one occasion it was necessary to omit the entire after¬ noon session in order to attend the native, Ahlonga, who was in serious danger from approaching uraemic coma. After the 1st of April it Vvas increasingly difficult to maintain proper attend¬ ance, owing to the amount of spring work in which the children were obliged to assist their parents. During the latter part of April I found it necessary to omit the afternoon session and accomplished as much as possible during three morning hours. This secured a better attendance and more concentrated effoid than would otherwise have been the case. Ahility and progress. — In mental ability the native children seem to compare favor¬ ably with those of more civilized countries. Some few are hopelessly dull, but the majority are capable of comprehending and retaining the subjects which engage the attention of white children of similar age. A few are remarkably bright and exhibit capability for mental training to a very considerable extent. The great obstacles in their progress are irregularity in attendance and the lack of the gift of continuity. Their life involves nothing which is calculated to train them for continued mental application. Their work is such as requires physical strength and native acute¬ ness for a little time, after which the strain is relaxed and they lapse into a condi¬ tion of utter idleness until again required to put forth effort. Consequently their faculties for long-continued mental effort are undeveloped and the children are unable to follow an extended course of work with the facility of those who have come of more civilized stock. Limited by these drawbacks, however, they have during the past year made an appreciable advance in the use of English, in arith¬ metic, in geography, and in general knowledge. Discipline. — Precedent had accustomed the children to moderate talking during school hours, and as it did not interfere with the work, the custom was continued. The discipline was upon the whole well maintained and punishment not frequently necessary. Upon a few occasions dismissing the culprit from the schoolroom seemed to produce a sufficient moral effect. In June, after the school was closed for the year, during my absence from the village, some of the boys broke into the house and committed trifling pilfering, but took nothing of any great value. Upon this occasion I considered it necessary to take a little more vigorous action and administered corporal punishment to the two leaders, after giving them a moral lecture upon the enormity of their misdeed. The parents came to me almost unanimously apologizing for their children, some of them returning the stolen articles, some bringing payment for the things eaten, while others relieved me of the necessity of further action by thrashing their boys them¬ selves. Enrollment and, attendance. — The number of pujiils between the ages of 4 and 19 enrolled was 72. Total at¬ tendance. Number of days. Ayerage daily at¬ tendance. September . 324 15 21 October . 506 22 23 Novemljer . . . 508 21 24 December . . . 410 16 25 January . 477 21 1 22 February . 395 18 , 22 March . . 512 20 25 April . 409 19 1 21 Total Yearly attendance . i 3, 541 152 1 . . . . Ayerage attendance for year . . . 1 23 The attendance Avas A’ery irregular, as the parents kept their children from school whenever the most trifling work could be found as an excuse, and would not enforce their attendance even when not otherwise engaged, and in many cases the children preferred sleeping or playing to the mental exercise required of them at school. I have constantly urged upon the parents the advantages to their children of an Eng¬ lish education, but for the most part it is deaimg too much with the future for them EEPOET ON EDUCATION IN ALASKA. 1743 to appreciate it. The two chief men, Shaalook and Asoona, form notable excep¬ tions, sending their children whenever it is at all possible. I have often discussed the general irregularity with them, and Shaalook once suggested that if I would give them breakfast every child in the village would come (and about twm-thirds of their parents, I have no doubt) , this in their minds being a reasonable advan¬ tage attendant upon education. It has been espedally difficult to induce the girls to attend, partly on account of shyness and again because the men do not consider it necessary for the women to be deeply learnecl. They will sometimes come for several consecutive days and get v/ell started on the alphabet or perhaps numbers, and then absent themselves for a month or six weeks, during which time they will succeed in losing all recollection of their educational attainments and calmly pursue the subject again with the same edifying result. Classes. — The pupils were divided into four classes. A, B, C, and D, stud^dng the following branches: Class A: English (reading— Second and Third Readers and New Testament; gram.mar, composi¬ tion); arithmetic (multiplication, short division, long division, traders’ accounts); g'eography (physi¬ cal, general. United States); drawing. Class B: English ( reading— First Reader, advanced; composition, writing, picture lessons in con¬ versation); arithmetic (addition, subtraction, multiplication by several figures, short division); geography, Alaskan; drawing. Class C: English (reading— First Reader; writing, object lessons, conversation); arithmetic (num¬ bers, addition, subtraction, multiplication by one figure); drawing. Class D (primary): English (object lessons, reading simple words, alphabet, conversation); arithmetic (numbers). All classes; Vocal music one-fourth to one-half hour; calisthenics. ' Point Barrow. — S. E. Spriggs, teacher; enrollment, 82; population, Eskimo. Mr. Spriggs sends the following report of this school — the northernmost on the continent: I have found myself unable to teach more than thirty-three weeks (eight and one- fourth months). School began as soon as the building could be rendered suitable, w- hich was later than desirable, however; it was continued, with a week’s intermission at Christmas, till the first of May. As you know, whaling is the industry of this settle¬ ment, the entire available portion of every family being given to it. Consequently, when the whaling season began it was useless to Iry to keep school; the last Friday it was kept all but two of those present said they would be unable to come any more till fall time. So I closed, hoping I might yet teach a week or tw'o more later in the season, but as the whaling crews did not all finally return till the middle of June — and then the families make hurried preparation for their summer work along the coast — I considered further attempt useless, so that I am short three weeks of nine months, the usual time I believe which public schools are kept open. I have endeavored to get a full day’s attendance from the pupils, but in the dark days of December and January especially, it could seldom be obtained, so that you see I have not been able to keep a full six-hour day all the time. However, the work has been entered into very heartily by nearly all the pupils and progress has been quite satisfactory. By omitting recesses the full equivalent of a six-hour day was obtained, this method seeming satisfactory to all the pupils, besides being productive, I believe, of better results. The attendance was naturally better in the deep wdnter months than in September, October, and April, for in the former two the families w^ere not all in from their hunting and fishing, while in April preparations were going on for whaling. On the whole the year, I judge, has been an average one in most respects. In my opinion, considering thai no compulsory school attendance laws are in operation, the attend¬ ance is really remarkable. If a child is in from inland even but a day, that day is spent in school, one parent telling me that his little girl was so anxious not to be late at school that she would often start for school minus her breakfast. A number of those enrolled are from Noowook (Point Barrow proper); they came to this village and lived with friends or relatives that they might also attend school. Parents gen¬ erally wish their children to attend the school and acquire all they can, though if put to a test the child’s xireference prevails, not merely in matters of school, but also nearly everything. For work here, even among the children, a knowledge of the language is an abso¬ lute necessity, consequently I have given much time to it — something needed as you can imagine when I say there are over 400 forms to the verb and over 225 to the noun. Even such a simple wmrd as corresponds to our “some” or “other” is declined through over 200 different forms. I inclose a photograxih which my wife took of the school last February. It con¬ tains some 55 of the 82 enrolled pupils. Their bright, intelligent appearance corre¬ sponds to their apt and generally bright minds. Last year I asked for slates. I trust they Avill arrive; we badly need them. The atmospheric conditions vie wdth the children in destructiveness. Slate pencils will be needed another year, also more 1744 EDUCATION EEPOET, 1899-1900. copy books and ink. A most desirable addition is a globe. Even sncli a one as sells for 15 cents would be valuable, though a large one would illustrate better. Last year (1899) you sent some of Baldwin’s Headers. They are the best adapted to the needs and abilities of the children of any books here. An additional supply of them — the first and second readers — will become a necessity for the oncoming intermediate class. The pupils could best be managed when grouped in three divisions, viz, primary, intermediate, and advanced. Tiie primary department enrolled 27 males, 17 females; total, 44. The intermediate enrolled 13 males, 9 females; total, 22; Vvhile the advanced class enrolled 12 males, 4 females, two of the 12 males being adults. The following subjects were tauglit: English. — This was the fundamental course throughout the year, more time being given to it than to the other studies because, being the basis of teaching in all the other subjects, its importance was continually seen and felt. The advanced section used readers. The intermediate were drilled in words, sentences, also in spelling and reading, and the primary section were inducted in part into the alphabet and names of familiar objects, this to be used as a basis of future work in the teaching of English. Writing (copy books) was enjoyed ])y nearly all the members of the two upper departments. Next in importance to English comes arithmetic. For the advanced section this has meant the gaining of an insight as to what numbers really mean, facility in count¬ ing, translating their numerals into our simpler and elastic ones, axldition, subtrac¬ tion, a x^artial mastery of the multix:)lication tables and i:)ractice in their operation, both by multiplication and division. To this was added examples, xrractical and useful, to illustrate the usefulness of what had been acquired. The advanced section was also given lessons on the outlines of American history and also in drawing simple straight-line delineations. One or two lessons vcere given each Aveek in physiology ami hygiene to the three sections. It has been my constant effort to make the school Avork as interesting and instruct- ive as possible, and I feel that in part at least I have succeeded. One element omitted in the report is that of ages. These it is impossible to obtain, the Eskimos having kept no record of years in the past; Ijut on the average the jn'i- mary class includes all those from about 9 years doAvn, the intermediate betAveen 9 and 12, and the adA^anced from 12 to 15 or i6. The tAVO adults rex^orted Avere about 20 to 22 years of age. Historical tahle — Statistics of jmhlic schools in Alasha, 1893 to 1900. Length of school term and enrollment of pupils. 1892 ;-93. 1893-94. 1894-95. 1895-96. 1896-97. 1897-98. 1898-99. 1899-1900 Schools. Tc -2 S s -2 s -2 S s 7i S s 3 3 S W g w 3 CO s CO fl Ki 2 rjl g cc W g A 3 A O o ei +3 3 v: "p 9 o S o S w O 3 O S o s w o W Southeast Alaska. ! 1 1 Sitka: No. 1 (whites) - 9 I 50 7 43 9 57 9 40 9 39 9 42 9 31 9 47 No. 2 (natives) 9 48 9 110 9 180 9 156 9 154 8 170 9 175 9 184 Juneau: | No. 1 (whites) _ 9 23 9 25 9 54 9 70 9 86 9 72 9 74 9 96 No. 2 (natives) ... 9 61 9 65 9 50 9 67 9 70 9 40 9 71 9 70 Dou.^las: No. 1 (whites) _ 8 13 9 30 9 42 9 57 7 75 9 46 9 70 8 100 No. 2 ( whites) _ 8 32 9 25 9 28 9 37 Douglas (natives) _ 9 108 9 87 7 26 Skagway (whites), 4 j I schools . 7 109 9 214 AVrangell (whites and natives) . 9 49 9 54 8 61 9 82 9 64 9 71 9 80 9 114 Jackson (natives).... 9 ! 82 8 90 7 80 8 64 9 84 1 9 121 9 67 9 51 TJaines (natives'! 9 1 54 9 41 1 9 64 8 60 8 68 ' 7 46 8 64 Iloonah ( natives) .... 1 8 144 5 120 ; 9 141 9 126 9 125 Metlakahtla (natives) 105 9 144 Saxman ( natives) .... ^ 6 7 31 8 75 : 8 Go 9 62 9 76 Killisnoo (natives) .. 9 137 5 75 Klawock (natives) 1 2 50 Gra.vina, tnatives) !'■■■ 8 61 Dyea (whites) . 1 1 5 23 Kake (natives) . r.;;; 1 . i.... 4 87 REPORT OK EDUCATIOK IK ALASKA, 1745 Historical table — Statistics of public schools in Alaska, 1S92 to 1900 — Continued. Length of school term and enrollment of pupils. 1892-93. 1893-94. 1894-95. 1895-96. 1896-97. 1897-98. 1898-99. 1899-1900 Schools. Months taught. Enrollment. IMonths taught. 1 Enrollment. Months taught. Enrollment. Months taught. Enrollment. Months taught. Enrollment. Months taught. Enrollment. Months taught. Enrollment. Months taught. Enrollment. Western Alaska. Kadiak (whites and natives) . 9 74 59 9 56 8 49 9 52 9 J-n 9 44 8 66 Afognak (natives)... Wood Island (na¬ tives) . 8 40 9 38 9 38 9 39 9 59 9 36 2 56 56 9 61 Unga (whites and natives) . 8 35 9 36 9 40 9 44 9 40 9 40 7 36 9 47 Unalaska (whites and natives) . 9 24 39 9 39 9 48 ,9 68 8 31 9 76 Kariuk . 9 27 9 28 Arctic Alaska. Port Clarence (na¬ tives) . 5 20 7 SO 8 56 9 58 9 53 7 50 St. Lawrence Island . . 7 52 9 68 9 66 8 70 8 72 Cape Prince of Wales. 104 7 132 Point Barrow . 6 66 6 1 68 48 82 Circle Citv . 8 43 Eaton Station . 1 11 Total . 794 807 1,030 1,197 1,395 .... 1, 250 1,369 1, 753 Public schools in Alaska, enrollment and attendance of pupils daring 1899-1900. 1899. Schools. September. October. November. ! December. Total enroll¬ ment. Average at¬ tendance. Total enroll¬ ment. Average a,t- tendance. Total enroll¬ ment. Average at¬ tendance. Total enroll¬ ment. Average at¬ tendance. Southeast Alaska. Sitka: No. 1 (whites) . 36 27 42 33 44 37 43 37 No. 2 (natives) . 55 16 76 15 92 32 95 42 Juneau: No. 1 (whites) . 63 47 59 48 61 48 59 43. No. 2 (natives) . 25 12 17 12 19 13 29 16 Douglas: . No. 1 (whites) . 43 39 85 71 69 62 69 61 No. 2 (whites) . 20 19 20 17 20 19 20 13 Skagwav (whites) . . 144 95 158 145 167 150 157 122 Wrangell (whites and natives) . 55 27 43 23 30 20 47 26 Jackson (natives) . 25 16 32 19 37 32 39 35 Hoonah (natives) . 34 10 52 13 59 15 67 20 Saxman (natives) . 18 6 20 10 46 23 54 32 Haines (natives) . 39 10 21 6 46 16 61 12 Gravina (natives) . 25 16 25 22 26 16 Dyea (whites) . . . 21 20- Kake (natives) . . 23 19 73 37 Western Alaska. Kadiak (whites and natives) . 45 28 58 44 5] 45 59 45 Unga (whites and natives) . 37 32 39 37 38 36 39 35 Unalarska (whites and natives) . 32 30 53 48 53 48 53 43 Wood Island (natives) . 41 35 45 38 47 39 49 39 Arctic Alaska. St. Lawrence Island (natives) . 21 23 24 25 Point Barrow (natives) . 45 19 l-M 21 57 26 63 29 ED 1900 — VOL II - 30 1746 EDUCATION KEPOET, 1899-1900. Public schools ill Alasha, enrollment and attendance of joujnls during 1899-1900 — Cont’d. 1900. i 1899-1900. Schools. January. February. March, j April. May. Average montli- ly attendance during term. Total enrollment during term. 2 s £ o H ^8 II U A $ s £ r II Cj A L S £ 13 c H II A L s£ 13 o H 75^ p; 11 L- 5 £ 1 3 O Eh II Southeast Alaska. Sitka: No. 1 (-whites') . 38 26 35 30 36 29 33 23 31 26 30 47 No. 2 (natives) . 89 23 81 22 67 16 65 16 40 12 21 184 Junean: No. 1 (whites) . 02 46 64 54 69 51 70 •55 67 ! 53 49 96 No. 2 (natives) . 27 16 18 12 16 11 14 11 13 11 12 70 Douglas: No. 1 (whites) . 63 61 62 54 59 53 58 48 56 10() No. 2 (whites) . 21 19 21 19 23 21 26 24 25 22 19 37 Skagwav (whites) . 167 140 157 136 138 129 132 122 134 121 128 214 ■\Vrangeil (whites and natives) . 43 32 36 31 60 44 51 39 45 36 53 114 Jackson (natives) . 42 22 42 22 31 17 23 10 28 15 20 51 Hoonah (natives) . 77 18 105 17 90 15 42 10 27 8 16 125 Saxnian (natives) . 65 37 51 20 23 13 12 4 14 9 19 76 Haines (natives) . 64 11 64 13 64 13 26 8 11 64 Gravina ( natives)^ . . 20 17 29 11 39 14 34 15 20 10 15 61 Dvea (whites) . 21 19 17 16 18 16 17 16 17 23 Kake (natives) . 87 46 65 17 29 87 Western Alaska. i Kadiak (whites and natives) . 59 38 i 60 45 66 40 i 66 25 38 66 Unga (whites and natives) . 38 35 i 38 35 38 36 ! 37 32 36 1 26 33 47 Unalaska (whites and natives) . 53 47 i ^3 70 70 66 ! 76 60 76 ! 60 53 76 "Wood Island i natives) . 48 38 i 49 43 50 42 : -10 81 42 : 34 34 61 Arctic Alaska. i : St. Lawrence island (natives) . 22 i 22 25 21 I 23 72 Point Barrow ( natives) . 72 42 1 76 38 82 41 i 82 27 ! 82 Total enrollment during ses¬ 1 sion, 1899-1900 . 1 1,753 i . The following table shows the history of Congressional appropriations for ednca- tion in Alaska: First grant to establish schools, 1884 . $2o, 000. 00 Annual grants, school year — 1886- 87 . 15, 000. 00 1887- 88 . 25, 000. 00 1888- 89 . 40,000.00 1889- 90 . 50, 000. 00 1890- 91 . 50, 000. 00 1891- 92 . 50,000.00 1892- 93 . 40, 000. 00 1893- 94 . . . 30, 000. 00 1894- 95 . 30,000.00 1895- 96 . ■ . 30,000.00 1896- 97 . 30, 000. 00 1897- 98 . 30, 000. 00 1898- 99- . 30,000.00 1899- 1900 . 30,000.00 I EEPOST OE EDUCATION IN ALASKA. 1747 Expenditure of appropriation for education in Alaska, 1899-1900: Amount appropriated . . . . . . $30, 000. 00 Salaries of 3 otkcials . . . . . 4, 580. 00 Salp.ries of 27 teachers . . . . . . . 18, 341. 13 Supplies for 25 schools . . . . . . 3, 203. 76 Fuel and lighting . . . 1, 246. Eepairs . 816. Rent . 413. Traveling expenses . 372. Freight . 1 . 299. 91 Balance for outstanding liabilities . 725. 92 C'Ost per capita of enrolhnent, $17.45. 30, 000. 00 PERSONNEL. Dr. Sheldon Jackson, general agent of education for Alaska; William Hamilton, assistant agent of education for Alaska; William A. Kelly, superintendent of schools for the southeastern district of Alaska. Teachers in p-ahllc schools. School. Teaciher. State. Bitka,No.l ... Sitka, No. 2 ... Juneau, No. 1 . Juneau. No. 2 . Douglas, No. 1. Douglas, No. 2. Skagway (4 schools) . AVrangell,No. 1 . Wrangell, No. 2 _ Jackson . Haines . Hoonah . Saxman . Gravina . » . . . Dvea . . Kake . Kadiak . Wood Island . Unga . Unalaska . St. Lawrence Island Point P>arrow . Sitka Indu.strial School. Miss Cassia Patton . Mrs. M. A. Saxman . /Charles C. Solter . \Miss Jennie E. Larsen . . . Miss Elizabeth Saxman . [Miss Gertrude H. Spiers . i Mis.s Kate Spiens. . Miss IMoLie MacAvoy . . . O. B. Gwin . Miss Anna C!ay.son . Miss T. E. Webster . Mrs Murray B. Miles . Miss Nellie Green . C. C. Cunningham . Mi’.s. C. Taylor . Miss May I\Iackintosh . . . Mrs. J. Y\h McFarland _ Miv. J.W. Young . Miss Alice B. Hamhlet. . . Mrs. Anna H. Stacey . Mrs. Anna K. IMoon . Mrs. Annie A. Hill . P. obert G. Slifer . Frank A. Golder . Miss Frances Mann . P.H. J.Lerrigo,M.D . Samuel R. Spriggs . fGeo. J. Beck . M. A. Carty . . ^Hlss Olga Hilton . 1 Mrs. M. A. Saxman . [Mrs. E. G. Heizer . Pennsylvania. Alaska. Kansas. Alaska. Pennsylvania. Kansas. Do. tYest Virginia. Alaska. Do. Do. Do. Kansas. Alaska. Do. Do. West Virginia. Washington. Alaska. Do. Do. Do. Pennsylvania. Do. Washington. New York. New Jersey. Alaska. Do. Do. Do. Do. The local school committees as at present constituted are as follows: Sitka: John G. Brady and Edward de Groff, appointed January 15, 1891; Rev. Anthony Dashkevich, appointed May 14, 1900. : Juneau: John G. Heid, appointed January 15, 1891; B. M. Behrends and J. B. Demiy, appointed January 24, 1900; Rev. John B. Rene, S. J., appointed March 10, ■ 1900. Douglas: School No. 1, P. H. Fox, appointed January 15, 1891; C. A. Hopp, appointed September 26, 1899. School No. 2, R. J. ¥/illis and IVilliam Mackie, appointed July 25, 1899. § g 1748 EDUCATION KEPOET, 1899-1900. Wrangell: Thomas Willson, appointed March 29, 1892; Kev. H. P. Corser, E. P. Lynch, T. G. AVilson, appointed February 20, 1900; AVilham Lewis (native Alas¬ kan) , appointed May 14, 1900. Skagway: I. N. AVilcoxen, Frank A. AAdse, appointed August 1, 1899; J. AI. AAdns- low, I. D. Spencer, Airs. AI. J. Snyder, appointed October 24, 1899. Dyea: Jerome Andrews, G. C. Teal, J. Huebner, appointed February 20, 1900. Kodiak: Frederic Sargent, appointed July 22, 1893; AVm. J. Fisher and P. D. Blodgett, appointed Alarch 21, 1900. Unga: C. AI. Dederick, appointed September 22, 1894; George Levitt and P. K. Guild, appointed November 30, 1899. Saxman: James AA"". Young, AA^. L. Bunard, Eev. Edward Alarsden (native Alas¬ kan) , appointed April 9, 1900. Gravina: Alark Hamilton, Poderick Alurchison, Benjamin Dumlas, Alfred B. Atkinson, appointed April 9, 1900, all of whom are native Alaskans. Nome: AValter Church, H. J. Elliott, Jno. Brynteson, Dr. S. J. Call, appointed June 11, 1900; D. AA^. AIcKay, S. A. Keller, E. S. Ingraham, J. A". Logan, appointed July 10, 1900. The following list contains the names of former members of local school commit¬ tees in Alaska: Sitka: Hon. James Sheakley, N. K. Peckinpaugh, Dr. C. D. Eodgers; Juneau: Karl Koehler, Eev. Eugene S. AAdllard; Douglas: G. E. Shotter, S. E. Aloon, Eobert Duncan, jr., Albert Anderson, A. J. Campbell; AVrangell: AV. G. Thomas, VJil- liam Alillmore, Allan Alackay, Eufus Sylvester, Finis Cagle; Jackson: James A\k A^oung, AAk D. AIcLeod, G. Loomis Gould; Aletlakahtla: AAdlliam Duncan, Dr. AAk Bluett, D. J. Leask; Unga: N. Guttridge, John Caton, Edw. Cashel; Unalaska: N. S. Eesoff, N. B. Anthony, L. E. AA'oodward; Skagway: Thomas AVdiitten, E. L. Niskern, AAY.lter Church, F. E. Burnham. The members of tliese committees have been of good service to the Bureau of Education, both as correspondents and by acting as auditors, countersigning the bills sent in for A arious local expenses of these schools, inspecting repairs, and giving advice as to measures for the greater efficiency of the schools. For the southeastern section of Alaska a local superintendent was appointed as early as 1890 and has been in service ever since. The present local superin¬ tendent is AA^illiam A. Kelly, of the Sitka Industrial School. His duties are to visit the schools, report on their condition, and examine candidates for the position of teacher. MISSIONARIES AND TEACHERS AT MISSION STATIONS IN ALASKA. Preshijierian. Preshylerian imssionary . — Eev. Sheldon Jackson, D. D. Eagle City. — Eev. and Airs. James AVollaston Kirk; no organization. Haines. — Eev. and Airs. AA^. S. Bannerman; 52 communicants. Iloonali. — Eev. and Airs. AATlliam AA^. Carle; Air. AA'illis Hammond (native), inter¬ preter; 104 communicants. Wrangell. — Eev. H. P. Corser; 84 communicants. Jackson. — Eev. and Airs. D. E. Alontgomery; Air. Samuel Davis (native) , interpreter; 98 communicants. Juneau. — Eev. and Airs. L. F. Jones; Eev. and Airs. J. H. Condit; Air. Frederick L. Aloore (native), interpreter and assistant at Douglas Island (station); 28 white and 124 native communicants. Nome. — Self-supporting. l^oint Barrow. — Eev. and Airs. H. E. Alarsh, AI. D.; Air. Koonooya (native), inter¬ preter. REPOET ON EDUCATION IN ALASKA. 1749 Prince of Wales Island. — Eev. and Mrs. David Waggoner (under appointment.) Saxman. — Eev. Edward Marsden (native); Mrs. Hannan (native), interpreter; 23 communicants. Skagway. — Eev. and Mrs. N. B. Harrison; 32 communicants. St. Michael. — Eev. M. Egbert Koonce, Eh. D. Sitka. — Mrs. ^Matilda K. Paul (native), interpreter; 24 white and 349 native com- municants. Sitka Hospital. — B. Iv. Wilbur, M. D., physician and surgeon; Miss Esther Gibson, head nurse; Miss Anna Elinds (native), assistant nurse. Sitlza training school. — Mr. William A. Kelly, superintendent ; Mr. Dean W. Eich- ards, assistant superintendent; Miss Susan Davis, Miss Sadie Martindale, IMiss Anna M. Sheets, Miss Lucile Owen, Miss Frances H. Willard (native), matrons; Mr. John E. Gamble, Mr. Howard George (native), teachers. Eev. S. Hall Young, D. D. (on furlough ) . Teller. — E. J. Meacham, M. D. (not commissioned). Episcopalian. Sitka, Bishop Peter Trimble Eowe, D. D., and wife. Juneau, Eev. H. J. Gurr. Skagway, Eev. J. G. Cameron ; Miss FI. Lidstrom, matron of hospital. Ketchikan, Miss Agnes Edmond. Circle City, Dr. James L. Watt, Mrs. James L, W?dt, Miss E. M. Deane. Fort Yukon, Eev. L. J. H. Wooden. Eampart Cit}^, Mr, E. J. Knapp. Fort Adams, Mr. A. A. Selden, Miss Selden. Anvik, Eev. J. V/. Chapman, Mrs. Chapman, Miss B. W. Sabine, Miss A. C. Farth¬ ing, A. E. IJoare. Point Flope, Dr. John B. Driggs. Native assistants: Blind Paul, Neenahnah; P. Bolah, Nuhklakuhyet; I, Fisher, Anvik; J. Kwulwull, Circle City; W. Loola, Fort Yukon; Stephen, Nowikakat; Paul Williams, Nuhklakuhyet. Moravian. Bethel, Eev. J. H. Eomig, M. D., Mrs. J. H. Eomig, Eev. Joseph Weinlick, Mrs. Joseph Weinlick. Ougavigamut, Eev. Benjamin Helmich, Mrs. Benjamin Helmich. Carmel, Eev. J. H. Schoechert, Mrs. J. H. Schoechert, Eev. Samuel Eock, Mrs. Samuel Eock; Miss Philippine C. King, trained nurse. Several native assistants. Friends. Kotzebue, Eobert Samms, Mrs. Eobert Samms, Miss Martha Hadley. Nome, Mrs. Anna H. Foster. Douglas, Charles Eeplogie, Mrs. Charles Eeplogle, Miss Jennie Lawrence. Kake, Silas E. Moon, Mrs. S. E. Moon. Baptists. Wood Island, Eev. Curtis P. Coe, Mrs. C. P. Coe, Miss Flattie Denniston, Mrs. M. G. Campbell. Methodist Episcopjal. Unalaska, A. V/. Newhall, M. D., Mrs. A. W. Newhall, Miss Ella A. Darling. 1750 EDUCATION KEPOKT, 1899-1900. Congregational. Cape Prince of Wales, Mr. T, Lopp, Mrs. YvC T. Lopp. Native assistants, Sokv/eena and Eiobwok. Nome, Rev. Raymond Robbins. Swedish Evangelical Mission Covenant. Yakutat, Rev. Albin Johnson, Mrs. Agnes Johnson. Unalaklik, Rev. Julius Qvist, Rev. A. E. Karlson, Mrs. A. E. Elarlson, Miss Selma Peterson, Stephen Ivanoff (a native worker), Mrs. Ivanoff, Mrs. Ojeark Rock. Golofnin Bay, Rev. J. Hendrickson, N. 0. Hultberg, Mrs. N. 0. Hultberg, Miss Amanda Johnson, Rev. P. H. Anderson, Mrs. P. H. Anderson. Roman Caihollc. Juneau, Rev. John B. Rene, S. J. Dawson, Northwest Territory, Rev. IVilliam Judge, S. J., chapla.in of the liospital and of the Sisters of St. Ann; Brother Bernard Cunningham, lay Ijrother. Koserefski (Holy Cross Mission), Rev. R. J. Crimont, S. J. (superior); Rev. John Lucas, S. J. ; Rev. A. Robaut, S. J. ; Rev. F. Monroe, S. J.; Rev. J. B. Post, S. J. ; Brothers y. O’ Hare, S. J.; B. March isio, S. J. ; J. Twohig, S. J. ; P. Brancoli, S. J. Nulato, Rev. J. Jette, S. J. (suj)erior); Rev. A. Ragaru, S. J. ; Rev. J. Perron, S. J.; Brothers C. Giordano, S. J., and J. Negro, S. J. Dawson Hospital, Sisters of St. Ann; Mary Zephirine (superior), iMary of the Cross; Mary Pauline, Mary Joseph, Many John Damascene, Mary Prudentia. Koserefski (Eloly Cross Mission, girls’ school) , Sisters Mary Stephen (superior), Mary Prudence, Mary Seraphine, Mary Winifred, Mary Benedict, Mary Antonia, Mary of the Passion, Mary Magdalen. Orthodox Russo-Greeh missionaries and churches in Alaska. Sicka, Rev. Anthony Dashkevich. Juneau, Rev. Alexander Yaroshevich. Killisnoo, Rev. John Soboleff. Nemhek, Rev. Constantine Pauloff. Chapels: Tatitla,k, Ivanihlak, Clianig. Kenai, Rev. John Bortnovsky. Chapels: Alexandrovsk, Seldevoe, Nenilchik, Kusita]!, Tayounak, Shushitiio, Knik, Wood Island. Kadiak, Rev. Tikhon Shalamoff. Chapels: Spruce Island, Uzenkoe, Shiok, Anh- talik, Trehsviatitelskoe, Arlovo. Afognak, Rev. Nichola^s Kashevaroff. ChaiDels: Karluk, Katmai, Kagnak, Duglass. Belkovshy, Rev. Euthemius Alevine. Chapels: Unga, Korovinskoe, Peregreben- skoe, Protasevskoe, Chigit, Mitrofanievskoe, Sannahk. Unalaska, Rev. Alexander Kedrovsky. Chapels: Atha, Attu, Borca, Makushi, Kashig, Chernovskoe, Akutan, Ummak. St. George (island). Rev. Peter Kashevaroff. St. Paul (island). Rev. Nicholas Riseff. St. Michael and Ikogmiut, Rev. James Korchinsky. Chapel: Koshlik. Kuskokvim (Paviovskoe) , Rev. JohnOrloff. Nushagak, Rev. B. Kashevaroff. Chapels: Ekuk, Kaluak, Paugvik, Igiashk, Ugashek, Ikagmiut, Inagnasha, Iliamna, Kichek, Aliagnak, Knagnak, Kagvak, Kahonak, Agimek, Tugiak. Schools and, teachers. — Sitka, Rev. Anthony Dashkevich, Sergius Popoff, Gabriel Cherepnin. For Indian school. Rev. Methodius; Juneau, Rev. A. Yaroshevich and George Corcoran; Killisnoo, Rev. J. Soboleff; Nuchek, Rev. C. Pauloff and Alex- androff; Elenai, Rev. J. Portnovsky and Alex. Ivanoff, Alexandrovskoe, Munin; KEPOKT 01^ EDUCATION IN ALASKA. 1751 Seldovoe, A. Demidoff, Minichek, and Kvasnikoff; Taiunak (vacant) ; Kadiak, Eev. T. Sbalamoff and Andrew Kashevaroif; Afognak, Eev. N. Kashevaroff; Belkovsky, Eev. E. Alexine; Unga (vacant); Gannah, Nedorezofr; Protasievskoe, Kochutin; Korovinskoe, Cbebatnog; Mitropanievskoe, Y. Stefanoff; Voznesenskoe, Stepiannik; Chignik, Tnlnpiak; TJnalaska, Eev. A. Kedrovsky, M. Skibinsky, Y. Alainoff, Leon¬ tius Sivtsoff; Makush, Krukoff; Borca, Tastorgueff; Cliernovskoe, Gordeeff; Umnak, Krukoit; Kashiga, Kudrin; Akutan, Petuclioff; Attn, ProkopieE; Atklia (vacant); St. Paul, Eev. N. Eiseff; St. George, Eev. P. KashevaroK; Nusiiagak, Eev. B. Kashevaroff; Kukon, Eev. J. Korehinsky; Kuskokvim, Eev. J. Orloff. PEESBYTEEIAX MISSIONS IN ALASKA. The Eev. George E. McAfee, superintendent of school work, Presbyterian Board of Missions, has kindly prepared the following account of the board’s work in Alaska: The first station reached by the steamers going north is: Saxman. — ^^The Eev. Edward Marsden, a native Metlakahtlan, has been the mis¬ sionary here since the beginning of his ministry, three years ago. His labors have been various, incessant and successful. By the kindness of some friends he has a steam launch, so essential to missionary work among these islands. He has preached with more or less regularity not only at Saxman, but at Gravina, Ketchikan, and other points. There is a new church at Gravina which holds regular services either under the conduct of the missionary or of some native helper. The same is true at Ketchikan, a town of several hundred people, already well stocked with saloons and other devices for destroying the natives. At Boco de Quadra services have been held in a private dwelling. Those who could not gain entrance stood about the open doors and windows W'ithin reach of the preacher’s voice. One peculiar feature of the service in that place is the presence of six or more nationalities, such as Thlingits, Tsimpsheans, Hydahs, Norwegians, English, Chinamen, and occasionally some Italians. Mr. Marsden, realizing the necessity of industrial education for the natives, has led them to various industries, the principal ones being a sawmill and a salmon cannery, which it is hoped will become a source of profit before long. Being a musician himself he has interested the young men of the community in a brass ; band, has secured the necessary instruments and has taught them, so that their music enlivens the services. Last summer Mr. Corser, our missionary at Fort Yhangell, and Mr. Marsden suc- > cessively visited the Indian tribes on the west coast of Prince of Y^ales Island. There is a tribe of Klawack Indians there numbering about three hundred, who had been somewhat instructed in the rudiments of Christianity by Y^illiam Benson, at I one time a pupil in our Sitka school. He had adopted the methods of the Salvation .1 Army and had won them to at least a formal recognition of Christianity. lAhen I our missionaries visited them they found them anxious that some one should be y sent to teach the way more perfectly. They put up a very earnest prayer that God I would stir His church to send them a missionary. This prayer has been answered, 'S': and Mr. David Waggoner, about to graduate from Park College, is commissioned to I , take up missionary work among them. He and his bride will sail for their new ."j station early in the summer. About 50 miles west of Saxman is Jackson, the home of the Hydah Indians. The Eev. and Mrs. D. E. Montgomery began their work there last year. They have f already seen marked results of their labors. Soon after reaching their field Sabbath ^ school was organized, at which on the first Sabbath 41 scholars were in attendance. Native teachers meet with the pastor on Saturday evenings and devote an hour or more to the study of the lesson. On the next day they communicate, in their own language, what they have learned to eager classes of the Indian children gathering about them. A Christian Endeavor Society was organized with 19 active members, which has since been increased to 60. Already the missionary reports an improve- ment in the morals of the community, and his endeavor to win the Indians away € from some of their heathen practices by the attraction of the gospel has not been without success. There is more or less development in mining directions along that coast, and the missionary will have his hands full not only with the native work, but ^ among the w^hite people as well. Thus he reports Sabbath congregations numbering about 100, of whom one-fourth are white people. ' The Eev. Harry P. Corser continues his vcork in the two churches, white and 1752 EDUOATIO^I EEPOUT, 1899-1900. native, at Fort IVrangell. There, as elsewhere in Alaska, the saloon is the terrible foe of Christian work in the lives and character of the natives. During the winter months the missionary has held 8 services a week — 5 for the Indians and 3 for the whites. The attendance has been unusually good. There have been quite a number of accessions to the Indian church. The Sabbath schools, both white and native, have been in a flourishing condition, and one of the good signs of the work is in the statement made that there has not been an Indian dance during the winter and that the native potlatch feasts that have been held have lost much of their heathen significance. ]Mr. Corser has been anxious to remove his Indians from Wrangell to some island where, shut in by the sheltering arms of the sea, they might carry on industries which would make them self-supporting. A few thousand dollars could not be more profit¬ ably invested than in a loan to these Indians to enable them to build a sawmill and a salmon cannery, and thus not only train themselves in habits of industry, but also conduct a business which would ultimately be profitable. The next station is the historic Juneau, where for ten years in the native church the Eev. L. F. Jones has been our faithful and successful missionary. His work has grown so rapidly that now they urgently need a much larger building. There is pros¬ pect that a new church will soon be built. There has not been a communion season during the year in which there have not been many accessions on profession of faith. The I'rogress which the natives are making is illustrated by the fact that by their own voluntary efforts they have built and paid for a fine, broad board sidevcalk the full length of their village, and have put electric lights along the street. They are also installing lights in their houses — quite an advance for them. They still observe some of their native feasts, but not vcith the frequency with Avhich they once held them nor with their old-time baneful features. Those feasts are on the AA'ane, and, like some other old customs, are destined to become obsolete. Across the bay on Douglas Island the branch mission conducted by Mr. Jones, assisted by his interpreter, Mr. Fred L. Moore, is also in a thriving condition. A building Avas leased and the attendance has been grov/ing — the house being often packed at the service. A building Avill soon be giA^en them.. A number who liav'e joined the church at Juneau are those Avho have been converted in this out-station on Douglas Island. Mr. Moore, Mr. Jones’s native assistant, is an excellent inter¬ preter, and has been doing faithful Avork in both stations. Mr. Bannerman continued his faithful service at the AA^hite church until the 1st of January, Avhen he Avas transferred to the Avork at Sitka, Mr. McClelland, the pastor at Sitka, having accepted a call to Portland, Oreg. The Ecau J. II. Condit, Avho had given seA^eral years of strong service to the Juneau Avork, entered ujAon it again in January last, Avas AA'anmly Avelcomed by the people, Avholiad learned to loA^e him, and is anticipating a useful and happy service. The Avork at Sitka in all its A^aried departments continues strong. The school and hospital Avork have been continued, as usual. An effort is being made to enlarge the industrial part of the course in the school. It is strongly realized that the iiatiA^es must be taught industries uimn Avhich after leaving school their living for the most part AY ill dei^end. Passing north Avard noAV from Sitka Ave come to the island of Iloonah, where ]Mr. and Mrs. Carle have had a year of eventful Avork. Heathen customs Avere strong there. The influence of the liquor traffic reached CA^en that lonely station, and the missionary has had to stand against great odds. During the summer the A'iHage is practically deserted by the natives, who are off on fishing excursions or employed in canneries stationed on the various islands near them. The missionary says if he had a boat he could have large audiences almost all summer by going to these fishing places. Indeed, boats are a necessity for successful missionary Avork in that Avatery land. When in the autumn the Indians came back from their Avanderings the church Avork took on much encouragement; not indeed in the increase of members — rather the contrary. It Avas a time of sifting. Many Avere dropped from the roll because of inconsistent lives or open sin. Drunkenness Avas chargeable Avith a large part of the trouble, and the drunkenness came through the influence of Avhite men in bringing the deadly liquor to the island. But some stood firm, though they had to stand in ■ the midst of an aAvful storm of temptation. The grace of God was conspicuous in the rescue of some from their heathen practices, and Avhile the number of members has not increased the missionary is sure that there is a remnant Avho are genuinely saved. Some had made great sacrifices for Christ. One old Avoman, going to church Avith difficulty, leaning on a heavy stick to help her Avalk, has scarcely missed a service since she saw the light. When a request for a Christmas offering was made she took her three bracelets from her arms, stood and prayed, then brought them and laid them on the table, together Avith 5 cents. The money obtained from a sale of these brace- EEPOET Oil EDUCATION IN ALASKA. 1753 lets has gone into the home-mission treasury. Has she not cast in more than they all? For out of her poverty she has cast in all that she had. Haines. — The Indian work here, among the Chilkats and Thlingits, has been for many years under the care of the Kev. W. W. Warne, who retired from it on the 1st of January, more than 50 new members having been added to the roll. The serv¬ ices are held in the school building, which is not large enough to accommodate the audiences. Frequently many have to go away for lack of room. The station is being supplied at present by Mr. Eobert Falconer, a member of the church at Skagway. As the result of the large output of the Porcupine gold mines and the discovery of new fields in the same vicinity, there has been quite a rush of Vvdiite people in that direction. Every indication is that in the near future Haines will be quite a mining town. About 15 miles north of Haines, at the head of the Linn Canal, is the interesting and important little city of Skagway. • The Rev. and Mrs. Norman B. Harrison have been our missionaries there since June, 1899. Within that time church property has been bought and paid for, including an audience room, lecture room, and parsonage. There is much spiritual life in all the departments of the church v^^ork. Skagway, although subject to the fluctuating influences incident to those mining towns, will always be an important point. It is the beginning of the railroad to the interior and will therefore always command a large trade. The church expects to be self-support¬ ing, possibly this year. Eagle City. — There is now easy communication with Skagway, by railroad to Lake Bennett ancl thence by steamer down the Yukon. Eagle is one of the most important military posts in the territory. The Rev. James Wollaston Kirk and his wife report a year of faithful service, thougly under many difliculties. The stampede of the miners down the river to Cape Aome almost depopulated the town. During the winter they have had to conduct their w'ork for weeks at a timie in weather ranging from 50 to 73 degrees below zero. Perhaps the most notable feature of progress was in the building and equipment of a reading room, the privileges of Avhich are enjoyed by the soldiers, miners, and others. Mr. Kirk’s home continues to be the center, religions and social, of that community. No church has been organized, but the good seed has been sown and evidence has not been wanting that in some i)laces it has taken root and is bearing fruit. Rampart. — The Rev. M. Egbert Koonce, Ph. D., remained at that station until last summer, when it w^as deemed advisable by him to follow the people dov/n the river. Fie foundi himself in the autumn the only minister at St. Michael, the seaport town and military garrison at the mouth of the A’ukon. To the people shut in there dur¬ ing the winter he has been preaching the gospel and doing missionary work as he has been able, anticipating, when the breaking up of the spring should come and the tide of miners should flow toward the interior, to go with them. This itinerating work admits of few localizing results,* but is absolutely essential if in the feverish and God¬ less camps there is to be any voice of cheer and of hope for the tempted, sick, and often discouraged and dying miners. Cape Nome. — A self-supporting Presbyterian church was organized last winter under the labors of the Rev. S. Hall Young, D. D. Worn out with a long sickness he came back to the States for rest in October, and has since been addressing churches in the East in the interests of that land to which he has given so many years of faithful and heroic service. Before leaving Nome he sent an elder of the Nome church to Teller, a point 75 miles northwest on the coast. This elder has been holding meetings dur¬ ing a long and lonely winter in that station, which, though desolate now and having few people, it is believed will have a considerable poi3ulation during the coming summer. Passing still farther north, we came to St. Lawrence Island, where a company of Indians, many of them Christian, are anxiously waiting for a missionary to be their helper and guide. Still farther north, at the top of Alaska, perhaps the remotest and loneliest mis¬ sionary station on the globe, we came to Point Barrow. The Rev. and Mrs. H. R. Marsh, M. D., have held that station for three years. They came out for a vacation last fall and have been presenting the interests of the work to churches in the States. The fruit of the few yea* of service on that stormy coast is well expressed by the fact that the lay representative to this general a.ssembly from the presbytery of the Yukon is an Eskimo elder in our Point Barrow Church. Dr. and Mrs. Marsh and this elder return to their homes immediately after the sessions of the assembly. The school work continues under the care of the Rev. and Mrs. Samuel R. Spriggs, who, during the absence of Dr. Marsh have also conducted the religious services. On the whole, both the native and the white work in this great Territory has been blessed during the nast vear. Esneciallv among the various tribes of Indians has it 1754 EDUCATION REPORT, 1899-1900. been fruitful; many have been converted — many that had fallen away have been reclaimed; feasts and other heathen customs have been less observed, and the stand¬ ard of morality has been distinctly ra,ised. It is the opinion of Governor Brady and others cognizant of the capacities of Alaska that one not only of the largest but of the richest and strongest States of the Union will ultimately be starred on our flag under the name of Alaska. May the church keei^ abreast vith the progress of events. Sitka Tkaixing School. — Teachers, 9 (2 of whom are natives); pupils, board¬ ing, 147; day, 4; total, 151; salaries, $6,818.73; current expenses, $8,874.59; total, $15,693.32. Received from tuition, $297.10. During the year the Sitka training school for native boys and girls has been suc¬ cessfully conducted. The teachers are v/ell qualified for the positions they occupy, and both in tlie class room and in the industrial departments the work is conscien¬ tiously and well done. The cewpenter shop and boat-building shop are under the management of two competent mechanics who thoroughly understand their business. In these the young men are taught trades which will enable them to make for them¬ selves an honest support in the future. The shoe shop, in which is manufactured every pair of shoes worn by the entire school, is under the direction of a native Alaskan, who learned his trade in this school. This shop brings in considerable income from work done for outside parties. The sewing classes, cooking classes, and science kitchen are all under the direction of trained instructors, who are preparing the girls to become good housewives. As a result, Sitka is turning out numbers of young men and young vromen who are not only well trained in the industrial arts, but are grounded' in Christian principles. Sitka Hospital. — Physician in charge and two nurses; inpatients, 179; out¬ patients, 1,751; total, 1,960. Salaries, $1,830.34; current expenses, $744; total, $2,574.34. Receipts, $191.90. There have been performed many operations, all of which have been successful. The Sitka Hospital is widely known, and many natives come from long distances to receive treatment therein. IMuch good is accomplished by the religious instruction which is imparted along with the help given to the liody. These two institutions — the training school and the hospital — are doing much toward the regeneration, education, and elevation of the native Alaskans. IS IT WOKTH WHILE? The question, “ Is it worth while?” constantly recurs. Was it worth while for the early Christians to attempt to reclaim the heathen world? Was it worth while for the missionaries a thousand years ago to brave dangers by sea and land in order to preach the gospel to our pa,gan ancestors? If the heathen world and our pagan ancestors could be elevated, civilized, and christianized by the gospel, then the Alaskans can be. If we are Christians, it is “worth while” for us to be “about our Father’s busi¬ ness” in this matter? Our great danger lies in the fact that as Christians and missionaries we fail to appreciate the tremendous odds against which we must work, and the gigantic evils which are to be met in the attempt to save this people. Witchcraft, Shamanism, child murder, and putting to death of the aged a,nd decrepit, and all the hoary superstitions and practices of paganism still prevalent, present an almost insuperable barrier. What is far more serious is the worse than heathenish practices of white men who are bent on gain, even though it be at the expense of death, physical and spiritual, to the natives. This class of white pagans too often get the ear of Christian tourists and poison their minds, who, returning to the States, retail these oft-repeated and as often exploded stories of “failure of missions in Alaska,” greatly to the injury of the work. But it is God’s work, and it will succeed. friends’ mission. J. H. Cammack, superintendent, reports: Kotzebue. — The successful advance in all the departments of the mission’s work has been very gratif3dng. The natives appear appreciative and receptive in both secular and religious training and instruction. The attendance upon Bible schools, considering the sparse population of the region, seems almost jihenomenal. With but three teachers, there was an average attend¬ ance in July, 1899, of 6 per cent of the children of school age; in August, 17 per cent; in September, 70 per cent; in December, 82 per cent — averaging 68 for the whole EEPORT OE" EDUCATION IN ALASKA, 1755 year, almost double that of the year preceding. There were 70 members enrolled on profession of faith, although it was but the third year of the mission’s work there. Twelve marriages were solemnized by Christian ceremon5n Christian burials were begun, and superstitions seemed to be breaking very remarkably. A temperance organization was also organized by Mrs. Samms and 29 of the chil¬ dren. Nineteen of the young people and two old people pledged themselves to abstain from ‘Uobacco, intoxicating liquor, and bad language.’’’ Martha E. Hartley, teacher, conducted day and night schools most of the time during the nine months, having a total enrollment, first and last, of 98 names, the largest monthly average being in December, 1899, with 31 day and 8 night students. Their interest and progress was very gratifying. One wonders at what has been accomplished with so inadequate a house and other facilities. It has taken much labor of love, patience, and grace. CONGREGATIONAL MISSIONS IN ALASKA. [By the Rev. C. J. Rtder, corresponding secretary American Missionary Association.] Cape Prince of Wales was first occupied by a missionary under the American Missionary Association eleven years ago. The record of the work during these years has been eventful and somevchat tragic. The obstacles in the w-ay of the work wdiicli developed in the early history of the mission, however, have been largely removed. During these latter years there have been cordial appreciation and response on the part of the natives to the efforts of the missionaries. Mr. and Mrs. W. T. Lopp have occupied the Central Mission at Cape Prince of Wales during most of this period. Cape Prince of Wales, in its central station, has a school which enrolled 100 pupils last year. The home of the missionary and his wife is situated here, and its influ¬ ence is felt in the lives of the people. Excursions are made by Mr. Lopp and Mrs. Lopj) to the surrounding villages of the Eskimos, and the work of the mission is greatly reenforced. During the year a Siberian vessel brought the measles to the Cape, and the disease was epidemic for some months. Mr, Lopp wu’ote ; “All our children and the reindeer herders were taken down with it. We found it utterly impossible to make the natives take proper care of themselves. Most of the old people and many babes and little children died. There are only tw^o grandfath¬ ers left in the settlement. For a while it kept us quite busy helping to bury the dead. We persuaded many to bury their dead under ground in the sand dunes of the cape. But some insisted on carrying their dead out to the hillsides or top, and covering with stones the rude box or coffin made of four hewn slabs, as they have been accustomed to for ages. A few days ago a woman ivho had buried her only child under ground had a dream that the spirit of her father, whose grave w9B on the mountain top, was lonesome without his grandchild; so she dug the child up, carried it to the top of the mountain and placed it beside its grandfather’s grave. No doubt half of the people wmuld have died of fright and neglect had w^e not been here to reassure them and help them. Down the coast about Port Clarence it is reported that when one would die those w'ho were able to move ivould leave the corpse unburied and change their camping place. I will mail you some photographs taken on Kings Island. Our poor herders suffered for weeks. On account of the sick and weak condition of all the natives, we could get no permanent assistance from them. When a man herder had stood one day’s watch he would become so weak he would quit herding and come into the settlement. ‘ ‘All our own children except Dwight suffered from a severe attack of the measles. Our two youngest had bronchitis with the measles which kept them very sick sev¬ eral weeks. Both of Sokweena’s children died, and his v/ife, before she had regained her former health, was taken down a few weeks ago with pneumonia, and at this writing is still very sick. Although convalescent, she is very weak and seems to have some heart trouble. They are in a cabin near our house. ’ ’ This extract from the missionary’s letter indicates the difficulty and hardness of this service. The work which Mr. and Mrs. Loiip have accomplished during these years can hardly be overestimated. Mitletok Mission is an outstation occupied in connection with the Central Mission at Cape Prince of Wales. Sokweena and his wife, two native Eskimos, have charge of this mission station. Here again, among the herders of the reindeer, there has been much sickness during the year. The food supply was short and the two native missionaries were obliged to remain for some time at the cape, where seal meat could be had. They returned to the outstation in March, and have carried on the work there under the supervision of the white missionary during the year. The condition and need of these peojile are presented impressively in the following from Mr. Lopp: 1756 EDUCATION EEPOET, 1899-1900. “The Eskimos generally have sufficient oil to put away in seal hags, Vvhich, with the occasional ptarmigan, seal, or frost fish caught through the ice, tide them over these starving times. It is anything but a pleasure to sled along this coast during one of these famine periods and stop overnight in their in-eet (houses under ground). They watch every mouthful their white guest takes, and scramble on the floor for the smallest crumbs. As one’s food supply is necessarily limited on sled trips, it becomes a question of suffering between one’s stomach and feelings.” Mr. Lopp sends the following grateful recognition of the generous help rendered this mission by thoughtful friends at home and presents also special needs: ‘ ‘ Through the efforts of Miss Bertha M. Shepard, superintendent of the junior work of the Yv^. H. M. S., of Massachusetts, Mrs. Butler and her juniors of Three Eivers have sent us a handsome contribution to assist with this vcork. ‘ ‘ I think we wrote you last winter about pneumonia and typhoid which Keok and Kivyearzruk had, and the scarlet fever vre had in our family. Lucy has entirely recovered from the severe attack which she had. “All this sickness has shown us more plainly than ever the need of a rude hosj^ital here. The call for medicine and nursing is increasing every year, and too often it is utterly useless to help the natives who are sick when they live as they do. Sickness interfered Avith our day school last fall and Avinter. The Sunday services and Wednes¬ day night prayer meetings Avere Avell attended. YTth the exception of March and April the hunting Avas fairly successful, but in those month.s there Avas considerable suffering for lack of food. About 300 AA’alruses Avere killed here in May and June; no Avhales.” The Boys’ Missionary Society of the Church of the Pilgrims, Brooklyn, has been accustomed to send a Christmas box for distribution by the missionaries at Cape Prince of YOales. This year Mr. Lopp started out before daylight on Christmas morning, and Avith the help of an assistant Santa Claus distributed these gifts among sixty-four households. It Avas a Christian merrymaking and kindness thoroughly appreciated by the Eskimos. The Thornton shop has proA^ed a useful building. The funds Avere largely secured by Mrs. Thornton, the AvidoAV of the first martyred missionary. It is a good building, 12 by 40 feet, made of single boards and partially banked Avith sand. During the sickness of one of the native missionaries, Kivyearzruk by name, a portion of this shop AA'as used as a hospital. Sleds, canoes, ice drills, and other implements haAm been made in the shop. It has met a great Avant among the peoi:>le and is of great A^alue. A herd of reindeer has been successfully cared for during the year. Two herders, trained to the care of these animals, Avere added to the list. ‘ ‘ The Eeindeer Express, ’ ’ consisting of reindeer and driven by a native herder, Avas tried betAveen Nome and Y^ork during the Avinter. After making tAvo trips it Avas abandoned on account of lack of traffic. The folloAving interesting and amusing jiortion of a letter recently receiA’^ed from Mr. Lopp Avell illustrates the condition of this field. The principle of Christian altruism seems already taking possession of the hearts of these needy people of our far Avestern frontier: “In one of your letters you spoke about the A. M. A. entering Porto Eico. We are going to help you. Our natives liave considerable money noAV, but its purchasing poAver is not great in this region. So Ave are going to institute a collection box or ‘pass around the hat’ every Sunday this Avinter for the Porto Eican work. Thomas Illayok Avill be our treasurer and remit the money to the association. Y^ou will remember a feAV years ago Ave had Sunday collection, but the contents of the box j became so dangerous and the collection so inconvenient to handle that AA'e discon¬ tinued it. Then they contributed cartridges, lead, powder, caps, miners’ matches, etc. AYe used that accumulation Avlien Ave built the Mitletok Mission, paying the j natives up there for Avork.” j BAPTIST MISSIONS IN ALASKA. i I I [By the Rgal Curtis P. Coe, Superintendent, AA'ood Island, Alasha.] 1 I Y^hen we returned to Alaska last spring we Avere most fortunate in securing Mrs. I Campbell, of Oakland, to go Avith us, as matron. She has proved to be a Avoinan j true as steel, and has in every way A’^erified the AAUsdom of our choice. The spring ' wmrk Avas begun before Ave reached home, and through the sumnier contmued much j as usual ; gardening, Ashing, haying, filling the silo with grass, raising chickens, and I caring for the stock occupied the time. The accident of the haying, Avhereby | Conrad and Mike were droAvned, fills us all Avith sorrow. j REPOET ON EDUCATION IN ALASKA. 1757 Schools. — In September the Government school opened, with Mr. Robert Slifer in charge. The enrollment has been larger than ever before. As the children must spend a portion of each day in work, I made arrangements with Mr. Slifer to con¬ duct school four evenings a week, omitting Wednesday, the usual prayer-meeting evening. After Christmas the evening school was thrown open to all, and about 30 men and boys are enrolled. Our children are making creditable advancement in studies, and I note with pleasure their increasing desire to read books. I am plan¬ ning to send some of the children to the Carlisle Indian School, if I can obtain per¬ mission and proper arrangements can be made. Religious serrfces.— Morning and evening prayer service in the schoolroom have been continued, and the usual Sunday and church service in the chapel. It has been my privilege to baptize two of the girls, Kate Sheperd and Mamie Kiehn. Pariscovia, Sallie, and Grace Hobbs have also been received for baptism. I believe the spiritual tone of the work is more manifest every year. Our church of 10 mem¬ bers is alive to the interest of the denomination, and contributed in 1898 and 1899 $116 to the missionary societies. The children. — We were surj^rised upon our return to see how the children had grown; and the bills for living expenses are often so large as to take my breath away, for the children will eat, and they will eat so much. At i:)resent we have 29 in the home; one, Alexander, is in California with Mrs. Coe’s parents. We could double the number in a short time, but lack of room and the depleted condition of the Alas¬ kan treasury has compelled me to refuse to take more. From Unga and Prince Wil¬ liam Sound have come appeals to v/hich I have had to turn a deaf ear. If we do this work in the Lord’s name ^ve ought to be ready to undertake all He sends us. This is the only center of religious influence other than the Greek Church for thou¬ sands of miles, and v/e ought to give the benefit of the gospel to as many as are will¬ ing to receive it. "Builcling. — Ever since we came here it has been our opinion that we ought to have two buildings, one for the boys and one for the girls, if both were to be cared for. An appeal last year for such a building was unsuccessful. There was not much en¬ couragement toward the thousand dollars necessary for a dormitory. Nevertheless we have not changed our opinion, and fully expect the time will come when our hope.s will be realized. So imperative was the need that we gave to the boys our own cottage, and fitted up rooms for our own use in the Orphanage. This arrange¬ ment, while not satisfactory as a final settlement of the question, confirms us in the first opinion. When we built the cottage we felt it essential to the health and com¬ fort of our own family, and time has not changed this thought. It would be a great satisfaction to us to return to it. Sewing circle. — Early in the fall the ladies of the Mission family organized a sewing circle, to which all the native women on the island were invited. This has been well a.tt ended; nearly all have been provided with quiit patches, which they have about finished. Tea is served to all in the afternoon of the meeting. The American Tract Society kindly furnished some tracts in the Russian language, some of which have been distributed. At first one or two were reluctant to take them, but before they left they asked for one. Ourivork. — The loom sent by friends in Atlantic City has been put to use; 30 yards of carpet has been woven. An expert might find fault with it, but we think it good for those who know nothing of the trade. The carpet lies on the front hall and stairs of the Orphanage, and looks well. Ten tons of ice have been stored for summer use; 35 tons of ensilage were placed in the silo, and 5 tons of good hay placed in the barn. The lamps from the young people of Charlestown were received safely and placed in the church. The future. — A question that often confronts us when we think of the future of these children is, what will they be able to do to gain a livelihood? We should think earnestly of it. It will not do to take these children and teach them better ways of living, and then when they leave fail to see that they have an opportunity to live as we have taught them. In a developed country the need of help would be over when out of school, but here it is not so, for hunting is a thing oi the past, and there are no fishing industries in this vicinity. I am now investigating the question of estab¬ lishing a fishing station, and the present data seem to indicate it would be profitable. It may be that one of the commercial companies may begin the work; if not, then we ought to do something in the matter. It would take considerable money to start the plant, but not much for a permanent investment, and considerable for wages until we could receive returns for the first season’s work. We could work the year round — in summer with salmon, and in winter with cod. Such a plant would give employment to natives as well as the boys. Encouragements. — The work here is not one of unremitting trial and toil. There are many bright moments by the way; the love and regard of the children are large 1758 EDUCATION REPOKT, 1899-1900. compensations; so are our pleasant relations with the commercial companies and other white population, and the love and confidence of the natives. During the summer we had visits from the United States revenue cutter and the Harriman expedi¬ tion. The famous steamship McCullough also came into the harbor. This month a party from Cape Nome, with Rev. L. L. Wirt, who has charge of the Congregational stations in Alaska, visited us. IMr. WTrt preached for us on Sunday morning. Christmas. — Our Christmas festivities were second to none ever enjoyed here, although the boxes from New England so long on the way had not arrived. Christ¬ mas afternoon the steamer Golden Gate steamed into the harbor, and we learned that the long-delayed Ijoxes were on board. The next day they were brought over to our island, and the opening of them forcibly reminded us of the interest, thoughtfulness, and love of our New England friends. The boxes exceeded any ever sent before in usefulness and value. The kindness of Kadiak friends I would specially mention. They made a large number of dolls for our tree, and sent fruit, ribbons, and candy to brighten our Christmas. To one and all, far and near, we return our thanks. There has been little sickness in the mission during the year, and we hope and pray that we may be delivered from sickness now, for our phj-sician. Dr. Ostrum, is to leave us, and is going to take charge of the hospital at Cape Nome, leaving us with no one competent to administer medicine. It is doubtful if we can secure a doctor unless one can be found for the school. MORAVIAN MISSIONS IN ALASKA. [From the annual reports of the missionaries.] Bethel. — The consecutive account of the mission work was broken off with the mis¬ sion year ending June 1, 1899, and we v.dll begin again vuth June 9, when Brother Helmich started for the coast for our supplies. The watch was long and wearisome. About the middle of July three of the sailors of the Boivlicad, i. e., the boat to bring our supplies, came ashore below Quinhagamiut, ha\ung been left by their captain at Good News Bay, from which place they found their way to where the traders and mission party were in camp. On the 15th. and 16th of August the missionaries and traders retired from the coast quite out of heart from their long stay at the coast and their sliortage of supplies. The mail for the mission fortunately came via St. Michael, reaching us on July 21. The Brethren Romig and Weinlick wmnt to the Yukon to try to secure supplies, since we could no longer depend upon our supply vessel. Their trip proved to be a hard one. But with the support of our people vm were enabled to obtain enough to secure us against serious want. With what can be obtained by dog sled this winter it will suffice till the arrival of this year’s supplies. Game is more plentiful than of recent years, and by care and management we have not felt the failure of our vessel so much as we feared we would. The work of the mission has been very promising. The two upper villages, Akia- gamiut and Akiatshagamiut, stand better than for some time past, there lieing a larger number of communicants there than at any previous date. The work at Quinhagamiut has prospered beyond our expectation. We were greatly cheered when on December 31, 1899, twenty-seven were added to us by baptism and two by the right hand of feilow^shiii. There are still ten applicants at the present date. The next large village this side of Quinhagamiut, Apokagamiut, is asking for the stationing of a native helper and for regular attention. The village is large, num¬ bering about two hundred souls. AVe hope to begin work here in the near future. The standing of the work has never been more encouraging than at the present time. The old members remain faithful, and we are continually rejoiced over new additions and extended interest in the cause we are sent to proclaim. Although we have had our trials and discouragements, we also have had the assurance of God’s blessing on us and the work. We are quite satisfied that they that be for us are more than they ii.at be against us. The work of the native helpers has been such as to cause us much satisfaction and lead us to place important work in their hands. AVere it not for their assistance we should be unable to meet the needs of the field. The medical work has done its part, and forms a valuable adjunct to the minis¬ terial labor. The mission accounts and the financial report have been assigned to Brother AAYin- lick as steward. Brother Helmich will render the financial accounts of his district. The arrival of a herd of reindeer may be expected during the fall of the present year. Carmel. — Rome persons speak about the natives as dying out. As w^e have com¬ pleted the enumeration of the people in one-third of our census district we are in a REPORT OK EDUOATIOK IK ALASKA. 1759 position to assert thpA siicli talk is not based upon facts. While there seems to be a slight falling off in the numbers of the natiyes at a distance, it is caused by their moying to the vicinity of the canneries, missions, etc. That the population has increased at these places we are sure. For instance, Carmel in 1890 numbered 189. To these figures should be added the village of Kanulik with 54; a total, therefore, of 243. This included whites and Chinese at the cannery during the summer. At present Carmel, including Kanulik, vvhich is a part of Carmel, numbers 151 perma¬ nent residents. This census was taken from the 15th to the 17th of January, and is absolutely correct. To this should bo added the whites and Chinese coming in sum¬ mer, wliich mil increase the population by at least 175, making a total of 326. A still better result may be had by taking the number of dwelling houses and families. In 1890 there vmre 11 houses, as counted for tho census, while in 1900 there are 31, all the mission houses being counted as one. In 1890 there were 18 families, while now there are 34. Of these there are 8 whites, or white men married to native women, a greater number than at any other \dllage of the river. How did our membership compare then and now? Our numbers then were given as 18, while now our members number 211. MISSIONS OF THE PROTESTANT EPISCOPAL CHURCH IN ALASKA. AlasM. — The following facts have been gathered from the letters of the Eight Rev. Hr. Rowe since January 1, 1900, and from reports of missionaries in Alaska: Silica. — This little town is situated on Baranof Island. Its population is composed of both whites and natives, the latter being in the majority. There are about 1,000 of them, while there are only a few hundred whites, composed of Government officials, Russians, merchants and tradespeople, a body of United States marines, and a floating population of miners and adventurers. Our own work in Sitka is practically among the whites. The new church, St. Peter’s by the Sea, has been completed. The land for the building was purchased through the efforts of the women in Sitka. The corner stone was laid June 29, 1899, and the first service was held on Kovember 26 of that same year. The church is built of stone and wood and cost a little over $4,000, the gift of a New York church woman, who visited Sitka some three years ago. It was consecrated by the bishop on Easter day. In addition to the work in St. Peter’s, Sunday evening services are held regularly in the United States jail, an important and encouraging work. The reading room opened nearly two 5mars ago is also doing a noble work in making provision for men who have no place to which to go for recreation but the saloons, of which there are over twelve in Sitka. Shagivay. — St. Saviour’s Mission is now receiving the ininistrations of the Rev. James G. Cameron, vvdio has been recently appointed by the board to that position. Though there but six months, he has secured the confidence of the people and is doing excellent service. Mr. Cameron reports that during the summer services have been regularly maintained. There are forty families enrolled and about the same number of communicants. There has been an increase in the number of Sunday- school scholars. The Ladies’ Guild has been very active in good works, having raised a fund of |210 toward erecting a church building, the lot for which has already been secured at‘a cost of $500. The sum of $1,000 is needed for the church. Juneau. — On the 17th of June the bishop ofiiciated at Holy Trinity Church, Juneau, and confirmed a class of four persons. Church work has been continued at Douglas Ishmd, the site of the famous Treadwell mine, v/here 1,000 miners are engaged. A lot has been secured for a church, and a fund is being raised for the erection of the building. At present the services are being held in a hall over a drug store, and are attended by a very encouraging congregation. Cape Nome. — ^On the 15th of last July the bishop visited Nome, traveling from Skagway via Dawson, the Yukon, and St. Michael. Upon his arrival at Nome he found avniting him the Rev. Mr. Prevost, who had gone there under instructions of the bishop, making the journey overlamd from the Yukon. A few days later, on the 19th, they were joined by the Rev. Mr. Bloor, recently appointed through the board for that station. Here Mr. Prevost had established St. Mary’s Mission. The serv¬ ices were first held in a large tent. The Bishop and Mr. Bloor have since built a chapel there with their own hands. On July 20 the holy communion was cele¬ brated for the first time in Nome City. The bishop ofiiciated and also preached at the 11 and 8 o’clock services, both of v/hich v/ere well attended. In the after- noon a meeting was held for the organization of a chapter of the brotherhood. Four ^ men who were already members of chapters in various parts of the country and four 1 new recruits formed the organization, and elected the Rev. J. L. Prevost delegate to I the coming convention. A branch of the Woman’s Auxiliary was also organized ; later on. 1760 EDUCATION EEPOKT, 1899-1900. On the 24th the bishop, after giving directions as to the future operations of the mission, took his departure for Point Hope, which he had not as yet visited, and where Dr. Driggs has for some years ministered alone to the spiritual and physical needs of the natives in that ice-clad region. Later he returned and proceeded to Tanana for the Avinter. llampart. — The Lev. J. L. Prevost, in charge of St. Andrew’s Mission, reports that in consequence of the poor landing for steamboats at Fort Adams, and the removal of the trading station to a point 8 miles up the river, he suggested to Bishoj:) Powe the advisability of removing the mission at that place to Tanana, 10 miles distant. This was in the summer of 1896. Nothing could be done, however, that year. The next summer, 1897, the bishop, for good reasons, requested Mr. Prevost to take charge at Circle City. He arrived at Dali Piver September 25, on his boat, the Northern Light. One of the first remarks the natives made in the way of wel¬ come Avas, ‘‘Thank you; God sent you here.” Mr. PreA^ost set about at once to build a cabin to store aAvay his goods. In this cabin he taught the natives several hours each day. During his stay he baptized 39 persons and solemnized 13 mar¬ riages. On NoATinber 25, when the river Avas Avell frozen OA^er, lie resumed his journey to Circle Citj" Avith three sleds and three boys. On the Avay he stopped at two Indian camps and baptized a feAV infauits. At Fort Yukon, he tarried a day Avith the Pev. ]\Ir. HaAvksley to talk over Avork and to recuperate the dog teams. Tavo days before reaching Circle City one of the boys Avas taken doAvn Avith pneumonia. His riding the next day made the loads heavy. On the day folloAving Mr. Prevost left the teams behind and pushed his Avay to Circle, a distance of 35 miles, Avhich he made that night about 9 o’clock. He immediately sent reenforcements to the boys, and the next morning the sick boy, Paul, was brought up, taken to the mission house, and cared for by IMiss Deane throughout his illness. During that Avinter Mr. PreA'Ost had services tAvice every Sunday for the Avhites and once for the iiatiA^es. The day school aaus taught by Miss Deane and Mr. Prevost. A building for hospital purposes Avas purchased for |l,100. Mr. Prevost raised $457.71 of the amount and adA'anced the balance himself, Avith the hope that he Avould receiA^e it back again in ‘ ‘ specials. ’ ’ In 1898 he returned to Dali PiAxr to look after the boat and make some necessary repairs. A flood subsequently arising damaged his goods in the cabin to the extent of $200. The rest of the spring he spent in teaching the Indians near the mouth of the Tanana. AVhen the bishop arrived there, July 1, he jAresented a class of 16 for confirmation. During that summer the log Jmt Avhich had been used as a school- house and some lumber and shingles Avere remoA^ed to the neAV site. Gn a subse¬ quent Ausit to Circle City Mr. PreA^ost found that Miss Deane had started the hospital AVork and Dr. Watt-Avas in charge. A reading room Avas opened shortly after Avards, Avhich proved a great blessing to the people as an offset to the saloons. A printing press was also added to the station. Peligious serAuces Avere carried on for both Avhites and natives, as in the year preAdous. Hospitals. — Hospital Avork is carried on in four places: SkagAvay, Circle City, Earti- part, and Nome. The fact that these hospitals have but feAV pay patients and many charity ones pre Agents them from being self-supporting. During the 5"ea,r Miss Hildur Lidstrom Avas appointed by the board as matron of the Bishop PoAve Hos¬ pital at SkagAvay, Avhere she arrived on the 14th of May. The hospital at Circle City is under Dr. Watt, Avho has done effectiA^e service in ministering to the physical needs of the people in that section. The hospital at Eampart is under the charge of the EeAo Mr. Prevost, with the assistance of Mr. E. J. Knapp and Mr. Peters. The Eev. Mr. Cameron reports that the hospital at SkagAvay has, through the generosity of a NeAV Y'ork churchAvoman, been provided Avith an operating room, a bath room, tAVO rooms for private patients, the main room plastered, and certain other alterations made that greatly increased the facilities for AVork. SCHOOL AVORK OF THE RUSSIAN ORTHODOX CHURCH IN ALASKA. [By Dean Ant^nius, Hiero-monk.] Sitka. — This place is just at present in a fairly favorable condition for the adA-ance of the orthodox school. With a population of less than a thousand souls, the town has six schools of different denominations and types. The success of any prosperous school is A'isibly tested by the number of the learners in it and the quality of the teachers. While tending toward a desirable standard in these respects, the con¬ dition of Sitka for the present year may be described as one of transition (mutatis mutandis) as regards iirogrammes, branches of study, text-books, methods, number of pupils; some sides of the toAvn’s external life and enAuroning social sphere have also been touched upon. EEPOKT Oiq" EDUCATION IN ALASKA. 1761 The Right Rev. Bishop’s idea is to enlarge considerably the Innocentian Mission¬ ary School of Sitka. In its present condition it does not by any means cover the needs of the diocese or even of its own immediate district. The health of the children in the Innocentian school is under regular medical super¬ vision. They are experimentally trained in apiculture, an industry undoubtedly new in Alaska; indeed, probably a first attempt, but likely to be as successful there as anywhere in central Russia. General hygiene is to be introduced, with rational preventive measures against the local danger from climatic influences, various inherited evil maladies, and alcoholism, which latter disease holds the lower classes at Sitka in a clutch-like, demoniacal possession. Before the beginning of the school 5^ear which forms the subject of the present report, the Innocentian Missionary School was visited and blessed by the Right Rev. Tikhon, bishop of the Aleutian Islands and North America, who selected Sitka in preference to any locality as the place for an orthodox school with a thorough course of instruction and for the introduction of those improvements which he has planned to have carried out at once. Toward the end of the school year the general agent of public education visited the Russian mission at Sitka. All the projects for the better organization, spiritual and secular, of the orthodox schools in Alaska were welcomed by him with expressions of sincerest sympathy. Dr. Jackson requested that a his¬ torical sketch of the work and workers of the Orthodox Church in Alaska be prepared and sent him, to be included in his report for the current year— the first time that the school work of the Orthodox Church Avill take its place on the United States registers. Juneau. — The parochial school has been getting on through the last school year very successfully. Without any particular disturbances or any gloomy symptoms in the environing conditions, apart from a slight complication caused by the serious ill¬ ness of the teacher, who is also reader at the church, the school has advanced quietly toward its well-defined and conscientiously pursued aims. The success Avas according to the true deserts of teachers and learners. The pupils of the Juneau school are particularly good at reading the church books, at singing from notes, a.t choir singing at the serAUces, and conduct the serAUces under¬ standing] y, Avith calm assurance and in perfect form. They Avrite English remarkably well, and are also proficient in reading and arithmetic, and their progress in all branches is most satisfactory. A novel and pleasing feature of the last school year aaus the interest shoAvn in the school by the Koroshes, who are not as shy of books here as in their more unap¬ proachable native Avilds. On the whole, judging by the earnest and sincere work done at this school, Ave feel bound to attest Avith respect and gratitude that those in charge of it have done Avell. At the present moment two A^ery important buildings are being finished at Juneau, both destined for schools — a city school and a Roman Catholic one. This someAvhat belated effort to give a fresh impulse to education is evidently in accordance not so much v/ith the actual rather depressed conditions of the place as Avith the earlier, when it had the ambition to become a little capital, the center of a permanent gold market. And the neAV schools are calculated with a vieAV to such definite elements of their own that Ave positively ho]Ae for a peaceful state of general and equal satis¬ faction for all. Killisnoo. — The incipient and someAvhat irregular condition of the primary school here attracted the bishop’s attention last year. In the present year it Avas given a neAV teacher, Avho should be able to get the children of the surrounding nomadic tribes settled doAvn to their primers and to teach them something of reading, Avrit- ing, figuring; to train them to say some prayers in their OAvn dialect, and to sing some simple hymns. But these good intentions were not croAvned Avith success. The Koloshes about Killisnoo are particularly slow, dull, of a sullen, materialistic bent of mind. They liaA^e not j^et aAvakened to any consciousness of the good of learning, Avhich, indeed, is hid from them by certain oppressively sordid features of local life. The last school year at Killisnoo numbered not more than fifty days. Such a brief term is utterly insufficient to secure anything like serious progress, or even to get a timid young savage at all familiar Avith his school, his book, and their uses. Nor can there be much question of discipline. The Koloshes not being citizens by right, ha,ve so far no idea of any kind of civic or even social life, preferring to form a sort of abnormal ethnological Avedge in the midst of the population of the United States. Nutcheh.—T\\Q parochial school here is in faAwable conditions of time and place. Its peaceful days have been undisturbed by any hostile aggression or Avrong from ED 1900 — VOL II - 31 1762 EDUCATION EEPOST, 1899-1900, without. Originally excellently well organized by the teacher, A. P. Kashevarof, the present managers continue in the same spirit, with satisfactory results. A pupil of the school, A. Bolshakof, graduated this year, already himself conducts the work of enlightenment at Tatitlak, near Virgin Bay, and the animated town of Valdes. The support of the school and the home is assured by the generous donation of the honorary trustee, Timothy V. Yuritchin, to the amount of 250 rubles yearly. The study of the English language is compulsory. The home is small, but so are the needs of the people, who are accustomed to pro¬ vide and store only the most urgently necessary things for body and soul — as we are commanded. Kenai. — The school work here progresses hand in hand with the affairs of the parish, which are conducted with firmness, zeal, and tact. The parochial school is flourish¬ ing and attractive both by its external appearance and its internal well-ordered organization. Upon it are centered the hopes of the community, which lives on in the calm induced by religion and kindly hearts, thoroughly comprehending the Socratic truth that education, in the words of Plato, is the best of the things which the best people can have. It is a pleasure to mention in connection with this that the parish priest conducts the school with perfect comprehension of the true spirit of a missionary school. ‘ ‘A good priest is the soul of the school; and the school is a saving anchor to the priest,” says S. A. Katchinsky, that competent and experienced laborer in the field of church education. The progress made by the children in the branches on the programme, including the English language, is most satisfactory. Church and school have worked together lovingly and cheerfully, not discouraged by inevitable difficulties. Their beneficent, self-denying zeal finds a response in Bussia, whence a lady, 0. P. Petrovskaya, sends a yearly contribution of 150 rubles. Just at present the school’s chief need is a fund of good books, to start a library for the children and the people. This is an important question and well worthy of favor¬ able consideration. “Without books, the mind is like a bird with clipped wings.” This aid is especially needed by graduates of the school, that they may not let those precious bonds be broken whicli unite them to their educational home, and may not be deprived of the high enjoyment derived from reading — that true “ hygiene of the brain.” Kadial'. — The character of this school is in accord with that of the first historical Russian settlement in North America. The Russian spirit, breathing power and health, is over all. The parochial educational work cares nothing for politics, does not proceed by leaps and starts, and never swerves from its historical field. An over¬ whelming majority of the local population holds fast to the Russian language and the orthodox faith. The Kadiak parochial school, named for the first American orthodox bishop, loasaphus, and the home of the name of Oermanus, are under the care of a trustee — the priest, F. Dashkevitch, who has engaged to pay to these two institutions a yearly stipend of 250 rubles. A fognak. — This island is morally constituted exactly like Kadiak. Here also the Russian spirit ]3revails — of course, only in a national sense, with no suspicion of polit¬ ical feeling. The Russians here are most loyal American citizens. The possession of the precious light of spiritual truth, the treasured native language and nationality, only make the local civic type stronger, firmer, and morally finer. The orthodox school stands very high, owing to the objects it pursues, and there¬ fore demands skillful management. Not words alone, but deeds — a living example in life, faith, and charity — are required of the priest. Although his task is not partic¬ ularly hard, owing to the local favorable conditions for the sowing of the religious and moral in the spirit of the orthodox church, still his labor, by the grace of God, will be counted to him as equally wmrthy of a great reward. The above include the reports submitted to me by the various missionary organi¬ zations in Alaska. Very respectfully yours, Sheldon Jackson, United States General Agent of Education in Alaska. The Commissioner of Education. CHAPTER XXXIII. TENTH ANNUAL REPORT ON THE INTRODUCTION OF DOMESTIC REINDEER INTO ALASKA. Depaetment op the Interior, Bureau op Education, Alaska Division, Washington, D. C., December 81, 1900, Sir: I have the honor to submit to you my Tenth Annual Deport on the Introduc¬ tion of Domestic Eeindeer into Alaska. At the beginning of the year, learning that the revenue-cutter Bear, which has so largely in the past furnished the transportation of reindeer from Siberia to Alaska, would have less time than usual for this work during the coming season, owing to the additional work imposed upon it by the large inhux of miners and others to Cape Nome, it was thought best to try to secure I the charter of a steam schooner that could be employed during the whole season in procuring reindeer. Correspondence was ha,d with leadmg shipping firms in San Francisco and on Puget Sound. It was found that in anticipation of the unusually large business that would be transacted between Pacific coast ports and xilaska every available vessel d had been chartered. Findmg it impossible to secure the desired vessel on the Pacific ^ coast, a conference was had Vvdth Commander Katsuro Narita, I. J. N., naval attache d Japanese legation at Washington, with reference to the possibility of securing a A suitable vessel in Japan. Deceiving encouragement from him, I applied through the J Secretary of State to the consul-general at Yokohama, Japan, to ascertain if a suitable vessel could be obtained in that quarter, to which he cabled in reply: “Cannot f charter steamer Japan.” Failing in securing an independent vessel, Cairtain Shoe- I maker. Chief of the Devenue-Cutter Service, with the approval of the Secretary of A the Treasury, arranged for the cutter Bear to make one trip during the summer for I' reindeer. F Later in the season, when other plans had been formed and could not ]>e con- veniently changed, the consul-general in Japan secured the offer of a suitable vessel, but it came too late to be made available for the present season. Subsequent events proved that perhaps it was providential we had failed to secure the proposed steamer, for upon reaching the coast of Siberia, where we had usually been able to purchase reindeer, we found the larger proportion of the population either sick or recovering from an epidemic of la grippe, measles, and pneumonia, ' which swept through that region during the past season. Although the cutter Bear cruised for several hundred miles along the coast of Siberia, calling at the various camps of the reindeer men, yet we were able to secure but 29 head of reindeer. At nearly all of the herds many of the herders were sick, a number had died, and the people were in a discouraged and despondent condition, so that men could not be found to drive up and catch the deer and the owners were unwilling to sell. This epidemic extended the whole length of the Aleutian Islands, along both the American and Asiatic shores of Bering Sea, to Cape Prince of Wales and into the Arctic, along the Siberian coast beyond Cape feerdze Kamen, and up the America,n side to Point Hope; also on the Lower Y'ukon Diver. 1763 1764 EDUCATION EEPOET, 1899-1900. The death rate Avas mainly confined to the aboriginal population, they being igno¬ rant or unAvilling to take proper care of themseh^es, and in some cases where the physician Avas in attendance they could not be made to folloAV his directions. The result AA’as that hundreds died. In the village at Indian Point, Siberia, it is estimated that one-half of the entire population dieired, he was discharged. Mr. Lars Larsen Anti, who was attacked with rheumatism upon his first arrival in Alaska in the spring of 1898, died at Eaton Reindeer Station April 22, 1900. For the fiscal year ending June 30, 1901, the list of employees is as follows: Eaton Station. — Francis H. Gamhell, M. D., superintendent; Messrs. Frederick Willard and J. T. Lindseth, assistants; Messrs. Ole Olesen Bahr and Per Mathisen Spein (Lapps) and 2 herders (Eskimos). Teller Station. — Rev. Tolef L. Brevig, manager, and Messrs. Johan Isaksen Tornensis and Per Larsen Anti, herders. Gamhell Station. — P. H. Lerrigo, M. D., manager, and Messrs. Nils Persen Sara and Ole Krogh, herders. Bethel, or Nulato. — Messrs. Nils Persen Bals and Isak A. Bango, herders. When, on July 1, it became necessary to reemploy those of the Lapps who were needed in connection with the herds, they demanded a large increase in their wages. Some of their companions, at the expiration of their service with the Government, had gone into the mines and made from $1,000 to $100,000. This had greatly excited all the Lapps, and to keej) any with the herd I found it necessary to increase the wages to $500 annually, with rations and clothing. Of the 63 herders and their families, making an aggregate of 113 Norwegians, Finns, and Laplanders brought to the United States in 1898 in connection with the reindeer enterprise, 3 men have died; 12 men and their families, aggregating 24 peo¬ ple, have returned to Lapland, leaving 86 of the party still in this country. Of these 86, from 17 to 20 have made fortunes in the gold mines since the expiration of their term of service with the Government. STATIONS. Eaton. — The station buildings are in good condition. The fall was passed in freighting the supplies from the seacoast up the Unalaklik River 8 miles to the station. As the employees are frequently compelled to remain over night at the mouth of the river, a double log house was erected at the side of the warehouse for their accommodation. A log house was also erected at Cape Denbigh for the storing of supplies and the shelter of the herders at the summer pasturage. 1766 EDUCATION EEPOET, 1899-1900. The station being on the direct winter route between Dawson, the Yukon Valley, and Nome, the long winter was enlivened by many visitors. It is estimated that a thousand miners called, many of thnm remaining over night, and some of them receiving medical attention. The station post-office wa.s the distributing point for the mails going north to Kotzebue, south to St. Michael, west to Golofnin, Nome, Teller, a,nd Cape Prince of Wales, and east to Yukon Valley, Dawson, and the States. A large number of young reindeer were broken to harness; also a large number of sled deer were furnished the mail carriers. A quantity of timlier was got out and prepared for hames. A number of pulkas (reindeer sleds) and sets of reindeer har¬ ness were made l>oth for the use of the station and also for other stations where suit¬ able lumber could not be obtained. The school was taught by Mr. Sherzer, and was attended by both Lapp and Eskimo children. The children made marked progress in acquiring the English language. The health of the employees was generally good. There were two cases of typhoid fever, both of which recovered. Mr. Lars Larsen Anti, who had been an invalid during his entire stay in Alaska, died on the 22d of April. The large headciuarters building at the station, removed to the mouth of the river, would make a suitable building for the accommodation of the large number of orphans that the recent epidemic has created in Alaska, if the Government shall undertake their care and education. Teller. — This station remained closed for two seasons. The buildings have l^een greatly abused by transient white men who have occupied them during the winter, and in consequence are very much out of repair. As there was no fund from which a watchman could be hired, I tried the experiment of allowing a prospector the use of one of the buildings in 1898-99 in consideration of his caring for the property. Although he was well recommended as worthy of confidence, he abused his trust. During the winter of 1899-1900 Mr. C. E. Chard, recommended by a. responsible business firm in Seattle, was allowed the winter use of a building in consideration of looking after the others. He attempted to do his duty, but was overpowered by others, among them being a United States deputy marshal. The trespassers took charge of the main building, established a saloon kept by an Eskimo woman, wintered their dogs in one end of the building, and occupied the other portion themselves. During the summer the Eev. T. L. Brevig and family, who had formerly been at the station, returned and took possession, greatly to the joy of the neighboring Eskimos. And his coming was opf)ortune both for the people and the reindeer herds, as an epidemic of measles, la grippe, and pneumonia had just commenced, which in the next few weeks caused the death of one-half of the natives. As soon as it was known that IMr. and Mrs. Brevig had returned, the natives that were in the vicinity removed to the station to receive medical aid and sympathy. Many parents died, leaving helpless and destitute young children. Mr. Brevig took the children into his own home, establishing an orphanage. The prevailing sickness also fell heavily upon the Eskimo herders Tautook, Dun- nook, and Sekeoglook, who lost their wives and some of their children. Wooksock, his wife, and all his children but one died, leaving a little boy the sole survivor of the family. Wooksock’s reindeer herd will be cared for by the Government for his boy. In this connection it is appropriate to call attention to the death of Tumasock, who died of consumption at the Indian school, Carlisle, Pa., on April 8. She was one of a band of young people taken from this station to Carlisle in the fall of 1897. She was greatly beloved by her associates and died rejoicing in Jesus. REPORT ON REINDEER IN ALASKA. 1767 HERDS. Eaton Reindeer Station. — On July 1 the herd numbered 588 reindeer, 385 being old deer and 203 fawns. In the herd 423 belong to the Government, 80 to the St. James Ei)isco]3al Mission, 65 to Moses, 20 to Martin. Those belonging to the St. James Mission consist of 25 males, 16 females, and 39 fawns. In the summer they are pastured at Cape Denbigh and in the winter at the station. At the neck of the peninsula of which Cape Denbigh is the southwestern extremity a fence If miles long was thrown across from sea to sea, making an inclos¬ ure of the peninsula. This has greatly lessened the work of the herders. A house has also been erected for the use of the herders and the storage of provisions. This section having proved so excellent for grazing during the last three seasons, an effort vrill be made to have it set apart by the Government for this purpose. On the 5th of November, 1899, 280 deer were taken from the herd to help pay for those that had been borrov/ed by the Government from Synrock and Cape Prince of Wales in the winter 1897-98. A number of sled deer were employed in carrying the mail between St. Michael, Eaton, Golofnin, Kotzebue, and Nulato. The unusual demand for sled deer stimulated the work of breaking in and training new deer to harness. In the list of deaths but 2 reindeer are reported as dying of foot disease. The casualties from all causes numbered 35. Golofnin reports 244 old deer and 110 fawns in the herd. Of these 147 belong to the Swedish Mission and 179 to the Eskimo herders. Mr. Ilendrickssen reports the herd as doing well. On the 24th of November, 1899, Dr. Gambell, acting under instructions, took from Golofnin 90 bucks, 126 does, and 67 fawns, making 283 in all. Of these 98 belonged to the Government from the original loan, 80 to the Episcopal mission at the mouth of the Tanana, and 65 to Moses (native). The casualties during the year amounted to 16, including 5 killed for food. Owing to the number of saloons which have started up this summer at Golofnin, the Swedish Evangelical Union Mission, which has the deer in charge, propose mov¬ ing their mission to a point 8 miles distant, behind Carolyn Island. A large number of natives died this season during the prevalence of the epidemic. Teller Reindeer Station. — On December 9, 1899, Dr. Gambell, superintendent of reindeer, inspecting the herds at Port Clarence, found 23 deer which belonged to the Government, 21 of which were placed in charge of Dunnak and 2 in charge of Tautook. In January, 1900, William Marshall, who was in charge of the herd of reindeer driven from Point Barrow, left with Tautook and Dunnak for the Government 260 head. No report has been received from the Eskimo herds belonging to Tautook, Seoglook, Wooksock, and Tat-pan. Superintendent Gambell, in his tour of inspection December 9, 1899, writes of them : “It gave me more pleasure to witness the control of the herd at Port Clarence than any herd elsewhere. To know that these (Eskimo) people took as much pride in their herd and gave them a^s much attention as they did demonstra.ted to me the fact that they are a very competent people, and that your original idea and purpose is being realized. I trust that more may be placed in the hands of these suffering people soon.” The Rev. T. L. Brevig, who had been connected with the reindeer station for sev¬ eral years, returned in July, 1900, after a two years’ sojourn in the States. Plis com¬ ing was most timely. An epidemic had broken out among the people, and in their distress they flocked to the station. All the herders and their families w^ere sick, and, unable longer to follow the herd, they had abandoned it, with the exception of Dunnak, who remained until too weak 1768 EDUCATIOT^ REPOKT, 1899-1900. to do more. As the herd ^vas about to be scattered, IMr. Brevig arrived, accompa¬ nied by Johan I. Tornensis, an expert Lapp herder, who was at once sent out to the lierd. The same disease that prostrated the herders, so that they could not keep as vigilant a watch as usual, also caused the death of many of their neighbors. Whole families died. This released from control many native dogs, which wandered through the country in search of something to eat and gave unusuad trouble to the herd. To add to the difiiculties, the whole region around Port Clarence was overrun with prospectors, a few of whom manifested a disposition to interfere with the herds. To prevent this, Capt. Francis Tuttle, Revenue-Cutter Service, commanding the revenue cutter Bear, and himself a United States commissioner, officially cadled upon the United States deputy marshal resident Cvt Bering City to use his official influence for the protection of the herds. The Teller herds report more cases of foot rot than those at any other station, due dou])tless to the fact that they were kept much of the summer on s.wampy ground. With the presence of Mr. Brevig in charge of the herds we may expect a fuller report next year. Cape Douglas. — In the summer of 1899 I had purchased in Kamchatka and deliv¬ ered to Charley Antisarlook 42 head of reindeer; on December 1 Superintendent Gambell, under instructions, had added to Charley’s herd 286 head, making the 328 head which the Government owed him for the herd borrowed in the winter of 1897-98 for the relief of the ice-imprisoned whalers at Point Barrow. In the spring 100 liv¬ ing fawns were added to the herd. Twenty-eight were sold, killed for food, or died, leaving, July 1,400 head. During the past summer Charley and his two brothers (who were associated with him in the herding) died. The herd, by direction of Lieut. D. II. Jarvis, has been driven to the neighborhood of Cape Douglas, and Mary Antisarlook, the widow, will probably remove to the same locality. Cajje Prince of Wales. — On the 13th of December, 1899, Superintendent Gambell reached this station and turned over to Mr. Lopp, the missionary, 260 deer, complet¬ ing the 749 deer that were due the mission and the Eskimo young men associated with him. These deer were in return for the 292 loaned the Government in the winter of 1897-98. To the above were added last spring 237 living fawns, making a total of 986, of which 415 are females. Of the 986, 460 belong to the Eskimos. During the year 37 have died from disease and accident, and 30 males were butchered for meat. There being an unusual number of prospectors in the country during the winter of 1899-1900, i\Ir. Lopp established a reindeer express between the mining camps at York and Nome. As far as the deer vrere concerned tire line was a success; but there being an insufficient amount of patronage to make it profitalJe, the line was discon¬ tinued after two round trips. This coming year Missionary Lopp is proposing to divide his herd, e8tal}lishing a second in the vicinity of Shismaref Inlet, 60 miles north of Gape Prince of Wales. Point Hope. — This herd belongs to Ahlook and Electoona (Eskimos), who had pre¬ viously served five years’ apprenticeship at Teller Reindeer Station. They were assisted last season by Jacob Larsen Hatta, an expert Lapp. This summer he resigned and left the station. No report has been received of the condition of the herd. The middle of December, 1899, Mr. IVilliam Marshall, in charge of the Point Barrow herd, left with them 5 males, 30 females, and 13 fawn deer. Point Barroiv. — On the 2d of December, 1899, Mr. IVilliani Marshall, who had been selected to take charge of the reindeer to be driven from Point Barrow to the Teller Station, left with the Point Barrow mission herd 9 male, 62 female, 26 fawn, 1 steer, 3 sled deer, and 2 sick female reindeer; and with Chief Oyello 2 male, 16 female, and 7 fawn deer; making 128 in all. During the spring 47 fawns were born at the mission, giving them 137 head. Twelve were born in Oyello’ s band, making his total 37 head. REPORT ON REINDEER IN ALASKA. 1769 During the winter the herd is kept at Sinragahroo, on the coast about 25 miles south of Cape Smyth, and in summer near Walakpat, 15 miles below the cape. The following Eskimos are in charge of the herd: Sliould-la, Tok-put, Tsu-ka-uuma, Paueoneo, Pov/uiia, Ungawishak, Otpello, and Ongakinya. Gambell, St. Lawrence Island. — St. Lawrence, just south of Bering Straits,^ is the largest island in Bering Sea, being approximately 100 miles long and 25 miles wide. From the commencement the i^roject of stocking this island wdth domestic reindeer has steadily been kept in view, but until tliis present season it has not been con¬ venient to do so. On July 27 the revenue cutter Pmr reached Gambell at 2.-10 p. m., having on boa,rd 29 head of deer. Reaching the village during the height of the ej^idemic, when every family was nursing its sick and mourning the dead (36 had died out of a population of 300) , 1 found tliat the people had lost all heart; that although in previous years they had importuned for deer, now no apprentices could be found to go into the herd and assist the Lapps in herding. Under this state of things, conferring with Captain Tuttle, R. C. S., we concluded that the wisest course was to take the reindeer to Teller Station; but this decision was reconsidered the next day, when the progressive element of the population, who were absent from the village at the time, had returned. Learning that the deer wmre not to be left on the island, a public meeting was called, with the result that the next morning I was waited upon by a committee, who pleaded for the deer, promising to place their own sons with the herd as apprentices. Consequently, on the afternoon of the 30th, the deer were landed in a bay on the east side of Northwest Cape, a few miles from the village. In September Captain Tuttle, R. C. S., upon his return from Point Barrow, called at Teller Station and took 45 deer from the Government herd, and after a stormy passage landed 42 on the island. Two w^ere drowned in passing through the surf and one injured and killed en route, leaving a herd of 70. Mr. Nils Persen Sara, an expert Laj^p (with his wife and two children), and Mr. Ole Krogh wnre given the oversight of the herd under J. H. Lerrigo, M. D. St. James Episcopal Mission, Weare, Alaska. No report has been received of this herd. It numbered 92 in 1899, Hoof disease. — This disease has been less fatal than usual this year, prevailing mainly in the herd at Teller Station. Francis H. Gamble, M. D., has during the year made it a special study, and wdth the information gained has i:)ractically elimi¬ nated the disease from the herd at Eaton Station. The herds at Cape Prince of Wales a,nd Point Barrow have had no trouble wdth it. Logs. — The large number of Eskimo families that have died during the prevalence of the epidemic have freed from all ownership and control a large number of dogs. This has been particularly the case in the neighborhood of Teller Station, wdiere half the native i:)opulation died, and the herders were so weakened that they could not properly vratch the herd. The dogs, with no one to feed them, had to forage for themselves. Accustomed in former days to hunt the caribou, they naturally attacked the reindeer herd on every occasion, resulting in the shooting of many dogs. Interference of white men. — The discovery of gold in the region of the reindeer herds has brought a large number of white men into the country. A large proportion of the new-comers have been intelligent, upright, and honorable men, wdro take an interest in the introduction of reindeer and are wdlling to give their influence to pro¬ mote its success. But mingled with the better classes is a small number of the vicious, some of whom have openly boasted that they expected to live off the Gov¬ ernment reindeer, and a few of w-hom have stolen and killed deer from the herd. A iThe two Diomede Islands (Ratmanoff and Krusenstern) form three separate channels that are used by ships between Cape Prince of W-ales, Alaska, and East Cape, Siberia; hence the word “straits” is the correct term. 1770 EDUCATION EEPOET, 1899-1900. party being caught in the act at CajDe Denbigh, Superintendent Gambell went to Nome and swore out a warrant for their arrest. At last accounts they had not yet been found. If a few transgressors could be punished for interfering with the rein¬ deer it would probably save much future trouble. In an act to define and punish crimes in the district of Alaska and to i^rovide a code of criminal procedure for said district, approved March 3, 1899, the stealing of a reindeer is punishable by imprisonment in a penitentiary not less than one nor more than fifteen years (chap. 3, sec. 43).^ The driving of a reindeer away from its pas¬ turage without the consent of the owner is punishable by a fine of not less than $50 nor more than $400, and renders offender also liable for damages to the owner (chap. 3, sec. 44). ^ The killing, wounding, disfiguring, poisoning, or injuring a reindeer is punishable by imprisonment in the penitentiary not less than six months nor more than three years, or by imprisonment in the county jail not less than three months nor more than one year, or by a fine of not less than $50 nor more than $1,000 (chap. 3, sec. 55). Moss Imrnmg. — During the last two summers, and especially during that of 1900, large areas of country have been set on fire by prospectors and miners. In some cases fires have l^een started from camp fires left Ixirningwhen the campers liaA^e proceeded on their journey. In other cases fires have been started to clear mining claims of the suiiace moss, and allowed to spread indefinitely. In still others the country has been fired for the mere excitement of seeing it burn. But from whatever cause, thousands of acres of good reindeer pasturage have l^een ruined and made unproductive. When reindeer moss {Cladonia rangiferina) is once destroyed, it takes many years to grow again. The Alaska Criminal Code, chapter 3, section 61, makes the starting of prairie fires an offense punishable by imprisonment of from three months to one year, or by a fine of from $50 to $500.^ IAN ACT to define and punish crimes in the district of Alaska and to provide a code of criminal procedure for said district. (Approved March 3, 1899.) Chap. 3, Sec. 43. That if any person shall commit the crime of larceny by stealing any horse, geld¬ ing, mare, colt, mule, ass, jenny, bull, steer, cow, calf, reindeer, such person, upon conviction thereof, shall be punished by imprisonment in the penitentiary not less than one nor more than fifteen years. Chap. 3, Sec. 44. That any person, not the owner or owners, who shall knowingly take or drive, vrithout the consent of the owner or owners, or cause to be taken or driven, or shall assist in driving or taking away from the range or place where the same may be lawfully grazing, pasturing, or rang¬ ing, any horse, colt, mare, foal, mule, ass, jenny, or bull, cow, heifer, steer, calf, reindeer, sheep, hog, or any other description of domestic animal or animals from where the same may be lawfully gra,zing or in the habit of ranging, or where the same may have been herded or placed by the owner or own¬ ers thereof, for a distance of more than ten miles from such place where the same may have been so located or i)laeed by the owner or owners thereof, or where the same may be in the habit of graz¬ ing or ranging, shall be fined in a sum not less than fifty dollars nor more than foiir hundred dollars, and shall be liable to the owner or owners of such animal or animals for all damages sustained by reason of such driving or taking away such domestic animal. Chap. 3, Sec. 55. That if any person shall maliciously or wantonly kill, wound, di.sfigure, or injure any animal the property of another, or shall willfully administer any poison to any such animal, or shall maliciously expose any poison with the intent that the same shall be taken byany sucn animal, or shall maliciouslj" or wantonly, in any manner or by any means not otherwise particularly specified in this chapter, destroy or injure any personal property of another, such person, upon conviction thereof, shall be punished by imprisonment in the penitentiary not less than six months nor more than three years, or by imprisonment in the county jail not less than three months nor more than one year, or by fine not less than fifty nor more than one thousand dollars. 2 AN ACT to define and punish crimes in the district of Alaska and to provide a code of criminal procedure for said district. (Approved March 3, 1899.) Chap. 3, Sec. 61. That if any person shall maliciously or wantonly set on fire any prairie or other grounds other than his own or those of which he is in the lawful possession, or shall willfully or negli¬ gently permit or suffer the fire to pass from his own grounds or premises, to the injury of another, such person, upon conviction thereof, shall be punished by imprisonment in the county jail not less than three months nor more than one year, or by fine not less than fifty nor more than five hundred dollars. REPORT OIN" REIISrDEER m ALASKA. 1771 REINDEER DISTRIBUTION, Superintendent Gambell, taking 260 reindenr from the Eaton herd and 283 from the Golofnin herd, on December 1, 1899, gave to Charley Antisarlook 286 head, and on the 13th of December gave to Missionary Lopp 257 head. Starting from the Eaton Station on the 5th of November, Per Mathisen Spein was placed in the lead mth his driving deer, while the bell deer was fastened to his sled behind, to act as leader of the herd. Nils Klemetsen and Per Porsanger brought up the rear with their sleds loaded with provisions, tent, stove, etc. Upon reaching Norton Sound it was found that the ice was not sufficiently strong for crossing. This necessitated a long detour around the head of the bay. Thanksgiving Day was spent at Nome, as also was Christmas upon the return trij). At Christmas some sled deer were harnessed up and attached to their sleds, and took part in the Christmas fes¬ tivities for the children. Eaton Station was reached upon the return on the 4th of January. The expedition lasted two months, and the distance traversed was about 720 miles. It having been decided to return to Teller Reindeer Station a portion of the herd that had been left at Point Barrow in 1898, the transfer was placed in the charge of Mr. Y/illiam Marshall. He was assisted by Lai^ Larsen Ilatta and IMichel Bango, Lapps; also by Atpully and Wenyik, his wife; Onakinya and a Point Hope boy, Kayuga, Eskimos. At Point Hope the Lapp Bango refused to go farther, and his place was taken by Elektoona, an Eskimo, who had learned herding at the Teller Station. Great difficulty was experienced in securing a sufficient number of sleds and fur clothing for the journey. Y/hen the time came for separating the portion of the herd to be left at Point Barrow from the portion that was to be driven south, the question arose of how to build a corral in which to separate the herd, there being no lumber or trees in the vicinity. They finally hit upon the unique experiment of building walls of ice. Slabs of ice 6 feet long, 3 feet wide, and 1 foot thick were sawn out. These were placed on end as close together as possible in a crescent shape and water thrown against the bottom of the slabs, which immediately froze and cemented the slabs to the ground. On the 2d of December 320 deer were separated from the herd in the corral and driven 5 or 6 miles down the coast. The 125 remcdning in the corral were then turned loose and driven northward to remain at the station. In the herd to be driven to the south were 83 fawns, which, becoming tired of the long journeys, greatly hindered the progress of the herd. As there were but 6 deer broken to sled work in the whole herd, and no time for breaking steel’s, the sled deer were over¬ worked, which also delayed the journey. The next day during a blizzard their tent was all blown to pieces. From the 9th to the 13th of November blizzards were encountered, vrhich drove them into a neighboring fishing village, without tent or provisions. The natives uti and down the coast along the route taken by the reindeer were greatly interested in the herd, and many of them would follow from one village to another. On the way south 48 deer were left with Elektoona and Ahlook at Point Hope. During the trip 5 deer were killed for food, and two others died from accidents. Reaching Teller Reindeer Station January 20, 1900, 260 head of deer were given into the care of Dunnak for the Government. Being without funds or barter goods, a number of bills were incurred while en route, to meet which I sent up barter goods on the cutter Bear, which were given out under the direction of Captain Tuttle, Revenue-Cutter Service, commanding. St. Lawrence Island. — The purpose which has been had in mind for several years of stocking St. Lawrence Island with reindeer was realized this last summer by 1772 EDUCATIOIS EEPOET, 1899-1900. landing on the island 70 head of reindeer, with Nils Persen and Ole Krogh, expert herders, assisted by apprentices, in charge. Teller Belndeev Station. — Of the 260 reindeer brought from Point Barrow by Mr. IMarshall, 100 head were loaned to the mission of the Norwegian Evangelical Lutheran Church at that station. Kulato, Yukon Rkm\ — The plans that had been formed for loaning a herd of deer to the Eoman Catholics during the winter of 1899-1900, owing to a combination of circumstances, failed of realization. Another effort will be made during the winter of 1900-1901. Bethel, Kuskokwbn River. — Yford was sent to Dr. J. 11. Eomig, superintendent of Moravian missions in Alaska, that a herd of reindeer would be loaned their mission from the Eaton Station during the winter of 1900-1901. During August, selecting some suitable native men. Dr. Eomig started overland for Eaton. On his journey his native assistants were taken sick Avith the prevailing epidemic and returned home. It is expected that another effort will be made during the Avinter to secure their herd. Purchase of reindeer in Siberia. — On the 19th of July, the cutter Bear having com¬ pleted the taking of the census on Krusenstern Island, AA^as headed for Asia after reindeer. At 7.40 p. m., anchoring off East Cape, Siberia, communication Avas had Avith the shore. Failing to secure an interpreter at this point, at 10 p. m. Ave AA^ere again under Avay, f>icking our Avay through the ice floes. At 12.25 a. m. on the 20th Ave anchored off Whalen, Avhere during the morning an interpreter A\'as secured. Again getting under Avay, the Bear stood to the north Avest along the Arctic coast of Siberia, calling during the afternoon at InchoAvan, Avhere a native Avas landed Avith instructions to have reindeer ready for the return of the Bear. At 7.55 in the evening the Bear made a stop at Tschutpan, Avhere communication Avas also had Avith the deer men. Again getting under Avay at 8.10 p. m., and Avorking along shore through drift ice, at midnight Ave stopped and communicated Avith a small settlement of deer men. At 3.15 a. m. on the 21st Ave anchored off Anurareem, again communicating AA’ith shore. At all these stations Ave found an ejAidemic of la grippe, and measles Avas raging. So many deer men Avere sick or had died that there Avere not a sufficient number of Avell men left to driA^e up the herds and catch deer for the ship. Leaving Anurareem, open Avater Avas seen farther ahead, and the ship Avas Avorked through the ice until it reached an open lead. That afternoon Ave secured our first deer, 4 being obtained and brought on board; also some moss. Eounding Cape Serdze-Kamen, Siberia, at 10.45 p. m., Ave anchored off another village. Here AA'e had better success, and during the day secured and brought on board 25 head of deer. Getting under Avay at 8.35 p. m., A^arious villages Avere visited betAveen Cape Serdze and Koliuchin Bay, but, OAving to the prevailing sickness, Avithout any success. Deeming that it Avas useless to proceed farther along the Siberian coast, the ship Avas headed to the southeast on its return trip doAvn the coast, calling at several vil¬ lages that had been visited on the uptrip a foAV days before, but, so far as securing deer Avas concerned, Avithout success. On the 24th of July a visit Avas made to St. LaAvrence Bay, Avhere the previous years Ave had been able to secure a number of deer, but this season none Avere to be had. Continuing south to Indian Point, on the 26th, and to Butankof Bay, Siberia, on the 27th, and failing to hear anything encouraging, Ave concluded to give up any further attempt this season to procure reindeer in Siberia, and steaming over to Gambell, St. LaAvrence Island, the 29 head of deer that had been obtained Avere landed. RSPOKT ON REmDSER IK ALASKA. 1773 Number, distribution, and oivnersliip of domestic reindeer in Alaska, 1900. Point Barrow; Presbyterian Mission . 100 Ojello (Eskimo) . 37 - 137 Point Hope: Electoona (Eskimo) . 50 Ahlook . 50 - 100 Cape Prince of Wales: American Missionary Association . 526 Eskimos . 460 - 986 Teller Reindeer Station: Government . 221 Norwegian Evangelical Lutheran Mission . 100 Tautook . 75 Sekeoglook . 75 Tatpan . 64 D umiak . . 50 Estate of Wocksock . 75 - 660 Ca-iie Douglas; Mary Antisarlook . 400 Gambell, St. Lawrence Island: Presbyterian Mission . 70 Golofnin Bay: Swedish Evangelical Mission . 147 Episcopal Mission . 69 Okitkon . . . 49 Constantine . 12 Toptok . . . 13 - 290 Eaton Reindeer Station: Government . 423 Episcojial Mission . 80 Moses (Yukon native) . 65 Martin Jacobsen (Eskimo) . 20 - 583 St. James Aiission (Episcopal) . 92 Total . 3, 323 Of the total of 3,323, 644 are still in the possession of the Government, 1,184 belong to the 6 mission stations, and 1,495 to 20 Eskimo apprentices. From 1892 to 1900, 997 reindeer were purchased in Siberia, and from these 3,342 fawns have been born in Alaska. In addition to the annual increase in numbers, it may be said that the fawns born in Alaska greatly excel in quality those born either in Lapland or Siberia. The reindeer born in Alaska are developing into larger and stronger animals than the Siberian deer from which they came. 1774 EDUCATION REPORT, 1899-1900. Increase from 1892 to 1900. 1892. 1893. 1894. 1895. 1896. 1897. 1898. 1899. 1900. Total from previous year _ 143 323 492 743 1,000 466 1,132 625 1,877 638 2,538 756 Fawns surviving . 79 145 276 357 Purchased during summer. . 171 124 120 123 161 322 29 Imported from Lapland . 144 Total October i . 171 346 23 588 891 1,100 100 1,466 a 334 2, 062 185 2,837 299 3,323 Loss . 28 96 148 Carried forward . 143 323 1 492 743 1,000 1,132 1,877 2,538 a One hundred and eighty deer killed at Point Barrow tor food, G6 lost or killed en route. Expenditure of reindeer fund., 1899-1900. Amount appropriated . $25, 000. 00 Supplies for stations . 7, 019. 56 Salaries of employees . . . . . 5, 778. 71 Cash expended in purchase of deer . . . 3, 795. 00 Barter goods for purchase of deer . 2, 341. 72 Freight . 395. 00 Photographs for use in illustrating report . 2. 55 Balance . 5, 667. 46 Total . 25, 000. 00 Congressional appropriations for the introduction into Alaska of domestic reindeer from Siberia: 1894 1895 1896 1897 1898 $6, 000 1899 7,500 1900 7,500 1901 12, 000 12, 500 Total $12, 500 25, 000 25, 000 108, 000 REINDEER MAIL SERVICE. During the summer of 1899 the Second Assistant Postmaster-General gave to Mr. William A. Kjellmann, superintendent of reindeer in Alaska, as subcontractor, the carrying of the mail on route 78110. This route called for three round trips during the winter of 1899 and 1900 betv/een St. Michael, Eaton, Golofnin, and Kotzebue, the latter place being north of the Arctic Circle. Mr. Kjellmann, being required to return to the States on account of sickness, gave the work into the hands of Mr. David Johnsen Elliott. Mr. Elliott employed Johan Peter Johannesen, a Laiip, as mail carrier. The service was successfully performed with reindeer, each round trip being 1,240 miles through a wilderness without a road. Early in the year the Post-Office Department concluded to give Nome a semi¬ monthly service, and the contract w-as given Mr. William A. Kjellmann. Mr. Kjell¬ mann being sick and in the States, instructions were sent to Dr. F. H. Gambell to take charge and see that the mail was sent through Vvdthout delay. These instruc¬ tions reached Eaton in February, 1900, and on the 1st of March the reindeer started from Eaton with the mail for Nome. Mr. S. Newman Sherzer was released from his duties as assistant superintendent at the station and appointed manager of the rein¬ deer mail service to Nome. Five consecutive successful tiips were made, four of th^m Avith reindeer and sleds. The five trips completed the winter contract. The round trips, a distance of 480 miles through a country without a road or trail, were made as ■REPORT ON REINDEER IN ALASKA. 1775 follows: First trip, fourteen days; second trip, thirteen days; third trip, eleven and one-half days; fourth trip, eleven and one-half days, and fifth trip, fifteen days. The actual traveling time was from one to tv/o days less than the foregoing figures, as a rest of twenty-four to thirtj^ hours was taken at Nome and a shorter rest at Golofnin each way. As the instructions for carrying the mail came suddenly and unexpectedly, there was no opportunity for preparing the route for relays of reindeer, hut the same deer made the round trip. On the second trip the reindeer passed dog teams and a bicycle that had jiassed Eaton two days before the deer started; reached Nome, rested thirty hours, and started on the return trip before the dog teams arrived. The regularity with which the reindeer landed the mail on time at Nome last spring won the animal many friends. At the request of Mr. N. V. Hendricks, subcontractor, on the route between Weare via Eaton to St. Michael, Superintendent Gambell furnished his mail carriers with reindeer, "pack saddles, and sleds between St. Michael, Eaton, and Nulato, a distance of from 180 to 200 miles each way. The above routes aggregated last winter between six and seven thousand miles that were successfully covered by the reindeer. The superintendent, in closing this part of his report, says: “Our success in carrying the mail was due to three conditions: First, the capability of the deer; second, the close attention given to the work by Mr. Sherzer; and, third, the expertness of the driver. Nils Klemetsen.” During the latter part of February and the first j^art of March some freight was hauled by the reindeer from St. Michael to Norton Bay for G. L. Stanley & Co. A contract has been made with Superintendent Gambell for carrying the mail with reindeer during the winter of 1900-1901 between Eaton and Kotzebue, a distance of approximately 250 miles. The contract calls for two round trips during the winter. CANADIAN INTEREST. A lawyer in Canada, who has followed the reindeer enterprise from its inception with much interest, under date of May 25, 1900, wwites to the honorable the Secretary of the Interior: Your work in Alaska, through Dr. Jackson, appears to be ideal in every respect. At three different points I have written Canadians to look carefully into liis v/ork, and find that it is as highly prized in the mining camps as among scientists. Our coast line from 142 clegrees to the mouth of the Nelson, some 3,000 miles, is without a single school, and I hope to do something for the poor Eskimos through schools and the reindeer. INTRODUCTION OF REINDEER INTO THE “ BLACK FOREST,” GERMANY. The following item, clipped from the public press, foreshadows an experiment in a new direction: An interesting experiment in*acclimatization is now being made by Herr Wendt, chief forester at Todtnau, Germany. At the zoological garden at Basel he procured a male reindeer and completed the family by buying at the Copenhagen market two females. The three animals w'ere let loose in the Fahlberg region of the Schwarz- wald, which reaches an altitude of 4,500 feet. As there is a large supply of reindeer moss in the higher regions of the Black Forest, above the altitude of 2,400 feet, the chief forester believes that reindeer will thrive on the Fahlberg as well as on the Kjolen of Norway. Zoologists are watching this experiment with much interest. TELEGRAPH SERVICE. Maj. Francis Greene, U. S. A., with a party of assistants, has commenced the con- strilbtion of a military telegraph line from Nome and St. Michael, via Eaton and Nulato, to Eagle City, in the Upper Yukon Valley. At Eagle the line will connect with another to Valdez, on Prince William Sound, and also with a line via Dawson 1776 EDUCATION REPOET, 1899-1900. to Skagway. Between Nome and St. Michael a cable has been laid and is in success¬ ful operation. Telegraphic communication with the reindeer stations will be of much assistance in regulating the work. EEVENUE-CUTTER SERVICE. As in former years, I have received the hearty cooperation of Capt. Charles F. Shoemaker, chief of division of Revenue-Cutter Service, Treasury Department. Every request for assistance, as far as possible, was granted. I desire, also, to acknowledge the assistance of Capt. Francis Tuttle, commander; Lieut. E. P. Ber- tholf, executive officer, and the other officers of the revenue cutter Bear. Thanks are also due Gen. George M. Randall, U. S. A., commanding the Depart¬ ment of Alaska, and Capt. William M. Pinkston, quartermaster’s agent, in command of the army transport Laivton, for transportation from Nome to Seattle, both for myself and a party of 25 Lapps. The graphic illustrations of the report are from photographs taken by Surgeons Call and Hawley, Chief Engineer H. W. Spear, and First Assistant Engineer H. N. Wood and Second Assistant Engineer A. C. Norman, of the Revenue-Cutter Service. A number of photographs of Kamchatka that were received too late for last year’s report are inserted in the present one. ITINERARY. Leaving Washington on the morning of April 23, the following day found me at Chicago. At Chicago an interview was had with Dr. Eugene S. Willard, whose son had recently been appointed to a position at the Eaton Reindeer Station. Business was also transacted at the office of the North American Trading and Transportation Company concerning supplies to Alaska reindeer stations. Lea,ving Chicago in the evening, Seattle, Wash., was reached on the morning of the 29th. At this point I was met by Mr. Fredrick Willard and Mr. J. T. Lindseth, who were under appointment and en route to the Eaton Reindeer Station. I also met the Rev. T. L. Brevig with his family, under appointment as Lutheran missionary at the Teller Reindeer Station. Mr. Brevig was made manager of the reindeer herds at Teller and teacher of the Government school. On Aiiril 30 Mr. Ole Krogh, who had formerly been connected with the Eaton Reindeer Station, was employed to take charge of the reindeer that would during the summer be placed on St. Lawrence Island, Bering Sea. From April 30 to May 5 was a busy time arranging supplies for the various Alaska stations, the transporta¬ tion of employees, and many other things demanded in providing for stations that were able to receive their supplies but once a year. On the evening of May 5 I transferred my quarters from the hotel to the cabin of the revenue cutter Bear, Capt. Francis Tuttle, commanding. The roster of the Bear was as follows: Capt. Francis Tuttle, commanding; First Lieut. Ellsworth P. Bertholf, executive officer; Second Lieut. Claude S. Cochran, Second Lieut. Aaron L. Gamble, Third Lieut. Philip H. Scott, Chief Engineer Herbert W. Spear, Second Assistant Engineer Albert C. Norman, Second Assistant Engineer Tlieo. G. Lewton, Surgeon Hawley, M. D., Pilot J. W. Keene. The following passengers were also received on board by permission of the Secre¬ tary of the Treasury: Lieut. D. H. Jarvis, Messrs. W. AV. and Ezra I’arker, E. E. Ailes, H. R. Cowan, AV. E. Hadley, D. H. Smith, Fred Zollander, J. F. Hawkins, AV. E. Clarke, E. B. Leddy, and Charles Howard. The steamer got under way at L50 p. m. Sunday, May 6, and ran down to Port Townsend, where we anchored at 6 p. m. At 4.30 p. m. on the 7th we were again under way, anchoring off Victoria, British Columbia, at 9.25 p. m. Leaving Victoria at 1.15 on the 8th, we reached Union Bay at 7.20 a. m. on the 9th, where the ship made fast to the wharf to take on its supply of coal. EEFOET OE REmDEEE m ALASKA. 1777 During the coaling, trips were made by the officers and their guests to the Cana¬ dian Indian reservation at Comox and other neighboring villages. Having received on board 550 tons of coal and 3,000 gallons of fresh water, at 8 p. m. on the 10th the ship cast off from the wharf, and, steaming down Baynes Sound and rounding Yel¬ low Island light, went through Hornley Island Passage to the north. At 1.55 p. in. on the 11th the ship ran in and anchored at Alert Bay, when an opportunity was-- given those who d^ired it to go ashore. The Indian village is the site of a can¬ nery and also a mission of the Church of England. The Rev. A. J. Hall, who has for many years been in charge of this sta,tion, was absent on a visit to England, his assistant, Mr. A. W. Corker, and wife being in charge of the school during his ab¬ sence. Mr. Hall has translated and secured the publication of the books of Matthew, Luke, and John, a book of common prayer, and a hymn book in the Qa Gutl lan¬ guage, the same being published in London. I visited the schoolroom, the dormi¬ tories and workshops of the boys’ home, and the home of the girls in a separate building. In connection with the mission is a flourishing sawmill, which not only gives em¬ ployment to the natives, but furnishes them with lumber at a moderate price for improved houses. Some of the parties secured photographs of the strange and uncouth totems, of which there were a number in the heathen portion of the native^ village. At 3.45 p. m. we were again under way. Our next call was on Sunday morning at Bella Bella, British Columbia, where the captain gave us an hour for the purpose of visiting the mission of the Canadian Methodist Church. R. Large, M. D., and wife were off attending conference, leaving the station ini charge of Miss Beatty. The mission is in the process of being transferred to a better location 2 miles north, where they will have more room for grov/ing and also for gardens. Twenty-five new houses have already been erected on the new village' site. The mission reports 88 members. The attendance at the day school is quite irregular, as at most other native schools,, wdiere it is the habit of the parents to take their children with them when they go off hunting or fishing. At 7.45 we were again under way. On the night of the 13th, encountering a severe storm, the ship ran into Red Bay, and at 10.05 anchored for the night. At 2 a. m. on the 14th we were again under way, and at 2.30 p. m. , sighted Cape Edgecumbe and soon after sighted the entrance to Sitka Sound. I At 4 p. m. we steamed by Biorka Island and at 6:10 p. m. anchored at Sitka, iii- I front of the Presbyterian mission. The next three days v/ere spent in inspecting the two Government schools and also the large industrial school connected with the- I Presbyterian mission. A conference on school matters was had with Father Anthony,. of the Russo-Greek Church, who has recently been appointed on the school comm^it- i tee at Sitka, and is one of the foremost priests of that church in Alaska. He has- I written a monograph on the schools of the church in Alaska. Public school No. 1 and the industrial school showed a gratifying progress, while ]3ublic school No. 2 j (native) has an efficient and skilled teacher, yet the irregular attendance greatly I interferes with the progress that the pupils should make. At Sitka three Eskimo women and one boy who had been brought to Sitka the- preceding fail as witnesses in a murder case, and who at the close of the trial were unable to return to their homes, were now taken on board the Bear for their return.^ Col. L. P. Wright and W. L. McBride, deputy collectors of customs, were received on board on the 17th, and at 4.30 p. m. we got under way, passing out to sea by way , of Cape Edgecumbe at 7.30 p. m. At 6.20 p. m. on the 20th of May we raised Trinity Island in the .north, and at 2.15 the next morning passed south of Chirikof I Island, a former Russian penal colony, and on the morning of May 22 entered Dela- I rof Harbor, anchoring at Unga at 5.40 a. m. Going ashore, the school bell sum- ;■ moned the children to the schoolhouse, where a number of classes were heard.. The recitations substantiated what we had already heard from the parents, that Mr.. *K ED 1900 — VOL II - 32 1778 EDUCATION EEPOET, 1899-1900. F. A. Golder was an excellent and painstaking teacher. The schoolhouse at this i;)oint needed repairs, which were ordered. At 10.40 a. in. Ave were again under AA'av, reaxhiiig Unimak Pass at 6.30 a. m. on the 23d. Steaming througii the pass into Bering Sea, and skirting the north shores of Akun and Akntan islands, their mountain tops coA’ered AAith snow, aa’o reached Dutch Harbor in the midst of snow squalls at 3.15 p. m. During the week that was spent in securing coal and Avater for the ship and the boarding and inspection of the A^arious A'essels by the officers of the Bear^ I AA^as busy in going OA^er the accounts of the builder of the neAA" school building at Unalaska, and arranging fora greatly enlarged attend¬ ance at the school, the authorities of the Kussian-Greek Church haAung decided to send their pupils to the pul^lic schools half a day in order that the children might liaA-'e an ojiportunity of learning the English language. The Jessie Lee Home, which is a boarding school and orphanage at Unalaska, established and maintained by the AAmmen of the Home Mission Society of the Methodist Episcopal Church of the United States, I found to be in its usual flourishing condition. Dr. and Mrs. A. IV. Newhall and Miss Ella Darling are in charge. During our stay at Dutch Harbor and Unalaska 20 Amesels arriA^ed loaded AAuth pas¬ sengers and freight for the mines at Nome City. The ship haAung AA’atered and coaled, Messrs. J. C. ShaAAq J. E. Haehin, and H. Johnston AA^ere receiA^ed on board for passage to Nome, and at 6.50 p. m. on IMay 29 the Bear steamed to the north. The next day, June 1, AA^e encountered alternate rain and snoAAq and at 2.30 p. m. com¬ menced to encounter floating ice. At 9 p. m. the ice pack AA’as so solid that the ship AA'as compelled to turn and AAmrk its AA’ay back to clear Avater. June 2, from 4 to 8 a. m., tliere AA^as considerable loose ice. The shijA skirted along the edge of NuniA^ak Island until noon, when it became necessary to enter the ice field. At 10 p. m. AA'e sighted the steamship Dora fast in the ice, and at 10.20 the Bear itself became fast in the ice pack, where AA'e remained until the next morning. At 5.30 a. m., June 3, getting loose from the pack, the shij) tried to find an open lead to the north, failing in AA'hich she turned and tried A’arious courses to the soutliAA'ard. Passing near the steamship Bora, the Bear AA'orkerl through the ice until she could pass a line to the Dora, and making fast, hauled her loose from the ice AAdiich bound her. Steaming sloAA'ly ahead as far as possible, leads of slush-ice AA'ere found, and we reached and spoke the steamers Senator and Portland, both of Avhich were fast in a small basin of open AA'ater surrounded AAuth pack ice. With cheers from their pas¬ sengers they attempted to follow in the AA'ake of the Bear, but soon gaAm it up. The steamship Dora also got fast in the ice again, and AA'as left behind. At 11.30 a. m. Ave sighted the steam schooner Fulton. At this time there AA'ere three schooners in sight, fast in the ice. Turning again to the north AA'ard the Bear steamed through the ice, frequently com¬ ing to a dead stop; then backing out and putting on all steam would driA'e into the ice until a passage AA'as forced through the more solid ice to the rotten ice again. This AA'as kept up until 8.30 p. m., when miable to go faither, with an unbroken ice field as far as could be seen in front AA'ith marine glasses from the ‘ffiroAv’s nest,” the ship AA’as tied up to the ice for the night. During the night new ice AA'as formed in the open places and the old ice was greatly strengthened. At 5.10 a. m., casting loose from our icy Avharf, and unable to make any impression on the ice ahead of us, AA'e turned again to the south, working slowly through the ice. At 1.30 p. m. the ship turned and AA'orked to the eastAA'ard. As AA'e passed in sight again of the steamships Senator and Portland their rigging was croAAffied with passen¬ gers AA’^atching the Bear force her way through the ice fields. One of the passengers AA'hom I afterwards saw at Nome said that it AA'as the grandest sight he had eA'er seen, and worth the cost of the trip to witness. Again and again a thick fog ehul down, adding greatly to the perplexities of navigation. REPOET GIST REmDEEE IE ALASKA. 1779 Toward midnight it seemed as if we would be again balked and compelled to try another way, but just then open leads were seen from the crow’s nest, where an officer was constantly kept on watch, and by dint of hard pounding the intervening ice was broken through and soon after midnight open leads were reached. At 2.10 a. m., June 5, the ship was again in open water, and the three days’ struggle in the ice pack w^as over. By 8 o’clock a. m. the ice had been left out of sight behind us. At 4.20 p. m. Cape Nome was sighted, and at 7.30 p. m. the Bear anchored opposite the city. First Lieut. I). FI. Jarvis and Mr. Johnston left the vessel for shore. Officers boarded the barks Alaska, Mary Hume, and Cleveland, and a number of calls were received from officials and others on shore. June 6 opened with a southeast storm, causing a heavy surf on shore. At 9.30 a. m. signals of distress were observed on the bark Alaska. An officer was at once sent from the Bear to investigate. He found her bumping on the bottom of the sea in 16 feet of water, and wanting a steam tug to pull her into deeper water. The steamer Mary Hume ran a line to her, but could not tow her out. Soon after she lost her rudder and became unmanageable. Cutting loose from the steamer, she hoisted her jib sail and ran on the beach. In the afternoon an officer and crew were sent from the Bear, and the officers and crew from the bark Alaska, were brought to the Bear, only a guard being left on the stranded vessel. The following morning, a lull occurring in the storm, the crew of the wrecked bark Alaska were sent ashore. Availing myself of the opportunity I also went ashore to secure if possible a meeting of the school board of Nome. The sea was still very rough, and in attempting to cross the bar at the mouth of the Snake River our boat grounded in the surf, and for a little while we were in great danger. Springing from the boat it was lifted over the bar and we finally reached the shore in safety. A meeting of the school board was secured and a committee appointed to select suitable sites for future school buildings. The meeting of the school board continued so late that I was unable to return to the ship that evening, and during the night the storm increased in severity so that I was unable to return to the ship for three days. On the morning of June 8 the revenue cutter Bear, commencing to drag her anchors, got up steam and went to sea, and by evening there was not a single vessel left in the harbor. During the day the bark Alaska went to pieces, and her cargo was strewn along the beach for miles. In this cargo were the annual supplies for the mission stations of the Swedish Evangelical Union at Unalaklik and Golofnin Bay, and a.iso for the Congregational mission at Cape Prince of Wales. During the morning of the 8th the school committee had a second meeting. Present: Walter Church, chairman; D. W. McKay, secretary, and Messrs. S. A. Kellar, E. S. Ingraham, and J. V. Logan. The Rev. Mr. Robins, Congregational minister, was present by invitation. On June 9, although it snowed hard all day. Judge Church and myself tramped over all sections of the city in search of a suitable place for a future school building. On June 10, the storm having abated and the cutter Bear having returned to its anchorage, I was able to return to my quarters on board the ship. During the even¬ ing the revenue cutter Corwin, having in tow the dismantled bark Catherine Sudden, which had been picked up as a derelict, having been abandoned by her officers and crev/ while in the ice, arrived in harbor. June 11, went ashore to attend a meeting of the school board, at which a report was received from the subcommittee on the location of school sites recommending three locations in different parts of the city, after which I returned to the ship. On June 12 Messrs. C. E. Gay, Charles Find, and Dr. Contrise were received on board the Bear, and at 10 p. m. we steamed away for Port Clarence. At midnight, wffiile en route, anchored off Synrock to deliver supplies to Charley Antisarlook. At 3 a. m., June 13, we wmre again under way. At 9.30 a. m. ice was encountere(^, passing through which we reached King Island at 10.40 a. m. Shetdama, an Eskima 1780 EDUCATION KEPORT, 1899-1900. woman, and her son, who were among those taken last fall, as witnesses in a murder trial, to Sitka, were now returned home. As the natives coming off to the ship in their kyaks recognized her on the deck, they called out the death of a daughter during her ten months’ absence. At noon we were again under way for Port Clarence. Upon rounding Point Spencer it was observed that the winter ice was still unbroken in the bay and extended some distance out to sea. Steaming up to the edge of the ice, some natives who were sealing came off with their umyak and took with them from the boat Romuk and Pugumuk, the two Port Clarence Eskimo women who had also been to Sitka as witnesses. At 7.30 p. m., loosing from the ice, the vessel steamed toward Cape Prince of Wales. At 7.45 p. m. the boat was stopped, and the captain picked up a boat load of Eskimos v/ho wanted a tow. At 11.30 p. m. tlie ship was forcing her way through heavy drift ice, and 2 a. m. on the 14th anchored off Cape Prince of Wales. Mr. Lopp, the Congregational min¬ ister, and some natives soon came aboard, and at once commenced landing supplies that had been brought for them. IMr. Lopp was notified that his annual sup¬ plies shipped on the bark Alashi had been lost. At 2.35 p. m. a heavy field of ice drifted down upon the Bear, and it was compelled to hoist its anchor and get under way. Getting free from the ice, the Bear returned to its anchorage off the village at 6 p. m. The gale continuing through the night, no further landing of supplies was possible until the afternoon of the 15th, when all the supidiies for that station were unloaded and taken on shore by the natives. Having finished unloading, the Bear got under way at 11.10 p. m., and at 2.10 a. m. on June 16 anchored off the mining camp at York. Messrs. Hadley, Gay, Zol- lander, and Domingoes were landed, and Messrs. William Marshall, Deputy United States Marshal McNally, and John Kerby were received on board. At 6.40 a. m. the ship was again under way. From 1 to 2 p. m. a heavy field of drift ice was encoun¬ tered, and at 9 j). m. anchor was dropped at Nome. At 8 a. m. on Sunday, June 17, word was brought to Captain Tuttle that the bark Hunter ha,d been wrecked in the ice and 30 passengers were on the beach near Cape Eomanzof v.'ith ]:)ut four days’ ]jrovisions. An officer was at once sent on shore to investigate the rumor. Finding the news of the wreck confirmed, steam v.'as at once ordered, and at 1.10 p. m. the Bear was on the way to the scene of the disaster. Much scattering ice was encountered during the day. At 3.20 p. m. on the 18th Cape llomanzof was sighted, and at 4.10 p. m. the wrecked vessel was seen. Approaching as near as was safe, the Bear came to anchor, and at 5.30 p. m. Lieu¬ tenants Bertholf and Scott, with crew of men, were sent off to the wreck in a sailing launch. Returning at 11 p. m., they reported that they had visited the Hunter and had found her stern stove in and her main deck badly broken up. They also visited the shore inside of the sand spit and learned from the natives that a steamer had taken the shipwrecked passengers away. At 11.45 p. m. the Bear started on her return to Nome. From 4 to 8 a. m. much loose ice vras encountered, passing through which by 8.30 a. m. the ship skirted along the western edge of the ice field, on which large numbers of walruses were seen. At 9.20 a. m. on the 20th the Bear reached its anchorage at Nome. Much of the time on the 19th and 20th was spent on shore. Word being received by the captain that the quarantine station at Egg Island, near St. Michael, needed assistance, the Bear got under way at 1.45 p. m. June 22. Deputy Collector Wright was received on board for a trip to St. Michael. At 3.05 a. m. a stop was made at the improvised quarantine station at Egg Island, where there had been reported some trouble among the passengers of the steamers Ohio and Santa Anna, which, arriving at Nome with smallpox on board, were sent into quarantine. At 4.10 a. m., the officer and boat returning from the quarantine station, the Bear got under way for St. Michael, where anchor was dropped at 5.30 a. nr. Going KEPOET ON EEINDEEE IN ALASKA. 1781 ashore with the captain, I procured mail for the ^officers and crew of the Bear, for the missionaries at Unalaklik, and for the employees at the Eaton Eeindeer Station. At 7.35 a. m. vce were again under way, and at 1 p. m. dropped anchor abreast of Enalaklik. I was at once sent ashore, accompanied by an officer, in the second cutter. Find¬ ing Dr. F. H. Gambell, superintendent of Eaton Eeindeer Station, at Unalaklik, I was able to arrange for going to the station, 8 miles up the Unalaklik Eiver. As it was important that I should have an interpreter in the settlement of the annual accounts with the Lapp employees, the Eev. Julius Qvist, Svvedish missionary, was invited to accompcmy us. On Sunday, the 24th, divine services were held with the Lapps and employees at the reindeer station, and, rising early on the 25th, a long day Avas employed in set¬ tling accounts, paying annual salaries, and inspecting work. This having been accomplished satisfactorily, in the evening we returned to the SAvedish mission at Unalaklik, bringing with us Johan I. Tornensis and wife, Avhom I Avished to transfer to the charge of the herd at Teller Eeindeer Station. At 1.30 a. m., June 26, a boat arriving from the ship for me, I rose and Avent aboard, reaching it at 3.40 a. m. It was some time, however, before the trade goods with the Lapp family arrived. At 10.30 a. m., everything being on board, the Bear got under AAny for Nome, Avhere it anchored at 9.55 a. m. on the 27th. On June 28 the Eev. T. L. Brevig, Lutheran missionary to the Teller Eeindeer Station, Avith wife, tAVO children, and a servant girl, also an Eskimo boy Avho Avished to visit his brother at Port Clai’ence, and the EeA^ J. Kirk, of Eagle, Avere received on board. The sea Avas very rough in returning from the shore to the ship. At 10.55 p. m. the Bear got under way for Port Clarence. June 29 the ship steamed all day through a dense fog. In the eA^ening, the Avater shoaling up to 5 fathoms, the captain anchored at 8.05 p. m. When at 6.05 a. m. June 30 the fog lifted, it Avas found that the ship had passed through the straits and up the whole length of Port Clarence Bay in the fog of the evening before Avithout our knoAving it, and we Avere noAV near the mouth of Grantly Harbor. The A^essel was got under Avay and thirty minutes later anchored in front of Teller Eeindeer Station. Work Avas at once commenced landing Mr. Brevig and family, also Mr. and Mrs. Tornensis. Finishing the landing of the supplies at the station, the Bear, at 2.30 p. m., started for Point Spencer, reaching the point and anchoring off the sand spit at 5.10 p. m., Avhen an officer boarded the whaler Beluga. At 6.15 we Avere again under way, and at 10.35 p. m. anchored off the neAV mining town of York. The folloAving day, July 1, the citizens, learning that there were two ministers on board, improvised a religious service, Avhich Avas held in an unfinished store building, both ends of the building being open to the Aveather. This is proba¬ bly the first religious serAuce held in that camp. Hearing that there was an epidemic of measles at Cape Prince of IVales, and that the serA'ants and children of Mr. Lopp were sick, the captain concluded to steam up to the Cape and offer the services of his surgeon. Consequently, at 5.30 p. m. Ave were under Avay, anchoring off Cape Prince of Wales Aullage at 7.25 p. m. Dr. Plawley Avas immediately sent ashore. Upon his return he reported that five of the natives had died, and that all the five children of Mr. Lopp had been sick, but Avere recoA^ering, and that many of the natives Avere still very ill. At 9.30 p. m. July 1 the Bear got under way for King Island, wdiich Avas reached at 8 o’clock on the morning of the 2d. Dr. Hawley was at once sent ashore to take the census of the native A'illage, and was accompanied by seA^eral officers Avho Avished to get a closer view of the houses of the caA^e dAvellers, take photographs, etc. All having returned at 12.25 p. m., the Bear again got under way, reaching Synrock at 8.45 p. m. the same eA^ening. At this place an officer and boat’s creAV Avere sent ashore to examine the feasibility of floating a sloop that had been bloAvn on the 1782 EDUCATION! EErOKT, 1899-1900. beach during the recent storm. In due time they returned with the report that the water was so shallow that no help could be afforded. The remainder of the supplies on board for Charley Antisaiiook were landed, and at 10.35 13. m. the ship was again under way, reaching Nome at 2.45 a. m., July 3. July 4 was observed at Nome with a small procession and a large crowd at the opera house to listen to the reading of the Declaration of Independence and the making of addresses by distinguished men. July 6 another storm swei:)t the sea and broke the steam lamicli Islam from its moorings and stranded several small vessels. At 2.30 p. m, Kayuia, one of the St. Lawrence boys that had been rescued from the bark Alaska at the time it went ashore, died of pneumonia. At 2.55 p. m. the ship got under way for Sledge Island, where, at 3.50 p. m., an orhcer and men, accompanied by the several Eskimos on board the ship, were sent ashore with the l)ody. The Eskimos had tied up the body in sail cloth, native fashion. It w^as carried up the side of the mountain and then left on the ground, which is the usual method of the Eskimos of this region of disposing of their dead. At 4.30 p. m. we were again under w'ay, and at 9.50 anchored off Nome. There having been some disturbance at the mining cam]3 at Top Cock, the Bear got under w^ay at 4.15 p. m., July 10, and at midnight anchored at Top Cock. An oilloer was sent ashore to communicate wuth Captain lYalker, E. S. A. At 1.20 a. m. the otlicer returned, reporting that Captain Walker was in Bluff City, a few miles farther along. Half an hour later the Bear stopj^ed at Bluff City, and the officer w’as again sent ashore, returning with the report of Captain Walker that the situation was then quiet. The cutter at 2.55 a. m. got under w'ay for G-olofnin Bay, which was reached at 7.40 a. m. Mail was delivered to the Coast Survey steamer Pa^frrson, and after breakfast the captain, myself, and others went to the village, wffiere I had a conference with the S\vede missionaries, and arranged to loan Okitkoon a herd of reindeer this present vrmter. About 2 p. m. we returned to the ship, and at 6.10 p. m. ■were under way on our return to Nome, calling again at Bluff City at 10.10 p. m. At 6.15 a. m., July 12, the Bear anchored off Nome. On the 12th and 13th negoti¬ ations w^ere entered into wuth Mr. Nils Klemetsen for him to take charge of the herd of reindeer to be placed on St. Lawrence Island. He changing his mind and declining to go, arrangements w'ere made with Mr. A. A. Bahr. During the after¬ noon the household belongings of a leading native of Port Clarence, wffio had recently died, were brought on board the Bear to be conveyed to his relatives; also a sick man and woman, together wuth an orplian child. The following day the sick man, being found to l3e the interpreter of the Svredish mission at Golofnin Bay, and having means of his owui, w^as transferred from the ship to the St. Bernard Hospital, where he afterwards died. On Sunday, the 15th, preached in the Presbyterian chapel tent at Nome. The surf was so high that it w'as wuth difficulty that the captain w^as able to launch his boa.t and return in the evening to the ship, the boat filling with water as we passed through the surf. Changing our wet gaj'ments, at 5.30 p. m. the Bear got under way for Port Clarence. 5Yord having been received during the day that Charley Anti- sarlook w as sick, at 11.15 p. m. the Bear stopped opiiosite Sjurrock, and Surgeon Hawley w^as sent ashore to prescribe for the sick man. Uj)on his return, getting under w^ay at 11.40 a. m. , July 16, the Bear anchored off the sand spit at Point Spencer, where the native child, the sick wmman, and the dead man’s household goods were landed among the relatives. The landing having been accomplished, at 3.30 p. m. the Bear proceeded up the bay to Teller Beindeer Station, wdiich wms reached at 5 o’clock. The United States army transport Seward w^as also anchored there. Going ashore and procuring some reindeer trade goods needed for barter on the Siberian shore, I returned to the ship, and at 9.35 p. m. w’e w^ere under w^ay across the bay to Port Clarence City, wffiere the captain, at 11.15 p. m., sent an officer ashore wuth a letter to the deputy marshal, EEPOE.T ON EEINDEER IN ALASKA, 1783 requesting him to warn all miners and others not to interfere with the reindeer that were in that vicinity, reports having been received of threats against the herd. The officer, returning, reported that but 30 people were left in the city and that the deputy marshal was gone. At midnight we got under way again and proceeded to the sand spit, where we anchored at 2 a. m. on the 17th. A storm prevailing on the outside, the Bear lay all day at anchor. The gale having somewhat abated, the Bear got under way at 10.20 p. m. and anchored opposite Cape Prince of Yfales at 7.15 a. m. on the 18th. Aceom]Danying Surgeon Hawley ashore, I had a further opportunity of arranging school matters for the coming winter at the Cape. Peturning aboard at 3.05 p. m., the shijr steamed for the Diomede Islands, where at noon on the 19th Dr. Hawley, a number of the officers, and myself went ashore on Krusenstern Island, Surgeon Hav/ley being detailed to take the census of that island and also visit the sick. Eeturning to the ship at 3.10 p. m., we got under way, anchoring off East Cape, Siberia, at 7.40 p. m. Several boat loads of natives visited the ship, after which we started at 10 p. in., working through the loose ice, passed through the straits, rounded East Cape, and at 12.25 a. m. on the 20th anchored off the Siberian village of lYhalen. Securing a native boat and an interpreter at this point, at 2.40 p. ni. we were under way, skirt¬ ing the Arctic coast of Siberia in search of reindeer. At 4.45 p. m. stopped off Inchowan and landed a native. Again under way at 5.10 p. m. We next called at Tschutpan, in a field of scattered ice. Resuming the voyage at 8.10 p. m., the ship worked slowly through the drift ice for Cape Serdze until 11.35 p. m., when the course was changed inshore, stopping at 12.25 a. m. on the 21st to communicate with some deer men whose houses were seen on the beach. At 2.15 a. m. resumed the journey, calling at Anurarune at 3.15 a. m., and com¬ municating with the deer men of the vicinity. At 5 a. m. under way to clear water. In the afternoon took on board 4 deer and some sacks of moss. Hoisting anchor at 7.25 p. m., the steamer worked its way through heavy drift ice around Cape Serdze, and at 10.25 p. m. anchored opposite a Tchuchee village west of the Cape. During the 22d 25 additional deer were taken on board, also a number of sacks of moss. Getting under way at 8.35 p. m., the Bear went west, calling at various settlements, to Kohuchin Bay, in the effort to secure more deer. Failing to secure an additional load, the Bear turned eastward on its course, working through a num¬ ber of fields of drift ice, calhng at a number of stations, and finally reaching St. Lawrence Bay, Siberia, where it anchored at 3.05 a. m. on the morning of July 24. At all the villages at which we called the prevailing epidemic was experienced, and in a number of them there were not a sufficient niunber of deer men that were not sick to drive the herds to the coast and catch the deer for the ship. Two days were spent in St. Lawrence Bay visiting the homes of the deer men and taking a fresh supply of water. Here, as elsewhere, the people were all sick and no deer could be procured. Leaving St. Lawrence Bay at 9.10 a. m. July 26, the ship anchored at Indian Point, Siberia, on the same evening at 11.15 o’clock, where communication was had with shore. At this point it was reported that one-half of the population had died. Hearing of some herds to the southwest, at 3.15 a. m. on the 27th the Bear got under way for Butankof Bay, where we anchored at 5.30 a. in. Boats were sent ashore and a conference was had with the deer men, but the herds were found to be some miles in the interior, and the herders were sick and were unwilling to drive them down to the coast. Giving up any further attempts to secure reindeer, at 9.25 a. m. the ship hoisted anchor and steamed away for St. Lav/rence Island, reaching the settlements at Gam- bell at 2.45 p. m. It had been in the plans of the Department for two or three years to stock this large and important island with a herd of reindeer, but it had not been convenient to do so until the present season. 1784 EDUCATION EEPOET, 1899-1900. Eeaching the village, we met an unexpected difficulty. The people were so dis- courage'd by the large number of deaths that they had lost all hope and ambition, and did not care whether they secured the reindeer or not, although on several pre¬ ceding seasons when we visited tliem they had been begging and urging that deer should be placed upon their island. The temporary discouragement was so great that none could be found who were willing to become herders. Under the circum¬ stances, nothing could be done but abandon the project of i^lacing deer upon the island and return the deer to Teller Eeindeer Station. During the night, however, some of the younger men of the village who had been off hunting returned, and finding that I had decided to take the deer away, they called a meeting of the more progressive men of the village and came to me with their earnest remonstrances against not landing the deer. Informing them that it was a question of finding a number of young men v-ho were willing to become apprentices and learn to manage deer, they at once offered their own sons. Conse¬ quently, on the afternoon of the 30th, 29 reindeer vrere landed on the island to the eastward of the village. During our stay at Gambell Captain Tuttle kindly sent two carpenters ashore to enlarge the school building, which had become too small for the community. An addition 20 feet square was added to it. A frame was erected and inclosed during the three days’ stay of the steamer. At 9.35 o’clock on the evening of the 30th we returned to Indian Point, Siberia, which we reached at 4.40 a. m. on the 31st. At this point a Siberian by the name of Jack, who had been the source of much drunkenness and rioting at St. Lawrence Island, even threatening the lives of the Government teachers, was landed with his family. Getting underway at 8.45 a. m.. Kings Island vras reached at midnight and Teller Keindeer Station at 7.15 a. m. August 1. After a short stay of three hours. Point Spencer was reached at noon. Leaving there at 12.45 p. m., we passed Stewart Island at 10.40 p. m. on the 2d, and reached St. IMichael at 4.30 a. m. on the 3d. Spending the day at St. Michael, at 10.50 p. m. the Bear steamed for Unalaklik. which we reached at 2 o’clock a. m. the 15th. Leaving me at Unalaklik, the Bear returned to St. Michael. From Una¬ laklik I went up the river to Teller Station, Avhere final arrangements were completed for the starting of 11 Laplanders with their families for a return to Norwa\^ Loading themselves and baggage in rowboats, on the evening of the 6th we returned to the moutli of the river at Unalaklik, and early on the morning of the 7th, the Bear having returned from St. Michael, the Laplanders and their baggage were on board the ship. Hoisting anchor at 10.20 p. m., we started for Nome, reaching the mouth of Nome Elver at 1.50 p. m. on the 8th. Here the Laplanders were trans¬ ferred from the Bear to the L". S. army transport Lauion, after which the Bear pro¬ ceeded to Nome City, dropping anchor at 3.25 p. m. On the evening of August 10, the Bear having concluded its preparations for its trip to Point Barrow, the captain very kindly transferred me to the U. S. transport Lauion, Capt. William S. Pink¬ ston, quartermaster’s agent, in command, and Capt. F. Magune, sailing master. On Sunday morning several officers, passengers, and myself went ashore for divine serv¬ ice, at the close of which we found that the sea was too rough to return to the ship. On the morning of the 13th, the surf being still high. Governor John G. Brady and I went down to the military camp at the mouth of Nome Eiver, hoping to be able to reach the ship from there; but in this we were disappointed. During the delay we were kindly entertained by IMajor Van Orsdale, LT. S. A., and his estimable wife. On the morning of the 14th, the surf having somewhat abated, we were taken off, with many others, to the transport Lawton in a lighter. In addi¬ tion to several Government officials who were returning to the States, and members of the families of the officers at military posts in Alaska, 146 stranded miners were taken into the steerage for transportation to Seattle. EEPORT OK EEIKDEER IK ALASKA. 1785 All parties being on board, soon after noon the steamer started forUnalaska, reach¬ ing there, after a stormy and foggy trip, the 18th. 'While in Unalaska the Govern¬ ment school and the Methodist Mission Orphanage were both visited. At 4.30 p. m. of the 21st, bidding adieu to the friends at Unalaska and Dutch Harbor, the Laivton steamed out of the harbor past Priests Eock and started southward for Seattle, where we arrived, after an uneventful trip, on the 28th. Immediately upon my arrival I had a conference with Mr. A. Chilberg, deputy Norwegian consul, arranging for the tramsportation of the Laplanders to their native country. This also consumed the v/hole of August 29. We took the train over the Northern Pacific Eailroad at 7.25 a. m. on the morning of the 30th. The Lapps had a tourist sleeping car to themselves, which added greatly to their comfort; but the warm weather, to which they were unaccustomed, caused much suffering and greatly affected the five babies that were in the party. Duluth was reached at 8 a. m. on September 2. As we had to spend the day in that place, I took the opportunity of calling in a j)kysician, who ministered to the sick babies. Leaving Duluth at 7 o’clock p. m. that evening over the Duluth, South Shore and Atlantic Railway, Sault Ste. Marie was reached at 10.40 a. m. SexAember 3, and Montreal at 8 a. m. September 4. At Montreal arrangements were made with the Allan Steannship Company to take charge of the Lapps, not only a.cross the ocean to Liverpool, but across England to Hull, from Hull to Bergen, Norway, and from Bergen by steamer uj) the coast to Lapland. The extreme heat still affecting the children, the services of a j^hysician were again needed. Having done all that I could to T)romote the comfort and interest of the Lapps, in the evening I took the train for New York City, reaching there early on the morning of the 5th, and at noon left for Washington. On the day following my arrival in Washington the salaries of the Lapps returning to Norway were secured and arrange¬ ments made, through the courtesy of the honorable Secretary of State, by which the moneys due the Lapps could be paid them upon their arrival at Liverpool, through the United States consul at that port. Having completed these arrangements, I returned to New York on the 7th to make sure that the money should be sent by the Saturday steamer, thereby reaching Liver¬ pool in advance of the Lapps. Returning to Washington Se};)tember 8, the long summer’s travel of 16,587 miles was ended. Very respectfully, yours, Sheldon Jackson, United States General Agent of Education in Alaska. The Commissioner op Education. CHAPTER XXXIV. CITY SCHOOL SYSTEMS. Table lo— Summary of statistics of cities containing over 8,000 inhoMtants, shoiving increase from previous year. 1898-99. ' 1899-1900. Increase. Per cent of increase. ITiimber of city scliool systems . . . 682 668 a 64 Enrollment . . - . 3,920,467 3, 949,581 29, 094 0.74 Aggregate number of days' attendance . . 550,909, 973 2, 931, 079 187.9 553,118,781 2,946,978 187.7 2, .208, 808 15, 299 a . 2 .iO AiVerage daily attendance _ Average lengtii of tlie scbool term, in days _ .52 Enrollment in private and parochial schools _ _ _ 913,369 929,337 1-5,968 1.75 Male supervising officers _ _ 2,820 2,858 38 . 1.64 Female supervising officers . . 2,270 2,376 1CK3 4.67 Whole number of supervising officers . . 4, 580 4, 734 144 3.14 N umber of male teachers . . . - . 6, 802 6,804 2 .03 Number of female teachers . 76,348 77, 189 841 1.11 Whole number of teachers . . 82,6.50 83,493 843 1.02 Number of buildings . . . 9,867 9, 190 «i77 a 1.89 Number of seats . . . . - . . . 3, 635, 436 3,66.5,313 29, 827 .82 Value of school property . . . Expenditure for tuition . . . . . . . . Total ex oenditure . . . . ^5312,698,690 $322, 777, 996 $.59,183, 566 $10,019,306 3.22 $55, 089, 787 $93,413,046 $3,493,779 6.27 $99,457,234 $6,044,188 6.47 a Decrease. 1787 Table 2. — Summary, by States, etc., of enrollment, attendance, supervising officers, and teachers in cities containing over S,000 inhabitants. EDUCATION EEPOET, 1899-1900. 1788 XpS.i'ST) sjoo’rps XiUMOGaBd 1)1113 0iyA 'i.xd HI ^xuomno.iua; w H 1 i iiSSi iSSilgill ; isS 1 iSi IIS ! Number of teachers. eg • -p 0 Eh 1 s Siisi ilispISis sSSsi 00 r-7 Cl ICC CO 00 rH i-T 3i1s ilia -7 6 "3 g a T=l 1 iiiil il3sSisii lilig t-i-rr4'*Hco'co' i-Ti-T lis mm © i o' cT Cl Number of supervising officers. o H e. -ii §i55?ioco Cf rH ss^i’SISi 82S 3 = 3 Tj e-f Agggl o o CO TO CO ^ i- OJ 1 e'> pSsI CJ Ol 05 ^ CO cc o •eouuxiuBi -in ^pnp oSu.ioAY 1 i cf silui 5 s jg 8 s iiiSIsliiS isil3 SSH|ssS|g| “ig'ilSS ills 88ii •spdnd pu lo 90UU -puaaiu py?rp jo .laqiunu ©xtiSej-PSy I'? CO i iiiig mmmm iiiii Siiliilili iSSil 3‘'ssss Sii Si5i III mi MO •sxooips i^up op -qud ui xueuiixo.iu3; I CO §iliS ,-r Mmmmm mm S3=>'ri'S3|gg =;¥§3S i2E gpi •0031 JO SUSII0D ‘uoiluxndop; 8 s rH iiisi islii 2 -HP*-' iisiiglig iSaiisSSS iill of 't' 1-7 01 ■suioxsXs jooqos 1 .^110 JO .leqninjq U, I Cities of— 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 . Mar viand _ _ _ _ _ .g ; ; S ; ; ^ ‘ * c2 Hi iiM South Carolina . . Georgia . Florida . . . South Central Division : Kentucky . Tennessee . . Alabama, Mississippi . CITY SCHOOL SYSTEMS. 1789 :gi r siisi liS S'" ; s'jiScj's Sil I i of 1 r°r°i ii of of ;co p.iislsgg r-i lo' S'! t-' C-I of -H r4 S-f -ig i i of giSS° iiSliiis HZ rH t-" O-I G> 1 1 1 1 1 1 1 1 ' 1 « < I iJJll gS-S'a>-g|SK3 Table 3. — Summary, by States, etc., of school iwoperty and expenditures in cities containing over S,000 inhabitants. 1790 EDUCATION EEPORT, 1899-1900. CITY SCHOOL SYSTEMS. 1791 sBi° aiiSiiii il® iiiiicli in co' oI t-T -h th c6 sSS I s'sfa s' 00 o i 8 im r-t Ci" isi° sgiiiasi ii-’ iiiiisis ,-r sis 1 -ii 8 r°r°iis 1 S iiJ oi ■ 111° ISiBiSiS iSS SiSii¥i8 ill I iig I of cl r°i°°Si^ 1 i iSl CC r-!' (M r4 CsT iil° liiitiii Bs" sa'igWyi isi I «SS 5J r°i°°iii ,S a S33 silligsi |OOOOOg55g I 1 I 1 [111!!'! 'op 's9pjjs pdzpmiiiiins ^sjuvpiqDiiiti GOOD'S ->'^0.0 OiauiDpioo sdipj Jo sDipjqDp dciiio.iodmop — aT;aYj;, 1792 EDUCATION P.EPOKT, 1899-1900. CITY SCHOOL SYSTEMS. 1^93 ss s;3SS2;3';5SSS;ri gL? gLoSf::gSoSSS^S t- o 05 C2 00 ao c as ci cc c; I- J5 ^ ^ ;ii ^ ?S2 ??^58S5^igiS?^§'c3?^ gis |^|s^|§s^|s§ 12j? 8S8SS82gB8jS8 ;:^§$?2L'S COM -^COlOCOCO^CO'So co rH ^ to i-h t-^o oto'+o^ocococ^oooc;^ oitooo-^too to CO O ^ 00 00 J>» 01 O t-^ l:-- c:> O ^ CO 'M ■• Si I ^5:> '+CO-H<*.OC5COC:L-COi-HOO 'rHCV00<^< •gQ|j|i| °-2||f||lifliel|3 ^ofoSSi&a£s5iia|a65&5c ED 1900 — YOL II - 33 Table 5. — Summarized statist ies of schools in cities of over 8,000 i)ihalntants from 1800-91 to 1809-1900, inclusive. 1794 EDUCATION REPORT, 1899-1900, Enroll¬ ment in private and pa- rocliial sell ools (largely estimat¬ ed.) iSiiiiiiig ifggiiSilii liiiiiSiis iisiflilSi ga’ili’flillS' SS5¥es!sS5'!; Expendi¬ ture for all puriioses. SaisiSiSii igiisiisri Sisiiigsis iigsiigiisa iiiiigsiii mmimm Expendi¬ ture for supervi¬ sion and teaching. H siiiiiSiei lesssWiil sillSSilel HSilSSliii iWiiisiSi siSiigiii'ii 2 S S s' ?( Ci cf 5^" S Value of public prop erty used for school puriioses. ii'iiiiiiii' iilisisiia mSiiiSil iiswiiiii SiiiliiWi SSSg3g|g|g “»Sd35¥d3'4 Number of seats or sittings for study. mmm'mm iSiiSiiiii cf c-i 'm' 'M focojo CC’ c: co mmmmm mmmmi gppiiigif ssiiifsisisi Num¬ ber of school build¬ ings. filsirllllSsi c: -.c 3D od 00 c-. c-.' C5 isSisisSis CO rd:dcdfdfd-d^^^"-d Number of teachers. Q P St SliSiiigSSM isiiigssgi mmm%m sBfMmmn 5SSS3!3iS-fi;SE: S3 s Vi a s' s' 3 fi s' !o d 1 cc CO ^ id >o CD cc -o' ilSiiiilgS 3§.^SiSSsSS ,-H r-i .-7 r-T cf C> cf cf Cl Cl Num¬ ber of super¬ vising offi¬ cers. iKifeiiiliS C-f c-fre fO ^0 CD -d-d'-d gaiSilillS M r-H ,-i T- r-H r-l CdCi Cl Ifeisiiiiii i-H r4 ci cf C'f Cl ot ol oi cf giisiaiigi iassisiiii silWpiif MimmMM ■2 Will mimmm m&mam mmimm msmmiBi mmnmms &muMm MMMmM 1 Enroll¬ ment in public day schools. mimmmn isiiiiiiii ci cf ci cococococo, coco giliiisgis mmmmm immimii iHiifiiisfgs _rr-rr-r Num¬ ber of city school sys¬ tems. 1 1 mmmms sSsgaSSiil sssasssijsg Cities of - - United Btatos: IHflO-Dl . 1891-lf2 . . 1H9A93.. . . 1893- 94.. . 1894- 95 . . . 1895- 96. . 1896- 97.. . . 1897- 98 . . . 1898- 99.. . 1899- lUUO. . North Atlantic Division: 1890- 91 . . . 1891- 93, . . 189A93 . . . 1893- 94 . . 1894- 95 _ _ _ _ 1895- 96... . 1896- 97. . . 1897- 98 _ _ 1898- 99 _ _ 1899- 191)0 _ _ South Atlantic Division : 1890- 91... . . . 1891- 93 . . 1893- 93 . . lSS)3-94 . . . 1894- 95 . . 1895- 96 . 1896- 97 . . 1897- 98 . . 1898- 99.. . 1899- 1900, . . CITY SCHOOL SYSTEMS,. iisssiiisg iississiia §mmmm§ »»i;sss5S5S5 iiiSiiiiii fi"«'asss?!sa iigsiiiiiss gllBiSiiil SiiSSiSiii iiiiisgiii 3iiii2igfi miiiiMi of of of of o> c6 of o> cd cd o o of ^ ® o o 'd o' -d' o' o lo' o' isigliSiii ilKsiglsil iisiSiSSil isssiii MimmiiS isiiiliiis 1 r-i r-< of ofo> ofof o >“< ofcco o'o t- od'cd' ofofofofeo coco co cd'od' iiiiiSsSii liisSiiisi mmmmm iifssiis'gl mmmi&i mmmmm ss'ifzUSSS'SS sss'sss'as's's isiiiiilKi iiaeiiiiSS SSilElisSi i ilsiSlpMS s'SSsiSSlsl ggisgiiiii asiiagiiii mmmmm of of o> of of of of co' co' of PiSilgiSi iipsipga iisiilsiii ojof:o''cococdco'''* 'd'=H ^»&^'o;so'o{q»gj of oi co'co'co co -d 'd -d ^ srsiipiii iiiili'sSli iiiiSisiii of 01 of co' CO co' CO CO CC CO CC O CO o ^ ¥d5 o'f 6^5? Sisiililii isiiigiiss siasiissn rs i-Ti-H .-I r-fr-f-^of 01 01 K5SsaL;3S|8 msmmms mwammi aiiiiiSili ISsSssisiS sSiiSsSSII ilSSIgSSSs iiigllliii s|sg|s|isss ^'r-rr-r sisisiiiii igiigiiigi mmmmM mimmm mi&migi mmimmS a2ss3si3gf!ifs¥ sasssEgg'ste sssasassfrisf iisiliSiii mmmmm ^lissiiisi sas-'sg'ss mirniMM mmmmr lilillilliiiili Table 0. — Covipardtiva statist of citu school systems fro^n 1801-02 to 1800-1000^ inclusive. 1796 EDUCATION KEPORT, 1899-1900. Average daily ex¬ pendi¬ ture per pupil for all pur¬ poses. ^ to o tc ts o id S O Average cost per day of tuition for one p;ipil. cd c; Cl c. c: c; ci o o O o c; cc Ci cc cc c; o }.- oo od oo c6 od o6 ci o cd cd od 2 Total cost of schools l)er cap¬ ita of pupils in average attend¬ ance. t=H cr ^ CO ro i? Cost of teaching and super- vi.sion per capita of pupils in average attend¬ ance. ^a:i>^cdo6cdcccdo TOco^ccC'COoog^ >o>di-Oo: Value of school property per cap¬ ita of pui)ils in average attend¬ ance. e Average numljor of seats to a building. siSsilisii IlSiiSilfi Sisi Average number of seats to each 100 pu¬ pils in attend¬ ance. 1-0 CO — ^ CO -CD c:' O ctf-H^oo'S'i'^cococo (?^ooo Mbs Average number of teach¬ ers to each su¬ pervis¬ ing ofli- cer. Ql. i' 'll Cl lO c: 1C iOOCOC5lOOCO'#'H CiCOLOCiCO^OOT-H Average number of pu¬ pils in attend¬ ance to each teacher. cr. CO o; CO CO 1-0 CO c lO T-i o o> CO 01 CO CO CO' ^ c: oi CO CO ^ CO CO lo o v. o Average length of school term. >-'5 ic O iC 1— i IC 'll c: I' s S s S ^ S CO V t^i^zozo cr c: C7 1' cc cc ci o ct) cc rH ic tc isiiillii ssli Average number of days’ attend¬ ance of each pu¬ pil en¬ rolled. _ C. O O l’ OJ cc I-O CO ^co V g S 5 ~ 5 2 >-0 CO -th uo >-0 lO CO ccc -O) CO t- c: co cc- cv co cs oi Cl cr. c; 'O Ratio of average attend¬ ance to enroll¬ ment (public schools). -id Cl Cl 1C iC Cl Cl' :c 1C 11 ^ 'll IC 'CC 11 c: i.- tC LC Cl 0 IC CC 0 t- b- 1C U U ?- t-l 1- lI U U ?- 2 U L ^ 5 L T' P L P P U 3 1 Ratio of pri- 1 vate school enrollment to enroll¬ ment in all .schools, public and private. 1C 11 CC' CC tC i- i- Cl i-H ^ o cd c: cd id' id Cl - 'C2 2 > Ci 1-^ r- r-. r-^ r-i S C: i.- CO X iC »0 ^ CC Ci X X X r-i t' C 0 -rH lO i-H X r-i — — c:; CO i- » 2 cd s- cc cd !- lO lo -« lO -«oi^od ClClClr^r^.-^nr^.-l 010101—1 Cities of— United States; 1891-1),'^ . . 18n:A!)3 . . . 1893-94 . . . 1891-95 . . . . . 189.5-96 . 1896- 97 . . . . 1897- 98 . . . 1898- 99 . . . 1899- 190U . North Atlantic Division: 1891-93 . . . . 1893-93 . . 1893- 94 . . . 1894- 95 . . . . . 1895- 96 . . . . 1896- 97 . . 1897- 98 _ _ _ 1898- 99 . . . . . 1899- 19(10 . . South Atlantic Division: 1891-93 _ _ _ 1893-93 . 1893- 94 . . . . 1894- 95 . . 1895- 96 . . . 1896- 97 . . 1897- 98 . . . 1898- 99 . . 1899- 1900 . . . . South Central Division: 1891-93 . . . 1893-93 . . . 1893- 94 . . . 1894- 95 . !1 CITY SCHOOL SYSTEMS, im 13. 87 10. 93 11.53 11.93 13.33 16.14 17.37 16.85 16.47 15. 67 15. 74 14. 55 15. 78 15. 99 85^8283822 gUl3222222 C5 oi Cj oi ci 05 c; Ci Ci 335S885;?S:s2 222222222 8282S8222 228885S888 fe88322S2d r}55^gjS:i^§i?io^ g22o2 g3SS8S§5J$^ SS18283223 222222222 giiis iiiissssffl iiSiiiiii OCOOi-HrH 'tH'tH:OC^COCCOC7'0 CO ^ CO L- O'! 0 ! 0} t- CO 222222222 t-. TO lO -H CO CO CO CO O CO 1.-- CO O'! cn toc ^ CO t~^ cocoi— icocoiccosi-u:) 222222222 CO 1-1 O ^ O'! ^OCOOCOCOOi— 11- OOlO'rJVOCOi— 888^8835? 5? CO 01 ^ to o Cl -rb O O'! CO 01 CO lO i-^rHCOCO'^O'ECOl^O ggsgl 222222222 3SiSS2S2i 01 O O CO SSSSi O OD -tH ^■i -o O'! t- t- ^ lO -O -rJH C5 O 'jH CO O'} t- CO Cl O CO O O} O O O 00 CO 0} ,-1 '-H^o^oO';dc6tocd 1- L- t- L- t- L-. L- t- L- I— CC' r-i 01 CO CO CO CO 2322?32gJ22 -H CO 1- O'! CO (oi OC ^ CO oocoooi'-ic5coc;i— iio Ci CO t- 01 CO CO 01 O CO 22222^^-22 1798 EDUCATION EEPORT, 1899-1900. Table 1 Statistics of i^opulation and school enrollment and attendance in cities of over S,000 inhabitants, 1899-1900. City. Population, census of 1900. School population. Pupils in private and parochial schools (largely estimated). Different pupils enrolled in pub¬ lic day schools. Number of days public schools were actually in session. Aggregate number of days’ at¬ tendance of all pupils in pub¬ lic day schools. Average daily attendance in public day schools. School census age. Children of school cen¬ sus age. Male. •exuiue^ Total. 1 2 3 4 5 6 7 H 10 11 ALABAMA. 1 9, 695 2 Birmingham . 38, 415 7-21 9. 543 700 1 2, 168 2, 607 4, 775 177 565, 515 3, 195 3 Huntsville . 8,068 7-21 2, 100 200 276 275 551 176 79, 200 450 4 Mobile . 38, 469 7-21 18, 638 1 . 5 Montgomery . . 30;346 7-21 5, 111 356, 1,W9 1,411 2, 610 164 313, 514 1,918 3 Selma . 8, 713 7-21 *3, 100 150 525 620 1, 145 165 144, 045 873 ARKANSAS. 7 Fort Smith . 11,587 6-21 4, 700 500 1, 250 1,351 2,601 175 352, 695 2, 015 8 HotSnrings*- _ 9, 973 6-21 3, 287 100 : 1,231 1,240 2, 471 178 306,516 1,722 9 Li btle E ock . . 38, 307 6-21 11,005 1 2, 481 2,816 5,297 176 • 671,088 3 813 10 Pino Bluff . . 11,496 6-21 3, 945 125 1,105 1, 190 2, 295 173 a 258, 289: a 1,493 CALIFORNIA. 11 Alameda _ _ 16, 464 5-17 3, 600 249 1,710 1, 645 3, 3o£) 196 455,265 2,329 12 Berkeley . . 13,214 5-17 3,193 450 1,308 1, 261 2,569 193 437, 720 2,269 13 Fresno . . . 12,470 5-17 2, 477 78 : 1,009 1,185 2, 194 181 277, 705 1,537 14 Los Angeles . 102, 479 5-17 30, 358 2, 165 ! 9, 975 10, 522 20, 497 i 189 2,864,430 15, 156 15 Oakland* . . . 66, 960, 5-17 15, 993 1,974 5, 988 5,900 11,888 1 198 1,656,624 8,370 16 Pasadena _ _ 9, 117: 5-17 2, 822 294 1,074 1,147 2,221 1 169 288, 432 1,707 17 Sacramento _ 29,282 5-17 5,387 32-9 2, 130 2, 271 4,401 186 608, 034 3,269 18 San Diego _ _ 17, 700 5-17 3, 468 240 1,644 1,707 3, 351 189 489, 132 2,587 19 San Francisco _ 342, 782 5-17 78, 554 9,311 20, 861 21, 443; 42, 304 199 6, 457, 152 32,448 20 San Jose _ _ 21, 500 5-17 5,321 631 2, 052 2,211 4,263 192 608, 640 3, 170 21 Stockton . - . 17,506 5-17 3, 547 641 1,486 1,430 2, 916 189 392, 742 2,078 COLORADO. oo Colorado Springs .... 21,085 6-21 5, 183 200 2, 105 f 2 246 4, 351 188 557. 984 2, 963 23 Cripple Creek school 1 district . . a55, COO 6-21 6, 412 150 2,278 2, 4C9 4, 687 176 543, 412 3, 087 Denver: 24 District No. 1. 1 (6-21 17, 4:31 6, 009 6, 392 12, 401 185 1, 782, 845 9, 637 25 District No. 2 _ [ 13:1,859 16-21 9,112 300 3, 505 3,710 7. 215 178 889, 121 4, 997 26 District No. 7 _ 16-21 1,217 0 499 520 1; 019 183 155, 73:3 851 27 District No. 17 _ J [6-21 7, 206 583 2, 472 2. 552 5.024 176 (542, 224 3, 619 28 Leadville . . . 12, 455 6-21 3, 058 5!)0 981 1,004 1,991 190 282, 910 1,489 Pueblo: 29 District No. 1 _ L OG 1 X'? (6-21 4, 797 69 1.292 1,436 2, 728 183 324, 642 1,774 30 District No. 20 _ 16-21 5,273 ....... 1,253 1, 459 2, 712 173 316,071 1,8:17 CONNECTICUT. 31 Ansonia . 12,681 4-16 3,108 1,146 1, 192 2,338 188 363, 780 1,935 32 Bridgeport . . 70, 996 4-16 16, 827 ''2,'506 5, 858 5, 953 11,811 184 1,445,945 7, 858 33 Bristol (town). . 9,643 7-14 2,079 44 970 927 1,897 195 275, 535 1, 413 34 Danbury (town) . 19, 474 4-16 4,493 610 3,087 196 458, 444 2, 3:39 35 Hartford . . . 79, 850 4-16 15, 127 10, 473 192 1,()20, 864 8,442 36 Manchester ( to wn ) * . . 10, 601 4-16 2, 262 2,291 189 290, 204 al, 536 37 Meriden (town) . 28, 095 4-16 6,471 3, 904 200 649, 200 3, 246 38 Middletown . 9,589 4-16 1,918 600 1,281 181 1!)0, 231 1,051 39 Naugatuck (town)... 10, 541 4-16 2, 043 63 *2,203 192 *337,920 *1, 760 40 New Britain . 25, 998 1,500 ”2,'099 ”i,'943 4,042 190 637, 830 3, 357 41 New Flaven . 108, 027 '4-16 '22,'74i 2,993 8,790 8, 531 17,321 200 2,818,800 14,094 42 NeAV London . . 17,548 4-16 3, 409 811 2, 2fX) 190 342, 190 1,801 43 Norwalk (town). . 19, 932 4-16 4,517 737 3, 576 189 472, 122 2, 498 44 NorAvichvcentral dis¬ trict) . J»]7,251 4-16 1,511 400 1,302 192 192, 384 1,002 45 Stamford . 15, 997 4-16 4,506 6.59I 1, 550i l',546 3, 096 198 527, 472 2, 664 * Statistics of 1898-99. a Estimated. 6 Population of city of Norwich. CITY SCHOOL SYSTEMS. . 1799 Table 7. — Statisties of population and school enrollment and attendance in cities of over 8,000 inhabitants, 1899-1900 — Continued. City. Population, census of 1900. School population. Pxipils in private and parochial schools (largely estimated). Different pupils enrolled in pub¬ lic day schools. Number of days public schools were actually in session. Aggregate number of days’ at¬ tendance of all pupils in pub¬ lic day schools. Average daily attendance in public day schools. School census age. Children of school cen¬ sus age. Male. Female. Total. 1 3 4 5 Is 7 8 9 JO 1 i COANEOTICUT— con- tinned. 46 Torrington (town)-.- 13, 453 4-16 3, 898 905 803 950 1,753 193 236, SOS 1,191 47 8,483 4-16 1, 909 339 1,533 183 a 194, 922 i a 1,071 48 Wallingford (town)*. 9; 001 4-16 2. 035 3,045 189 a 293, 761 j a 1,549 49 Waterbary . 45, 859 6-14 8,269 ”4,'i70 3,445 3.318 6, 763 193 1, 038, 880 5,383 50 10,137 4-16 a 3, 000 650 1,571 193 a 199, 563 ! a 1,034 DELAWARE. 51 76, 508 6-31 11,C35 197 1, 595, 405 8,078 DISTRICT OF COLUM- BIA. 53 Wasiiington _ 378, 718 6-17 31, 735 34, 784 46, 519 181 6,331,038 35,463 FLORIDA. 53 Jacksonville * . 38, 439 6-21 4, 675 3,138 3, 276 4,414 160 429, 660 3, 895 54 Key West. . 17,114 6-21 5,580 3,000 770 835 1,595 160 141,760 886 55 Pensacola * . 17, 747 6-31 4,800 500 874 1,029 1,903 153 216, 144 1,423 56 Tampa . . . . 15,839 6-31 4,317 *1,000 930 941 1,861 160 205,440 1,284 GEORGIA. 57 Athens . 10,345 6-18 3, 111 200 745 843 1,588 ' 177 193,284 1,093 58 Atlanta . . . 89, 873 6-31 5 145 5, 881 11, 026 186 1, 817, 230 9, 770 59 Angnsta* . 39,441 6-18 12, 745 1,000 3’ 430 3, 416 6,836 165 907, 500 5, 500 60 Brnnswick . 9, 081 6-18 2,450 200 1,291 953 2,244 160 307, 840 1,924 61 Columbus. . . 17, 614 6-18 4,389 300 1,333 1,368 2, 590 173 326, 456 1,898 63 Macon ( Bibb County ) 33,372 6-18 14, 008 900 3,323 3,810 7,133, 175 961,809 5,496 63 Savannah (Ciia,tham County) . 54, 244 6-lS 17,308 4,047 4, -650 8,697 175 1, 141,494 6, 509 ILLINOIS. 64 Alton . . . 14, 210 6-31 2,031 194 807, 684 1, 586 Aurora: 65 Oistrict No. 4 1 r (west) _ 6-31 * 1, 640 683 740 1,423 183 196,014 1,077 66 District No. 5 1 24, 147 (east) . 1 [6-21 5,710 1,263 1,447 1,486 2,933 193 440, 143 2, 313 67 Belleville . 17,484 6-17 6 310 1 463 1,401 3, 864 196 490, 956 3,505 68 Bloomington . 23, 286 6-31 5, 786 400 3, 049 3, 151 4, 200 173 576,475 3,353 69 Cairo . 13, 566 6-31 4, 300 283 995 1,138 3, 133 183 305, 408 1,669 70 Champaign . . . 9,098 6-31 2,755 300 831 864 1, 695 187 339, 349 1,327 71 Chicago . .1 . . 1,698,575 6-21 636,516 88,448 137, 394 138, 467 255,861 18S 37,566,348 199,821 73 Danville . . 16,354 6-21 3,972 540 1,334 1,590 3, 914 189 423,153 3,233 73 Decatur . 30, 754 6-21 3,143 3, 261 4,403 187 639,442 3, 366 East St. Louis: 74 District No. 1 _ 1 (5-31 *5,770 *1,000 1,633 1,784 3,406 200 441, 639 3,203 75 District No. 3 (T. 1 3N., E. 9 W.)-.. V 29,655 i 76 District No. 3 (T. 1 3N., E. low.).. I 1.5^31 580 60 103 98 200 199 34,835 175 77 Elgin. . 33,433 6-21 5, 846 154 4, 131 185 016,169 3,408 Evanston: 78 District No. 1 . (6-31; 3,033 365 930 934 1,874 190 245, 104 1,290 79 District No. 3 (South Evan- ' ston) . . . \ 19,359 6-31 1,982 350 476 479 955 190 1.50,945 794 80 District No. 3 (North Evan¬ ston) . [6-21 406 16 1S9 176 315 188 49, 859 265 * Statistics of 1898-99. a Estimated. 1800 . EDUCATION REPOKT, 1899-1900. Table 7. Statistics of population and school enrollment and attendance in cities of over 8,000 inhabitants, 1899-1900 — Continued. City. s 2 0 m s o pT .2 School population. Pupils in pi’ivate and ]iarochial schools (largely estimated). Different pupils enrolled in pub¬ lic day schools. Number of days public schools were actually in .session. Aggregate number of days’ at¬ tendance of all pupils in pub¬ lic day schools. Average cl. ally attendance in public day schools. School census age. Children of school cen¬ sus age. Male. Female. Total. 1 3 6 7 8 9 10 11 ILLINOIS— continued. 81 Freeport . . . . 13, 2.58 6-21 3, 701 725 1,052 1,165 2, 217 193 349, 195 1,820 82 Galesburg’ . 18, 667 6-21 6, 885 ,500 1, 665 1,867 3, 532 175 494, 025 2,823 8;j Jacksonville . 15, 078 6-21 5, 814 300 1,147 1,176 2,323 176 316,325 1,797 81 Joliet . . . 29, 353 6-21 10, 716 1,813 2,838 2,748 5, .586 186 803,315 4,319 85 Kankakee . 13, .595 ()-2] 3,479 751 884 871 1, 755 175 233, 625 1,335 86 Kewanee . . 8,382 6-21 2,328 262 786 837 1,623 *177 a 272, 580 1,-540 87 La Salle . 10,446 6-14 2, 000 980 542 511 1,053 192 173, 760 905 88 Lincoln . . . 8,962 6-21 3,871 4,52 7:33 794 1,527 171 214,263 1,253 89 Mattoon . 9.622 6-21 2, 692 300 933 961 1,894 178 233, 906 1,314 90 Moline . 17. 248 6-21 4, 900 * 271 3, 426 *177 * 483, 604 * 2, 730 91 Ottawa . 10, 588 6-21 3,244 3.50 921 879 1,800 195 280, 605 1,439 92 Pekin _ _ 8, 420 93 Peoria . 56, 100 6-21 17, .5.59 1,9.50 4, 603 4,641 9,244 196 1, 406, 953 7, 178 91 Quincy . . 36,252 6-21 10.600 2,300 2,6ii0 2, 550 5, 1.50 185 666, C{X) 3, 600 95 Rockford . 31,0.51 6-21 8,306 223 2, 896 2, 981 .5,877 188 874, 989 4,6.54 96 Rock Island _ _ 19, 493 6-2J. 5, 6.52 1,082 1, 761 1,834 3, .595 176 503, 619 2,862 97 Springfield . 34, 159 6-21 10,214 1,500 2,811 2, 887 5, 698 192 853, 726 4, 458 98 Streator . 14,079 6-21 4, 852 721 1,177 1,,351 2, 528 185 427, 189 2,309 99 "Waukegan 9, 426 INDIANA. 100 Anderson . . . 20,178 6-21 6, 080 225 1,998 1,990 3, 938 ■ 180 5.34, 240 2.968 101 Columbus . . 8, 130 6-21 2, 109 200 803 817 1,6.20 174 229, 332 1. 318 102 Elkhart . 15, 184 6-21 Oj ^38 300 1,375 1,3-52 2 727 180 403, 453 2,241 103 Elwood .... 12, 9.50 101 Evansville _ 59, 007 6-21 16, 045 4,342 4,401 8,743 19 1, 294, 846 6,762 105 Fort Wayne . 45, 115 6-21 13, 201 3.000 2, 618 2, 646 5,204 186 891,498 4, 793 106 Hammond . 12, 376 6-21 3, 621 '900 1,118 1,125 2, 243 190 262, 105 1,379 107 Huntington. . .. 9, 491 6-21 2, 635 400 846 880 1,726 177 250, 896 1,418 108 Indiana.polis . 169, 164 6-21 39, 976 17,214 17, 408 34, 622 181 3, 905, 5-55 21,-577 109 Jeffersonville . 10, 774 6-21 3, 198 901 1,023 1,924 177 240, 731 1,3.59 110 Kokomo. . 10, 609 6-21 2, 801 110 1,130 1, 195 2, 325 174 317, 724 1,826 111 Lafayette . 18,116 6-21 5, 785 1,000 3,611 185 447, 885 2,421 112 Logansport. . . 16, 204 6-21 4, 758 700 ’'i,'4.53 "i.'498 2, 951 176 424, 160 2,412 113 Marion.. . 17,337 6-21 5,468 i 1,941 1 2, 023 3, 964 178 531,532 2, 984 111 i Michigan City 14,850 115 Muncie . . 20. 942 1 6-21 5, 607 1 325 : i, 980 2,07(1 4, 050 180 .547, 740 3,043 116 New Albany . . 20, 628! 1 6-21 5, 707 i 4(X) : 1,866 2, 098 3, 964 180 511,740 2,843 117 Peru*. ...I _ 8. 463 6-21 2, 300 '875 9-55 1, 830 180 g237,240 ol, 318 118 Richmond _ _ _ 18,226 6-21 4,711 ‘ "500 1,546 1, 492 3, 038 185 408, 110 2,206 119 South Pend 35, 999 120 Terre Haute _ _ ;66, 673 6-21 10, 961 900 1 3,345 3, 445 6, 790 186 946, 349 5,038 121 Vincennes . . 10, M9 6-21 3, 600 600 830 882 1, 712 195 285, 285 1, 463 122 Wabash _ 8,618 G-21 2, 463 850 982 1,8.32 190 290, 510 1,529 123 Washington . 8, 55i G-21 2, 4-iO 700^ ; 828 831 1,659; 172 212, 936 1,238 lOW.V. 1 121 Boone _ 8,880 5-21 2,890 160 1,020 1,260 2, 280 180 321,471 1,798 125 Burlington . . 23,201 5-21 9, 00/0 500 2 257 2,308 4, 565 183 682, 773 3.731 12<5 Cedar Rapids. _ 25, 656 5-21 8, 969 500 2’ 291 2,249 4, 540 180 737, 100 4,095 127 Clinton . . . . 22, 698 5-21 6, 051 400 1, 760 1,897 3, 657 185 528, 380 2,856 128 Council Bluffs 25, 802 5-21 6, 242 2. 901 2,869 5,770 184 733,319 3,989 129 Davenport . 35,254 5-21 11,341 1,200 3,126 3, 193 6, 319 192 970, 944 5,057 Des Moines: 130 Capital Paf’k . 1 [5-21 700 40 325 300 625 175 70, 175 401 131 Ea.st side. . } 62,139 W-21 5, 886 300 2,068 2,197 4, 265 177 547,235 3, 087 182 "Wagl QirlA 1 1.5-21 11,050 6,500 *176 *635,952 * 3, 629 133 Dubuque . 36, 297 1 5-21 12, 422 2,800 2,611 2, .560 5,171 186 733, 412 3, 943 131 Fort Dodge _ 12, 162 1 5-21 2, 493 1, 797 180 247,950 1 1, 377 * Statistics of 1898-99. Estimated. CITY SCHOOL SYSTEMS 1801 Table 7. — Statistics of population and school enrollment and attendance in cities of over 8,000 inhabitants, 1899-1900 — Continued. • City. Population, census of 1900. School population. Pupils in private and parochial schools (largely estimated). Different pupils enrolled in imb- lic day schools. Number of days public schools were actually in session. Aggregate number of days’ at¬ tendance of all i)upils in pub¬ lic day schools. Average daily attendance in public day schools. School census age. Children of school cen¬ sus age. Male. 'eg g S Total. 1 o 4 5 6 r S 9 10 11 IOWA— continued. 13o Fort Madison . 9,278 5-21 2, 840 600 675 680 1, 355 175 194,285 1,110 136 14, 641 137 Marshalltown * . li;544 5-21 3,201 200 1,127 i,i34 2,261 175 337,804 1,930 138 Muscatine . . 14,073 5-21 4, 152 200 1,162 1,313 2,475 175 341, 844 1,9.’:3' 139 Oskaloosa . 9,212 5-21 2, 856 50 1,042 1,133 2.175 167 262, 691 1, .573 140 18, 197 5-21 5, 632 2, 021 2,362 4,383 187 614, 108 3 284 141 Sioux City . 33; 111 5-21 11,696 800 3, 237 3,273 6,510 175 915, 695 5,’ 248 142 Waterloo _ _ (5-21 1,200 30 456 515i 971 175 129, 500 740 143 Waterloo, East side .. 15-21 2, 300 400 720 735 1,45.5 175 0 194,425 al,lll KANSAS. 144 Atchison . 15, 722 5-21 5,948 650 1,042 1, 146 2,188 174 269, 340 1, 545 145 Emporia . 8,223 5-21 2,987 321 868 967 i 1,835 177 240, 095 1, 356 146 Fort Scott . 10.322 5-21 3,660 50 1,186 1,333 i 2,519 160 299,237 1,877 147 Galena . 10, 155 j 148 Hutchinson, . 9, 379 5-21 2, 800 100 1, 115 1,222 2,337 180 291, 600 1,620 149 Kansas City . . 51,418 5-21 16, 069 4,238 4, 707 8, 945 164 1,057,964 6, 4.51 150 Lawrence - - . 10, 862 5-21 3,713 1,226 1,423 j 2, 649 177 370, 461 2,093 151 Leavenworth 20, 735 5-21 6 963 3. 328 175 468, 580 2,677 152 Pittsburg. . . 10, 112 5-21 3, 895 165 1,231 1,319 ' 2:5.50 176 298.355 1, 699 153 Topeka 33, 608 5-21 11,527 3,243 3,693 ; 6, 936 180 961,560 5, 34.2 154 WHchita . 24, 671 5-21 7, 677 2, 2-56 2,438 4, 694 176 636, 802 3,628 KENTUCKY. 155 Bowling Green _ 8, 226 6-20 2, 306 G05 619 1 224 183 151, 707 829 156 Covington . „ 42,938 6-20 17, 617 3,642 2,166 2,176 4iS2 200 676, 340 3,381 Frankfort: ! 157 White schools _ 1 16-20 1,637 1,030 177 118, 413 GC9 158 Colored schools* 1 9, 487 16-20 928 I-- 507 177 55, 224 312 159 Henderson . ^ 10,272 6-20 3,200 200 859| 991 1,850 198 282, 348 1,426 160 Lexington * . 26, 369 6-21 9, 053 1,400 1 4, 843 192 634, 560: 3, 305 161 Louisville . . 204, 731 6-29 59,378 6, .500 13, 710, 14,350 28. 060 190 4, 1.54, 800 22, 100 162 Newport . . 28, 301 6-20 9, 160 1,600 1,882 1,984 3, 866 200 666, 200 3,331 163 Owensboro . 13, 189 6-20 3,301 325 1,001! 1,140 2.1411 179 289, 275 1,616 164 Paducah . 19, 446 G-20 *4, 994 *150 1,328 1,563 2, 891 186 a 360, G91 =■1,934 LOUISIANA. 165 Baton Bouve 11, 269 166 New Orleans . . . 287. 104 6-18 74, cool 15, 171 IG, 3.50 31,. 521 185 4,iio,i45 2.2,217 167 Shreveport . . 13, 013 G-18 3, 000 400 870 981 1,851 177 247,800' 1,400 MAINE. 168 Auburn * . 12, 951 4-21 4,304 200 1,-400 1,200 2, 600 346, 500 1, 925 169 A n n, 11,683 4-‘T 3 016 291 1,876 170 Bangor - - - 2L850 5-21 5! 894 900 1,598 1, 840 3,438 180 561,960 3,122 171 Bath . . 10, 477 4-21 2,866 10 1,019 963 1,982 170 272, 000 1, 600 172 BiddefoTfi 16, 145 4-21 5,758 1.600 1,573 172 201, 068 1,169 173 Lewiston _ 23, 761 4-21 8, 42(i 1,915 1,534 1,334 2, 768 188 376, 188 2, 101 174 Portland * . . . 50, 145 4-21 13, 928 6,584 17o 8, 150 4-21 2 142' 1,301 176 Water ville . f 477 5-21 3^018 500 582 599 1,181 171 186,219 1,089 MARYLAND. 177 A ■n'nppnlici 8,402 770 178 Baltimore . . 508, 957 6-2i *.39, 753 *39, oM *79,684 *196 0 10, .530, 688 53, 728 * Statistics of 1898-09. a Estimated. 1802 EDUCATIOI^ EEPORT, 1899-1900. Table 7. — Statistics of population and school enrollment and attendance in cities of over S.OOO inhabitants^ 1899-1900 — Continued. City. Population, census of 1909. 1 School population. PuTiils in private and parochial schools (largely estimated). Different pupils enrolled in pub¬ lic day schools. ! Number of days public schools 1 were actually in session. Aggregate number of days’ at¬ tendance of all puj)ils in ])ub- lic day schools. Average daily attendance in public day schools. School census ago. Children of school cen¬ sus age. Male. Female. Total. • 1 3 3 4 5 6 7 s 9 10 11 T.IAIIYLAND — COUt’d. 179 17,128 2 289 180 0 pOil 6-21 *2, 5UU 690 800 1,190 167 150,901 903 lot 13^ 591 MASSACHUSETTS. 182 11,131 2 395 480 2, 243 185 325 015 1 757 182 Amesbnry (town) _ 9,173 7-11 l’099 530 622 625 1,217 195 193,632 ’953 181 Arlington (town) _ 8,603 5-15 1,361 200 712 802 1, 511 181 232, 392 1,263 185 11, 335 2, 102 50 2, 132 192 311, .502 1,611 186 13, 881 7-11 0 2,175 195 390, ,585 2,003 187 Boston . 560; 892 5-15 86, 505 13, .51 5 46, 391 41,212 90.606 197 15, 89.5,890 78, 695 188 Brockton . _ _ 40, 063 5-15 *6,281 711 3, 312 3,388 6, 700 180 1,020,210 5,668 189 Brookline (town) _ 19,935 5-15 2.931 318 1, 855 1,162 3, 617i 198 566, 082 2,859 190 Cambridge . 91, 886 7-11 9,697 2 713 15, 758' 200 2, 457, 000 12, 285 191 Chelsea . 31,072 7-11 3, 629 ’ 750 3, 010 3,016 6,0-56' 189 926,856 4,901 192 Chicopee. . . . 19,167 7-11 1, 582 891 1,188 1,205 2, 3931 192 391,102 2, 031 192 minton I'townl 13,667 7-14 1, 610 391 2, 302: 190 314, 470 1 813 191 Danvers (town) . 8,512 5-15 1, 381' 807 711 1,548' *190 *212’ 630 *1’ 277 195 Everett . . 21,336 7-11 3,548| 0 2, 711 2, 716 5, 157; 187 820, 853 4,-389 196 Fall Eiver _ 101,863 5-15 19,2611 4.809 8. 805 8, 290 17, 095 1861 2, 113, 3(32 11,362 197 Fitchburg . . 31,531 5-15 6, 0361 2,000 2', 217 2, 1161 4,363 188, 667, 964 3,-553 198 Framingham (town ) . 11, 302 5-15 1,880 1,090 1,102: 2,192 162! 293,800 1,808 199 Grai’dnei’ ( town) . . 10, 813 5-15 1,896 1,014 968 1,982 172 261,096 1,518 200 Gloucester . 26, 121 7-11 2, 777 215 2,382 2,481 1,863 192! 827, 557 4,299 201 Haverhill . . 37,175 5-15 5, 886 1, 6(H 5,121 187' 815,320 4,360 202 Holyoke _ _ _ 45, 712 5-15 9,228 4, 116 ' 3,3()i ''3,'238 6, 542 188 939, 624 4,998 203 Hyde Park (town)"' _ 13, 214 5-15 2.096 1,9;15 193 283, 903 1,471 201 Lawrence 62, 559 5-15 10, 045 2,300 8,781 195 1,263,405 6,479 205 Leominster (town)"'.. 12, 392 5-15 1,616 2, ia5 193 302, 817 1, .569 2(H Lowell . . . 94, 969 5-15 11, 470 4,000 7, 256 6, 701 13, 957 185 ' 1 , 785, 4.35 9,651 207 Lynn . . 68, 513 5-15 10, 513 5, 203 5,353 10. 556 189 1,61.5,761 8, .549 208 Malden . 33, 864 7-14 1,011 "i'm 3, 101 3,273 e; 371 188 919,9.50 5,066 209 Marlboro . . 13, 609 5-15 2.968 625 1, 1.51 1,278 2,129 180 : 407, 610 2,263 210 Medford . . 18, 214 8-14 1,963 13 1,958 1,953 3,911 187 1 557,821 2,983 211 Melrose^' . . . 12, 962 5-15 2,188 0 1,530 1,511 3,011 195 418, 080 2,314 212 Milford (town) . 11, 376 5-15 1,471 300 1,199 a 176 ' 223, 496 1,260 213 Natick (town) _ _ . 9, 188 i 7-14 1,118 1 9.52 1,016 1.968 185 ' 309, 046 1,671 211 New Bedford! . . 62, 412 ^ 5-15 10. 716 3, 527 4, 720 4, 630 9; 3.50 191 i 1,301,092 6, 812 215 Newburyport - 11, 478 5-15 2, 115 620 1,811 200 285, 100 1,427 216 Newton . 33, 587 5-15 5, 155 ' 2'*2 1 2.909 3, 009 5,918 185 865, .501 4, 678 217 North Adams.. _ _ 21, 200 5-15 4,315 ^ 1,370 1.721 2, 070 , 3,794 188 512, 488 2, 726 218 N or thampton . . . . 18,643 5-15 3.oa5 i 500 1, .361 1,388 ! 2, 7.52 200 449,200 2,246 219 Peabody (town) . 11, 5:13 o— lo 1,923 412 1,068 8.58 1,926 195 298. 515 1,531 220 1 Pittsfield . . . . 21,7()6 5-15 1,119 1 757 1,915 1, 971 3, 886 190 571, 293 3,031 221 1 Flymouth (town) . . . 9, .592 5-15 1,471 ! (i 1,758 193 262, 091 1,358 222 Quincy.. . . 23,899 5-15 4,999 22^5 2, .571 2,453 5,0:11 180 746,909 4,138 223 Revere (town) . 10, 395 5-15 *1, 970 0 1,109 1, 1.51 2,263 192 356, 736 1,858 221 Halem . . . 35, 956 5-15 6,188 2,-519 - 2,611 2, 250 4, 891 205 811.465 3,973 225 Somerville... . . 61, 643 8-11 *5,913 1,.507 5, 084 5,338 10, 122 185 1, 67i; 105 9,033 226 Southbridge (town).. 10, 025 5-15 2, 018 991 662 676 1,338 191 162, 317 847 227 Springfield'*' . 62,059 5-15 9, 202 1, 408 5, 631 5, 225 10, 859 190 1,660,980 8,712 228 Taunton . . . 31,036 7-14 3,301 631 2,-533 2,385 4, 918 6190 832,010 4,189 229 Wakefield (town) . 9,290 7-14 1,016 0 1,118 1,118 2,236 183 300,303 1,641 230 W altham _ _ _ 23, 181 7-11 2, 621 1, 509 1,553 3, 062 193 501,926 2,598 231 Ware (town)* . . 8,263 5-15 1, 451 1,326 193 202, 257 1,049 232 Watertown (town)... 9, 706 5-15 1,177 485 686 666 1,-352 185 204, 4,25 1,105 233 Webster (town)*.. 8,801 5-15 1, 613 914 187 115, 192 616 231 Westfield (town) . 12,310 5415 2, 068 257 1,050 1,079 2. 129 200 329,600 1, 618 235 Weymouth (town) ... 11, 324 7-14 *1, 913 0 1 2,433 196 c 382, 200 c950 * Statistics of 1898-99. h High school was iu session 200 days, a High school was iu session 190 days. c Estimated. CITY SCHOOL SYSTEMS, 1803 Table 7, — Statistics of population and school enrollment and attendance in cities of over 8,000 inhabitants, 1899-1900 — Gon tinned. City. Population, census of 1900. School population. Pupils in priva.te and parochial 0 schools largely estimated). Different pupils enrolled in pub¬ lic day schools. Number of days public schools were actually in session. Aggregate number of days’ at- ■ tendance of all pupils in pub¬ lic day schools. Average daily attendance in public day schools. School census age. Children of school cen¬ sus age. Male. Female. Total. 1 2 3 4 5 © f 8 9 1® li . MASSACHUSETTS— con- tinned. g36 Wobnrn . 14,2-54 5-15 3.147 411 1,535 1,345 2,380 200 0 cp CO 3, 466 237 118, 421 7-14 14,240 3, 023 21,982 200 3, 353, 200 16, 766 MICHIGAN. 238 Adrian . 9, 654 .5-20 2, .5.54 365 887 885 1,773 194 354, 723 1,313 239 Alpena . . 11,802 5-20 4,418 1,2U0 965 1,047 3, 013 196 a 298, 313 a 1, 523 240 Ann Arbor . - . 14, 509 ,5-21 3.063 250 1,269 1,121 2,390 187 374,374 3,002 241 Battle Creek . . 18, .563 5-20 3,943 350 1,615 1, 788 3,403 186 898, 668 3,681 242 Bay City - - 27, 628 5-20 9, .581 2, 500 2, 264 2,461 4, 725 198 686, 664 3, 468 243 Detroit - . 285, 704 5-20 80, 835 14, 091 19,974 19, 176 39, 150 194 5, 703, 794 29, 401 244 Escanaba . . . 9,549 5-20 2,706 750 752 758 1,510 187 330, 847 1,181 245 Flint . . 13, 1031 5-20 3, 170 200' 1.206 1,178 2, 384 189 373,920 1,968 246 Grand Bapids - 87,5651 5-20 26, 865 3, 007 11; 044 11,375 32,419 189 3,303,343 13, 187 247 Iron Mountain . . 9,242 5-20 2,972 0: 1,241 1,162 3,403 180 347,040 1,938 248 Ironwood . . 9, 705 5-20 2,950 500 1,146 1, 163 2.308 198 320, 364 1,618 249 ishpeming * . . 13, 2.55 4,022 3; 307 200 474, 200 2,371 ■ 250 Jackson . . 25, 180 5-20 5,793 2,129 3,196 4, 325 191 583, 933 3,0.53 251 Kalamazoo _ _ _ 24, 404 5-20 5, 740 2, 100 2, 138 4,238 179 605, 133 3,367 252 Lansing . 16, 485 5-20 4, 098 1,482 1,590 3,072 193 554, 496 3,888 253 Manistee . . 14, 260 5-20 4,885 511 1, 682 1,553 3,235 195 517,684 2, 648 • 254 Marquette* . 10,058 5-20 2, 826 400 1,020 950 1,970 187 253, 572 1,356 255 Menominee . . 12, 818 5-21 4, 500 350 1,455 1,553 3,008 183 453,432 3,478 • 256 Muskegon . 20, 818 5-20 7,074 1, 000 2.647 2,5.38 5, 185 187 658, 240 3,520 ■ 257 Owosso . 8,696 5-21 2 350 1,000 1,1a) 2. 100 175 393, 775 1,673 1 258 Pontiac . 9,769 5-20 1,960 220 761 786 1, .547 300 238, 700 1,143 259 Port Huron.. . . 19, 158 5-20 6,026 960 1,859 3,003 3, 883; 196 563, 710 3, 871 Saginaw; 260 East side . . 1 /5-20 8,288 2,515 2,554 5, 069 193 788, 984 4,088 ■ 261 West side. . . 1 42, 345 15-20 5, 408 500 1, 862 1,849 3, 711 193 525,539 2,723 ; 262 Sault Ste. Marie . 10,538 5-21 2, 394 250 963 900 1,922 193 370, .554 1,409 ' 263 Traverse City _ 9,407 5-20 2,400 250 1,057 1, 154 2, 211 180 279, 900 1,.5.55 ■ 284 West Bay City * . 13, 119 5-20 4, 076 3,760 194 387, 806 1, 999 MINNESOTA. 265 Duluth . 52, 969 i 266 Mankato . 10, 599 5-16 700 1, 700 177 338, 950 1,3.50 267 Minneapolis . 202, 718 5-21 17, 751 18, 415 36, 166 5185 5, 407, 550 29, 230 r 268 St. Cloud . . . 8,663 6-21 2, 950 1,000 634 637 1,2.51 173 172, 688 1,004 ; 269 St. Paul . . 163, 065 11, 000 13, 373 13,695 25, 067 190 3, 786, 771 20, 300 t 270 Stillwater * . 12, 318 6-19 840 925 1,765 180 a354, 160 al, 413 |271 Winona . 19, 714 5-21 4, 866 1,721 1,913 1,936 3,849 190 586,910 3,089 1 MISSISSIPPI. 1 272 Meridian . 14, 050 5-21 4,200 999 1, 147 2,146 17’0 334, Tl'O 1,381 H 2ra Natchez *. . 12, 210 602 750 1,353 1 850 0 2,4 Vicksburg . 14, 834 5-18 800 775 1,331 3, 096 180 1 MISSOURI. M275 Carthage . . 9,416 6-20 2,874 100 1,095 1,340 3,335 180 395, 380 1,641 S 276 Hannibal . . . 12,780 6-20 4, ,545 300 1,179 1,399 2,578 180 328,995 1,825 277 Jefferson City _ . 9,664 6-20 1,863 527 576 .496 1, 073 180 135, 640 968 T' 278 Joplin. . . . . 26, 023 6-20 125 2,486 3, 631 5,117 180 557, 032 3, 095 i279 Kansas City _ _ 163, 752 6-20 59,407 13, 084 14, 469 37, .553 180 3, 585, 720 19, 931 ^ 280 Moberly . . . 8,012 6-20 3,961 500 774 804 1,678 179 206,029 1,151 281 St. Joseph... . 102, 979 6-20 25, 574 1,200 4, 535 4, 931 9,456 180 1,234,620 6,859 282 St. Louis . 575, 238 6-20 159, 978' *26, 000' CO CO 39,971 78,263 194 11, 078, 952 57, 108 * Statistics of 1898-99. a Estimated. b Incliidirig legal holidays. 1804 EDUCATION KEPOET, 1899-1900, Table 7. — Statistics of 2)opulation and school enrollment and attendance in cities of over 8,000 inhabitants, 1899-1900 — Continued. City. Population, census of 1900. School population. Pupils in private and parochial schools (largely estimated). Diffei’ent pupils enrolled in pub¬ lic day schools. Number of days public .schools were actually in session. Aggregate number of days’ at¬ tendance of all pupils in pub¬ lic day schools. Average daily attendance in public day schools. School census age. CJhildren of school cen¬ sus age. 1 Male. Female. Total. 1 4 5 G T 8 9 lO 11 Missou Ri— continued. 283 Sedalia _ _ 15.231 6-20 4, 320 300 1,703 1,810 3,513 180 422, 280 2,. 346 28i 5 20 500 2,398 2, 420 4,818 160 493. 600 3 085 285 Webb City.. . 9,201 6-21 3,028 100 1,011 1,032 2,013 178 221 ; 432 i;214 nOATANA. 286 9, 453 287 Butte . . . 30,170 0-21 10, 612 1, 101 3,276 3, 360 6, 6^16 189 868,266 4,591 288 11, 930 6 21 15 866 950 1,816 166 2:11, 728 1,336 289 10, 770 6 21 2,981 1,091 1,187 2,278 163 283,032 1,736 NEBRASKA. 290 Lincoln - . . 40, 169 5-21 13, 539 3,449 3, 554 7,003 175 904, 575 5, 169 291 <)maha . . 102, 555 5-21 30, 765 2,500 9,495 9, (562 19,157 183 2,696,486 11, 735 292 South Omaha - 20, 001 5-21 6,300 400 2,011 2, 039 4,083 180 502, 779 2,793 NEAV HAMPSHIRE. 293 Berlin . 8,880 5-16 2, 187 799 453 412 805 180 101, 940 583 29-1 Concord (Union dis¬ trict)-. . . al9. 632 1,368 1,394 2, 762 175 361, 875 2,085 295 Dover _ _ _ 13,207 o-io 2,i29 991 873 1, 867 175 2:33, 100 1,332 290 Keene (Union dis¬ trict) . . 69, 105 5-16 1, 532 150 764 823 1,587 180 221, 220 1,2.59 297 Laconia _ _ _ _ 8, 012 5-16 *1,282 710: 811 1,521 171 183, 483 1,073 298 Manchester. . 56,981 5-16 9,317 ‘ 3','886 2, 764 2, 697 5, 161 180 719, 640 3, 998 299 Nashua . 23, 898 5-16 4, 257 1,500 1,330 1, 319 2, 649 180 443, 160 2,462 300 Portsmouth . 10,637 5-16 1,791 367 777 870 1, 617 178 229, 812 1,295 301 Rochester . . . 8,160 1,600 300 632 610 1,272 171 169, 650 975 NEW JERSEY. 302 Atlantic City . 27, 838 5-18 5, 058 100 2,022 1,999 4,021 190 .500, 840 2, r>36 303 Bayonne _ 32, 722 5-18 *8, 8«1 2, 867 2, 959 5, 826 193 716, 609 3, 713 301 Bloomfield . 9, 068 5-18 2, 252 260 1,706 185 277, 500 1,.500 305 Bridgeton . . 13, 913 5-18 3,178 1,262 1,325 2, 587 200 321, 427 1,767 300 Camden. . . 75, 935 5-18 IS, 228 6, 785 7,126 13,911 199 1,653, 889 8,-311 307 East Orange . 21,506 5-18 4,416 485 1,802 1,912 3. 744 188 542, 856 2, 887 308 Elizabeth^ _ _ 52, 130 5-20 12,000 3,000 3, 000 3,400 6,400 190 1,121,000 5,900 309 Hackensack * . . 9,4-13 5-18 i, 870 250 953 909 1,862 197 249,183 1,305 310 Harrison . 10, 596 5-18 3,200 700 312 388 700 188 113, 552 604 311 Hoboken . . 59, 364 5-18 *21,586 2,000 4,335 4,360 8,695 191 1,263,471 6,560 312 Jersey City * . . . 206, 133 5-18 60, 551 16, 401 16, 405 32. 806 191 4, 015, 554 21,608 313 Kearney*.- _ _ 10. 896 5-18 2,313 999 1 995 1, 994 200 253, 385 1,730 311 Long Branch . . 8^872 5-18 3,097 l,363j 1,312 2,675 180 312, 183 1,901 315 Millville* . . 10,583 5-18 2,845 99 1, 000 1,137 2, 137 210 281,480 1,388 310 Montclair . 13, 902 5-20 3,408 514 1,354 1, 310 2,691 190 362,900 1,910 317 Morristown . . 11,267 5-18 *2,792 801 091 750 1,411 191 206, 470; 1,081 318 Newark . . 216,070 5-18 61,800 * 7, 913 18, 727 19,397 38, 124 191 4,932,9.571 25, 827 319 New Brunswick . 20,006' 5-18 4, 974 1,440 1,381 2,821 185 380, 686' 2,063 320 Orange . 21,141 5-18 5, 825 2, 025 1,488 1,565 3,053 190 389, 921! 2, 075 321 Passaic . 27, 777 5-18 7,088 600 2,176 2, 168 4,311 190 544, 160! 2, 8(54 322 Paterson . . . 105,171 5-18 28, 675 3,000 8,621 8, 463 17,081 200 2, 322, 400 11,612 323 Perth Amboy . 17,699 5-20 *3,550 300 1,448 1,422 2,870 188 382,768, 2, 036 321 Phillipsburg . 10,052 5-18 2, 575 250 862 929 1,791 200 279,981! 1,396 325 Plainfield . . . 15, 369 5-18 3,391 600 1,276 1,280 2,556 *181 *334,114 *1,816 326 Town of Union. . 15, 187 5-18 4,414 50(1 1, 552 1,556 3, 1081 195 437,526 2,241 327 Trenton * _ _ 73,307 5-18 16, 019 4, 575 4,799 9, 374 196 1,318,802; 6,8:10 328 West Hoboken . 23,094 5-18 * 5, 625 2,090 1 2,000 1, 090l 200 518,4301 2, 778 * Statistics of 1898-99. a Population of city of Concord. 6 Population of city of Keene. CITY SCHOOL SYSTEMS. 1805 Table 1 .Statistics of population and school enrollment and attendance in cities of over SpOO inhabitants, 1899-1900— Continvied. City. Population, census of 1900. School population. Pupils in private and parochial schools (largely estimated). Different pupils enrolled in pub¬ lic day schools. Number of days public schools were actually in session. Aggregate number of days’ at¬ tendance of all pupils in pub¬ lic day schools. Average daily attendance in public day schools. School census age. Children of school cen¬ sus age. Male. Female. Total. 1 2 li 4 5 6 7 S 14> 1 1 NEW YORK. B29 Albany . 94, 151 4-18 19, 867 4,230 6,463 6, 671 13,134 181 1,899,916 10, 499 BBO Amsterdam . 30, 929 5-18 4,850 934 1,367 1,385 3, 732 192 438,944 : 2, 286 m Auburn . 30,345 5-18 5, 524 1, 350 1,872 1,989 3,861 *184 *568,744 *3,091 ;i;i3 Batavia . . . . . 9,180 .5-18 2 227 330 910 968 1,878 183 200, 751 1,097 BBB Binghajnton . . 39,647 5-18 * 7, 067 *171 3,370 3,494 6,864 195 1,081,665 5,547 BB4 Buffalo . 353,387 5-18 71,600 20,094 39, 394 28,580 57, 974 193 7,952, 565 41,205 BB5 Cohoes . . 23,910 5-18 4, 900 1,400 1,636 1,633 3,259 190 388, 094 2,042 BB6 Corning . . - 11,061 5-18 1,800 683 550 574 1,124 189 155,661 824 887 Cortland . 9,014 4-18 1,855 0 604 568 1,172 193 184, 861 967 888 Dunkirk . 11, 616 5-21 *3,539 837 884 871 1, 755 184 267, 110 1,451 889 Elmira . 35, 5-18 10,000 1,135 2,698 3 732 5,420 192 842, 727 4, 389 340 Geneva- . 10,433 5-18 2,432 599 750 ’8H 1,567 186 222, 270 1,195 841 Glens Falls* . 13,613 5-18 3, 000 500 766 840 1,606 186 213. 900 1,150 343 Gloversville . 18,349 5-18 3,331 109 1, 605 1,741 3,346 193 51i; 694 2,651 343 Hornellsville . . 11,918 5-18 2,410 449 1,015 99( 2, 005 1851 284, 241 1,536 344 Hudson . 9,528 5-18 2 313 300 651 711 1,362 192 207, 187 1,080 345 Ithaca . 13, 136 5-18 *3;267 375 1,035 1,126 3, 161 191 327, 981 1, 717 346 Jamestown . 32,893 5-18 4, 781 253 2, 132 2, 197 4,329 190 618, 779 3,257 347 Johnstown . 10,130 5-18 3,007 0 885 1,003 1,888 185 263, 700 1,420 Kingston: 318 Kingston school 1 I district _ 5-18 3,195 237 1,173 1,175 3, 348 185 333, 185 1,801 349 District Ho. 1 _ [ 34,535 1 350 District No. 2 _ i 351 District No. 3* - 5-i8 215 381 377 758 i9i 7i, 905 370 353 District No. 4 - 1 15-18 772 235 247 225 472 195 a 56, 355 *289 353 Lansingburg . . 13,595 5-18 3, 774 413 1,110 1,067 3,177 180 284, 902 1, 583 354 Little Falls . . . 10,381 5-18 3,035 552 686 631 1,317 191 194, 250 1,017 355 Lockport - - . 16,581 5-18 3, 700 631 1,586 1,573 3,159 193 487, 104 3,537 356 Middletown . 14,532 5-18 2, 868 365 1,183 1,201 3, 384 184 323,840 1, 760 357 Mount Vernon . 20, 346 5-18 4,863 483 2, 011 3, 040 4, 051 195 573, 357 3,935 358 Newburg . . 24,943 5-18 5,789 1,179 2,027 3, 004 4,031 189 572, 579 3,0.26 359 New Rochelle . 14, 720 5-18 3,500 551 1,439 1,420 2,849 187 361, 372 1,954 360 New York . 3, 437,202 4-21 825,527 123, 513 264, 167 259,803 523,970 192 73,434,435 378,211 361 Niagara Falls - 19, 457 5-18 3,800 707 1,636 1,703 3,339 193 457, 678 2, 384 363 N oEth Tonawanda . . . 9,069 5-18 3, 638 389 1,043 991 2,033 189 304,479 1,611 363 Ogdensburg . . 12, 633 5-18 3,448 575 1,375 1,371 2,646 185 333, 475 1,803 364 Glean * . . 9,462 5-18 3, 848 285 1,164 1,230 2,394 198 385, 704 1,948 365 Oswego * . . 23, 199 5-18 5,393 1,057 3,108 3, 115 4,233 191 640, 726 3, 380 Peekskill: 366 District No. 7 ] (Drum Hill) _ 1 in QXQ 5-18 1,314 3, 500 545 534 1,079 193 128, 669 667 367 District No. 8 Y J.U, OOo (Oakside) - . J [5-18 850 30 420 391 811 189 108,675 575 368 Plattsburg . . 8,434 4-18 2,685 195 1,083 886 61,969 183 252,272 1,378 369 Port Jervis . 9,385 5-18 3,263 131 900 984 1,884 186 279, 744 1, .504 370 Poughkeepsie 24, 039 4, 400 500 3, 158 193 493, 632 3,571 371 Ro'^hester . 163, 608 5-18 35,095 6,947 11,759 11,760 23,519 188 3,513,404 18, 683 372 Rome . 15,343 5-18 2,890 450 1,074 1,114 3, 188 191 343,273 1,793 373 Saratoga Springs - 12, 409 4-18 3,557 46 1,187 1,30) 3, 487 * 189 *384, 182 *1,980 374 Schenectady . . 31, 682 5-18 5,300 1,500 1,993 1,832 3,825 184 404,344 2, 741 375 Syracuse 108, 374 24, 000 3, 774 10,267 10, 494 20, 761 195 3, 998, 125 1.5,375 376 Troy . . . 60, 651 5-18 11, 132 3,000 3,602 3, 290 6,892 180 962, 493 5,3.52 377 Utica . 56, 383 5-18 11, 900 3,499 4,266 4,316 8,583 193 1, 244, 464 6,448 378 Watertown . . 21,696 5-18 4,065 177 2,113 3,187 4,300 193 569, 904 2, 981 379 Water vliet . . 14,331 5-18 3,115 1,034 790 850 1,640 191 222, 706 1.166 880 Yonkers . - . 47,931 5-18 10,000 3, 293 3,579 3,457 7,036 190 1,045,462 5, 450 NORTH CAROLINA. 381 Asheville . 14,694 6-31 3,900 200 1,038 1,094 2, 122 171 *256, 500 *1,5G'0 382 Charlotte _ _ - 18, 091 * Statistics of 1898-99. a Estimated, h There are also 136 pupils in the State normal school. 1806 EDUCATION EEPOET, 1899-1900. Table 7. — Statistics of population and school enrollment and attendance in cities of over 8,000 inhabitants, 1809-1900 — Continued. City. Population, census of lOOO. ! School population. Pupils in private and parochial | schools (largely estimated). Different pupils enrolled in pub¬ lic day schools. Number of days public schools were actually in session. Aggregate number of days’ at¬ tendance of all pupils in pub¬ lic day .schools. Average daily attendance in public day schools. i School census age. Children of school cen¬ sus age. Male. Female. 0 1 3 3 4 5 5i 7 , S 1 10 11 NORTH CAROLINA— continued. 383 Greensboro . . . . . . . 10, 035 6-21 ' 3,395 20 834 941 ! 1,775 176 189, 904 1,079 9, 090 6-21 2,042 560 631 1,191 160 96,600 735 385 Raleigh . . 13, 643 386 Vfilniington . 20, 976 387 Winston . . 10, 008 NORTH OAKOTA. 388 9,5S9 OHIO. 389 Akron _ _ 42. 728 ' 6-21 11, 303 1,232 3,658 3,721 7,379 182 961,506 5,283 390 Alliance . . . 8,974 6-21 2, 397 85 857 888 1,745 185 2.56,500 1,385 391 Ashtabula _ _ 12, 949 *6-21 *2, 244 125 792 748 1,540 180 246, 600 1,.370 393 Bellaire . 9 912 6-21 1 891 902 1,793 175 227, 1.50 1,2:18 393 Cambridge . . 8, 241 6-21 2,413 i 0 887 876 1,763 175 243, 660 l’392 39-1 Canton.-.. . . 30, 667 6-21 9. 220 700 3,116 3, 205 6,321 184 880, 992 4,788 395 Cliillicothe . . 12, 976 6-21 3. 878 2;i5 1,197 1,074 2,271 187 371,943 1,989 396 Cincinnati _ _ 325. 902 6-21 ILS; 713 253, 560 ; 22,628 21,795 1 44,423 200 7, 172, 400 a5,862 397 Cleveland . . 381. 768 6-21 102.784 29, 060 29, 045 1 .58,105 183 8, 247, 627 45,069 398 Columbus . 125, 560 6-21 T4,838 " 3,'832 9,110 9,175 18,285 185 2, 884, 131 15,019 399 Dayton _ _ 85, 333 6-21 2ri, 928 2, 820 6, 957 7,2.51 14, 208 185 2, 080, 371 11,285 400 East Liverpool . . ICi, 485' 5 321 480 1,479 1, 465 2,944 176 * 375, 480 *2 086 401 Elyria.-- . . 8, 791 6-21 2,603 4014 640 749 1,389 192 248, 256 1,293 402 Findlay* . . 17. 613 6-21 4,898 3, .577 180 509, 760 2, 832 403 Fremont--- . . 8, 439, 6-21 2, 657 300 .581 576 1,1.57 171 189, 126 I,l08 404 Hamilton * . . . 23, 914' 6-21 6,977 1.2i.K) l,7r)8 1,766 3, 524 170 492, 252 2.896 405 Ironton _ _ 11,868 6-21 4,007 160 1,208 1,273 2, 481 174 350, 784 2,018 406 Lancaster . . . 8,991; 6-21 2,0.54 200 683 656 i,;3;39 185 214, 415 1, 1.".9 407 Lima *: _ _ 21, 723 6-21 3. 5;j6 3, 819 190 570, 3(i0 3 003 408 Lorain . . . . 16,028: 6-21 3; 785 2.50 1,267 1,336 2, 603 176 312, 760 1, 777 40<:= Mansfield- . 17. 640: 6-21 4. 398 300 1,823 1,871 3,694 175 ! 518, 525 2, 9(S 410 Marietta * . . 13, 348i 6-21 3,536 2,387 190 345,040 1,816 411 Marion * _ 11,862 6-21 3, 2/5 2, 197 180 .324, ,5*40 1,803 412 Massillon . . . . 11, 944: 6-21 4. 074| 575 1,041 1,008 2,049 188 314, 900 1, 675 413 Middletown * . 9. 215' 6-21 2; 489' 1,.508 200 246,400 1,232 414 Newark _ _ 18, ]57i 8-21 4,650 1,.511 1,656 3, 167 183 447, 984 2,448 415 Piqua . . . 12,172 6-21 3, 7.57 .500 899 834 1,733 180 276, 480! 1,536 416 Portsmouth . 17, 870 6-21 4,434 1,393 1,416 2,809 188 364, ,532| 1,939 417 Sandusky . . . 19, 664 6-21 6. 015 1, 500 1,412 1,530 2,942 196 515, 284 2,629 418 Springfield . 38, 253 6-21 9. 803 3,114 3, 288 6, 402 192 980, 160 5, 105 419 Steubenville* _ 14, 347 6-21 4, 5.56 600 1,065 1,030 2, 195 193 323, 372! 1, 621 4^0 Tiffin . . 10, 989 6-21 3,218 600 8:50 699 1. .529 186 235, 848! 1,268 421 Toledo . . . 131,822 6-21 38, .527 10. :344 10,341 20,685 195 3, 217, 695 16, .501 42:1 W arren . . . . 8, 529 3, 000 913 1,048 1,961 186 3.24, 570 1,745 423 Wellston . . 8. 045 '6-2i 2,628 0 983 1,020 2, 0-03 1.57 233, 459! 1,487 424 Xenia . . .. 8, 696 6-21 2,276 150 782 779 1,.561 181 222, 376^ 1,2.28 425 Youngstown . . 44, 885 6-21 12, 722 3,000 *3,499 *3,454 *6,953 165 *1,043,400 *.5, 640 426 Zanesville* . . .. 23, 538 6-21 6,000 5,000 1,928 1,943 3,871 185 596, 995 3,227 OiCLAHO.MA. 427 Gut.hrie. . 10, 006 6-21 3, 035 985 1, 006 1,991 166 219, 989 1,325 428 Oklahoma City _ 10, 037 1 6-21 2, 100 100 772 799 1, 571 155, 577 878 OREGON. 429 Astoria . . 8,381 6-21 .2,000 72 689 742 1, 431 162 1.51, 146 933 430 Portland . . 90,426; 6-20 18, 014 6, 313 5, 967 12, 280 190 1,817, 359 9, 565 * Statistics of 189S-! CITY SCHOOL SYSTEMS. 1807 Table 7 .Statistics of population and school (mrolhnent and attendance in citie& of over 8,000 inliahitants, 1899-1900 — Continued. City. PopulaticTn, census of 1990. School population. Pupils in private and parochial schools (; largely estimated). Different pupils enrolled in pub¬ lic day schools. Number of days public schools were actually in session. Aggregate number of days’ at¬ tendance of all pupils in xnib- lic day schools. School census age. Children of school cen¬ sus age. Male. Female. Total. 1 3 3 4 6 j 7 8 9 1© PENNSYLVANIA. Alieglieriy . - 129,896 6-21 *21,000 *2,400 9,663 10,143 19,806 *200 a2,792, C>00 Allentown . 35, 416 6-21 *8, 000 3.50 2,540 2,714 5, 2-54 193J *898,201 Altoona - . 38,973 6-21 9, 650 1,800 3,205 1 3,270 6, 475 180 894, 780 Beaver Falls..- . 10, 054 6-21 2, COO 200 911 976 1,887 180 270, COO Braddock . 15,654 6-21 *2,850 *775 1,072 1,053 2, 12t) 180 293, 612 Bradford . . . 15, 029 6-21 4,500 250 1,420 1,580 3, 000 185 444, 000 Butler . . 10,853 6-21 3, 000 300 i;ioi 1,261 2, 362 180 328, 140 13, 536 154 1,237 1,370 2,607 195 391, 950 Carlisle - - - 9; 626 6-16 1,800 10 690 735 1,425 190 247, 000 6-21 2, 000 80 782 851 1, 633 180 220, 680 33,988 500 2, 571 2,812 5,383 190 a702, 430 Columbia . 12,316 6-21 3,411 450 1,018 1,023 2,039 180 290, 700 Danville . . 8.042 6-21 1,700 200; 645 698 1,343 180 175, 500 Du Bois* . . 9; 375 400 777 911 1,688 160 189, 440 Dunmore . _ 12,583 6-21 3, COO 1,220 1,375 2, 595 200 428, 000 Duquesne. 9, 036 90 1, 558 180 Easton . . 25, 238 6-2i 5, 873 85 2, 078 2,034 4,112 197 632,273 Erie _ _ _ 52, 733 6-21 18,000 2, 548 3,727 3,886 7,613 195 1,129,635 Harrisburg’ . . 50, 167 6-21 700 4, 738 4, 918 9, 656 190 1, .’293, 710 Hazlet-on . 14, 230 6-21 4,200 400 1,885 1,465 2, 850 180 389, 340 Homestead * . 12,554 6-21 15 1,150 1,049 2, 199 180 271, 620 Johnstown . 35,936 6-21 ”8 ,'456 1,877 2, 697^ 2, 894 5,591 180 777, 098 T /a.T) castP7’ . 41,459 6-21 9, 999 2 745 2 923 5,668 200 888, 200 Lelianon . . . 17, 628 6-21 4, 500 300 1,390 1,430 2,8,20 180 354, 420 McKeesport . . 34,227 6-21 6, :351 1,200 2, 820: 2,990 5, 810 180 773, 820 IVIahanoy City . 13, 504 6-16 2,600 200 1,000' 1,150 2, 150 180 301, 500 Meadville _ _ 10,291 989 1,015 2,004 180 285, 120 Mount Carmel.- . 13,179 6-16 2, 800 200i 1,060 1,130 2, 190 180 2.54, 694 ' Nanticoke - 12, 116 6-16 3,300 950i 1,087 1,127 2,214 180 273, 960 Newcastle . . . . 28, 339 8-16 5,000 729 2, 510 2, 383 4, 893 180 677, 5,20 Norristown- . . 22,265 6-21 4,350 450 1,543 1, 675 3,218 200 472, 400 Oil City* 13, 2&4 600 1,175 1,296 2, 471 180 324, 960 Philadelphia _ _ 1,293,097 6-21 268,110 50, OCK) 91,574 90, 877 182. 451 188 23. 652, 562 Phcenisville . . . 9, 196 6-21 1, 900 500 585 589 i;i74 190 ' 157. 890j Pittsburg _ _ 321, 616 *45, OOO 22,977 23,289 46. 266 200 7, 067; 600! Pittston . 12. 556 '6^21 * 3, 053 ’■ *7^ 730 920 1, 650 180 216, 000 Plymouth . . . 13; 649 6-21 2, 641 750 95.5 1,031 -1,986 178 252, 938 Pottstown _ 13, 696 6-21 3,000, 70 1, 400 1,442 2, 842 200 429.200 Potts ville* . 15, 710 500 1,516 1, 472 2,988 200 4.5i;400 Reading . 78,961 6-21 19, 641 1,500 6, 721 6, 706 13, 427 193 1,915,718 Scranton * _ . . 102,026 6,200 6,954 7,950 14, 004 200 2,242, 600 Shamokin* . . 18, 202 ‘6-2i '‘6,’oo5 1,350 1, 809 1,845 3, 654 180 474. 660 Sharon _ _ 8,916 6-21 290 801 822 1,623 180 2.35, 620 Shenandoali . . . 20,321 6-21 3, 816 450 1,450 1,603 3.053 180 421,200 Sou til BctlilGli^ixi _ 13 241 6-21 2 800 900 905 921 1,826 200 Steelton. . . 12^086 6-21 3!o46 310 984 958 1,942 180 304,312 Sunburv . 9, 810 6-21 2, 150 1,000 1,1.50 2,1.50 180 306, 360 Titusville. . 8,244 6-21 2, 045 400 707 767 1,474 184 209, 847 Warren* . . 8,043 6-k 794 842 1, 636 180 2.52. 900 West Chester _ 9,524 6-21 1,906 300 780 829 1, 609 200 ,243, 200 Wilkesbarre _ 51, 721 1, 400 4,476 4, 498 8, 974 186 1, 268, 892 W ilkinsburg . . 11,886 6-21 3,800 500 1,043 1,102 2. 145 180 319, 860 Williamsport _ 28, 757 6-16 5, 600 700 2, 530 2, 773 5; 303 180 733, 860 York . . 33, 708 6-21 7, 085 630 2,248 2,367 4, 615 180 030, 415 RHODE ISLAND. Central Falls . . . 18,167 5-15 3, 402 903 1,270 1,222 2,492 193 292, 781 Cranston (town) _ 13, 343 5-15 2, 160 43 2. 048 195 320,385 Cumberland (town).. 8,925 5-I5I 1,966 451 897 ””696 1,593 195 192, 270 431 433 4:33 434 435 436 437 438 439 440 441 443 443 444 445 446 447 448 449 450 451 452 453 454 455 456 457 458 459 460 461 462 463 464 465 466 467 468 469 470 471 472 473 474 475 476 477 478 479 480 481 482 483 484 c3 11 13, 960 618 4, 971 1,500 1,631 2,400 1,823 2,010 1,300 1,226 ^'3, 697 1, 615 975 1,184 2, 140 3.218 5,793 6,809 2, 163 1, 509 4,317 4, 441 1,969 4,299 1,675 1,584 1,415 1,522 3, 764 2, 362 1, 822 L26, 147 831 35,338 1,200 1,421 2, 146 2, 257 9, 926 11,213 2,637 1,309 2,340 1,690 1,702 1,140 1,405 1,216 6, 822 1,777 4,077 3,502 1,517 1,643 Statistics of 1898-99. a Estimated. 1808 EDUCATION REPORT, 1899-1900. Table 7. — Statistics of j^ojmlation and school enrollment and attendance in cities of over 8,000 inhabitants, 1899-1900 — Continued. City. Population, census of 1900. School population, Pupils in private and parochial schools (largely estimated). Different pupils enrolled in pub¬ lic day schools. Number of days public schools were actually in session. Aggregate number of days’ at¬ tendance of all pupils in pub¬ lic day schools. Average daily attendance in iniblic day schools. School census age. Children of school cen¬ sus age. Male. 1 Female. I Total. 1 3 4 5 S 7 S 9 1® 11 RHODE ISLAND — COn- tinned. 488 East Providence (town) . . 12, 138 5-15 2, 717 79 1,101 1,140 2,241 190 355, 870 1,873 489 8, 937 490 Newport.. . 22,034 5-15 4, 455 1,764 1,710 1,721 3, 431 195 515, 970 2,646 491 Pawtucket . 39, 231 7-15 7,587 2,369 3, 205 3, 0.59 6,264 188 721, 356 3,837 492 Providence . - 175, 597 5-15 31, 440 4,818 16, 184 15, 773 31,957 195 3,897,270 19, 986 493 21,316 494 Woonsocket . 28,204 5-15 6,449 2,300 2,028 1,964 3,992 187 478, 907 2,561 SOUTH CAROLINA. 495 Charleston . . . . - 55, 807 6-21 9,854 3,393 4, 889 8,282 180 9.33, 120 5, 184 496 Columbia . . 21, 108 6-21 4,300 '"'600 1, 115 1,414 2, 529 173 311,511 1, 800 497 Greenville - - 11,860 6-21 2.500 300 846 898 1, 744 160 184, 800 1,1.55 498 Spartanburg . . 11,395 6-21 2,800 300 967 1,1.56 2, 123 177 249, 924 1,412 SOUTH DAKOTA. 499 Sioux Falls . . . 10,266 6-;30 3, 020 250 1, 1.33 1,126 2, 2.59 180 296, 100 1,645 TENNESSEE. 500 Chattanooga . 30, 154 6-21 8,308 400 2,184 2, 498 4, 682 176 536, 599 3, 045 501 Clarksville . . 9,431 6-21 3, 865 240 811 895 1,706 200 214, 877 1,074 502 Jackson.- . . . 14,511 6-21 5,020 800 1,060 1,143 2,203 180 3:34, 800 1,860 503 Knoxville 32,6371 6-21 17, 084 2, 497 2, 680 5, 177 179 717, 3:39 4,007 504 Memphis . 102,3201 6-21 24,916 3, 000 4,821 5, 9.53 10, 774 174 1,182,311 6,830 505 Nashville . 80,865 6-21 26, 693 7.50 a 5, 7.33 a6,610 12,343 182 1, 751, 601 9,624 TEXAS. 506 Austin _ 22,258 8-17 4,2.56 1,736 1,896 3,632 176 454, 960 2, .585 507 Beaumont 9,427 503 Corsicana . . . 9,313 8-17 i, 669 830 826 1.6.56: 177 203, 904 1, 1.52 509 Ds.lla.s 42, 638 8-17 6, 783 3, 0.58 3. 457 O; 515 180 906, 840 5, 038 510 Denison. . . 11, 807 8-16 2, 613 250 967 1,0.52 2, 019 171 226, 601 1,325 511 El Paso . . . 15,906 8-17 2, 223 500 974 944 1,918 174 239, 933 1,380 512 Fort Worth . 26, 688 7-21 5, 060 2(K) =^1,986 -2,306 * 4, 292 *180 *.567,224 3, 1.52 513 Galveston . . . 37, 789 8-17 6, 714 600 2,629 2, 815 5, 444 174 698, 476 4,002 514 TTnnstmi 44, 63:3 8-19 6, 967 6, 099 170 709, 240 4, 172 515 Laredo . 13,429 8-17 2,a38 .350 504 482 986 1,57 83,334 531 516 Palestine . . 8,297 8-17 1,715 341 638 769 1,407 160 178,400 1,115 517 Bn T*i s 9, 358 518 San Antonio . 58, 321 8-18, 9. 858 3, 646 3, m 7,5211 170 902, 190 5,307 519 Sherman 10,243 8-17 i; 976 890 1,096 1,986 172 254, .582 1,491 520 Tvler * . . * 8, 069 8-17 1,729 625 8.35 1. 460 166 176, 790 1,065 521 AVaco . 20, 686 7-21 5, 500 750 1,724 1,963 3,687 177 431, 025 2,435 UTAH. 522 Ogden . — . 16,313 6-18 5,390 300 2,096 2, 074 4, 170 173 586,218 ,3, .504 523 Salt Lake City . . 53,531 6-18 14,428 584 6,090 6,494 12, 584 145 1,429,801 9,860 VERMONT. 1 5;m Bar re . . . 8,448 5-21 2, 080 0 837 966 1,803 174 226, 548 1,305 525 Burlington a . 18, 640 5-21 5, 009 1,406 1,392 1,282 2, 674 6180 343, 635 1,871 626 Rutland . 11, 499 5-21 3, 106 565 764 817 1,581 175 263,200 1,504 * Statistics of 1893-99. h The higher schools were in session 200 days. a Does not include kindergartens. CITY SCHOOL SYSTEMS, 1809 Table 7, — Statistics of population and school enrollment and attendxmce in cities of over 8, QUO inhabitants, 1890-1900 — Continued. City. Population, census of 1900. 1 School population. Pupils in private and parochial schools (largely estimated). Different pupils enrolled in pub¬ lic day schools. Number of days public schools were actually in session. Aggregate number of days' at¬ tendance of all pupils in pub¬ lic day schools. Average daily attendance in public day schools. School census age. Childreii of school cen¬ sus age. Male. Female. Total. 1 3 4 5 6 7 § 9 1© 11 VIRGINIA. 5S7 Alexandria . 14,528 5-3! 4, 800 500 945 1,018 1,963 198 397, 396 1,503 52-S Danville . . 16, 520 5-31 5,050 4.50 1 1,161 1, 315 3, 506 184 330, .389 1,743 b2\j LynclTonrg^' . 18,891 5-31 6,773 350 1,300 1,674 2, 974 193 411,198 3,286 530 9, 715 581 •ETewport News . 19. 635 5-31 4. 194 350 977 1 233 3, 309 180 265, 8(50 1, 477 53^ Norfolk _ _ 46, 034 5-31 15. 009 1,688 l’ 655 3, 343 19S 530, 046 3, G77 588 Petersburg . . 21,810 5-31 7, 618 '’"'.506 1,4.35 1,836 8, 361 180 453, 160 3,513 581 Portsmoutli . 17, 427 5-3! 4, .318 500 913 1,115 3,037| 187 293, 635 1,575 535 Richmond . . 85, 050 5-31 34, 937 3, 500 5,399 6, 571 11,970 180 1, 733, 760 9,633 586 Roanoke . 31, 495 5-31 6, 573 907 1,759 3, 002 3,761i 175 3/^1 35 3, 155 lyASHINGTON. 537 Seattle . - 80,671 5-21 14, 507 810 4, 9i}3 5, 790 10, 743 193 i, 5.36, 511 7, 951 538 Spokane . 36, 848 5-31 7,640 981 3,513 3,644 7,187 179 891,430 4, 980 539 Tacoma . 37, 71-1 5-31 9,443 3,514 3, 553 7, 0(57 187 1, 059, 103 5,683 510 Walla Walla . . 10, 049 5-21 3,569 353 1,076 1,143 3, 319 197 339, 448 1,164 WEST VIRGINIA. 511 Charleston . 11,099 6-31 3, 573 1, 277 1,394 2, 071 175 334, 075 1,909 513 Huntington . 11,933 6-31 3, 465 . 58 1, 050 1,125 3,115 160 384,800 1, 780 513 Parkersburg . 11, 703 (;-3i 4, 095 300 1,383 1,560 3, 943 182 407, 158 3 333 511 V/heeling.... . 38, 878 6-31 10,882 1,550 3,780 2, 910 5, 730 108 839,630 4^ 190 VIISCONSIN. 545 Appleton . . 15, 085 4-20 5, 235 1,400 1,313 1,281 3, 594 176 344,433 1,057 546 Ashland . 13, 074 4-20 3, 995 900 1,111 1, 153 3,366 190 330, 340 1,686 547 Beloit . 10. 436 4-30 3, 383 30 1. 103 1,207 3, 310 184 300, 656 1 , 634 548 Chippewa Falls _ 8; 094 4-30 3, 380 553 1, 568 1,712 3, 380 180 316, 180 1,201 519 Eau Claire _ _ 17, 517 4-20 6, 495 269 3, 139 3 183 4,331 175 579, 896 3, 500 650 Fond du Lac . 15, no 4-30 *5,052 * 393 1,337 i!431 3. 758 179 353, 319 3,000 551 Green Bay . . . 18,684 4-30 6, 520 *476 1,886 1. 960 3, 816 183 531, 3.36 3 903 553 Janesville . 13, 185 4-30 3, 548 500 1,316 1, 365 2, 481 180 342, 638 1. 903 553 Kenosha . . . 11.606 4-30 3, 947 743 826 838 1, 664 188 .343, 896 1,393 554 La Crosse _ _ 28, 895 4-30 10, 031 915 3, 744 3, 843 5, 587 197 868, 573 4, 4<09' 555 Madison . . . 19,164 4-20 5,337 864 1, .530 1, 515 3, 015 180 451,440 3,508 556 Manitowoc _ . 11,786 4-30 1,011 1,999 1, 967 3, 966 300 406, 336 3, 031 557 Marinette . 16, 195 4-20 5. 476 336 1,911 1, 841 3, 755 *178 a 535, 958 3. on 558 Merrill . . 8, 537 4-20 3,300 535 835 831 1,666 177^ 336, 893 1,334 559 Milwaukee . . . 285,315 4-30 98,499 23, 146 31, 001 20. 013 41, 019 195 5, 979, 675 30, 665 560 Oshkosh . . 28,284 4-30 9,240 *1.393 3,290 2, 409 4, 699 197 679, 9(54 3, 477 501 Racine . . 29,103 4-30 9,478 i;003 3.663 3, 690 5, 353: 300 898, 313 4,513 563 Sheboygan . 33, 963 4-30 8,588 1, 359 3, 186 3, 163 4,348^ 19-6 671, 496 3, 436 563 Stevens Point _ 9,534 4-30 3, 893 600 1,016 956 1,972 183 346, 135 1,315 581 Superior. . . 31,091 4-30 8,033 60(1 3,959 3,068 6,027 176 756, 448 4, 398 565 Watertown. . 8,437 4-30 3, 981 810 606 559 1, 1(55 200 180,200 901 566 Wausau . . 13, 354 4-30 4, 786 860 1,430 1,443 3, 873 180 390, 780 3,171 WYOMING. 567 Cheyenne . . 14, 087 150 630 613 1,372 176 161, 794 930 568 Tift, ramie 8, 307 Statistics of 1893-99. a Estimated. ED 1900 - YOL II - -31 1810 EDUCATIOJS- EEPOET, 1899-1900. Table 8. — Statistics of supervising officers, teachers, property, etc., in public schools of cities of over 8,000 inhabitants, 1899-1900. City. Supervis¬ ing officers. Regular teach¬ ers. Grades in which manual training is given, if any. 1 N umber of kinder- 1 gartens. Number of even- i 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 s 1 5 7 s 9 iO i*‘ 12 S3 ALABAMA. 1 1 2 BiruiiBgliam . 4 1 5 7 80 87 None. 7 3, 835 S'200, 000 3 1 0 1 1 10 11 None. "o’ ' ’(’)’ 2 10, 000 4 1 0 1 12 63 75 None. 0 0 11 3, 000 5 Montgomery _ 1 0 1 3 62 65 None. 0 0 2,000 135, 000 c Selma.- . 1 0 1 1 21 22 N one. 0 0 3 1,000 40, 000 ARKAJfSAS. 7 Fort Smitli _ 1 0 1 9 45 54 None. 8 2, 400 200, 000 8 Rot Springs =■■= . 1 0 1 5 27 32 N'one. "o’ 'o' 6 2.260 50, 000 9 Little Bock _ 1 0 1 13 71 84 None. 0 0 15 4, 807 317,000 10 Pine Bluff . 3 0 3 io 23 33 A one. 1,864 90, 0x0 CALIFORNI-4. 11 Alameda . . 7 1 3 4 63 67 None. 0 J 8 2,928 190, 000 12 Berkeley _ _ 1 0 i 10 60 70 None. 0 0 14 2, 250 175, too 13 Fresno . . 3 0 3 8 40 48 7 to 10 inc. 0 0 5 2, 451 170,500 14 Los Angeles _ 11 16 27 42 434 476 5 to 8 inc. 38 0 58 19,252 1, 193. 600 15 Oakland _ 13 4 17 ! 18 2a5 223 8 and 9. 1 2 19 11,000 1,000,000 16 Passadena, . . 1 3 4 ' 9 4.5 54 1 1 to 4. 1 0 7 2, 775 200, 000 17 Sacramento 4 1 5 5 129 134 1 6 1 1 15 4 120 310, 000 18 San Diego. . . 5 o 72 74 4 to 8 inc. 6 0 13 2, 938 153. 700 19 San Francisco _ 19 52 71 11 824 835 Polytech- 0 10 72 40, 635 5. 514, 200 i nic High 1 School. 20 San Jose . . 8 3 11 3 85 88 None. 1 7 3, 563 242, 750 21 Stockton _ _ 2 4 14 52 66 9 to 11, inc. 0 1 13 2, 682 263, 062 COLORADO. 22 Colorado Springs . 3 3 6 9 72 81 None. 10 4, 000 401,000 23 Cripple Creek 10 9 19 o 72 74 None. 0 0 17 4,000 200, 600 (school district). Denver: 2i District No. 1 _ 14 15 29 *>2 236 258 All. 20 0 00 11,112 1,516,991 25 District INo. 2 _ 3 0 3 15 115 130 None. 5 0 n 6,807 675, 000 26 District No. 7 _ 1 3 3 1 23 24 1 to 12. 0 1 ‘ 6 867 50,000 27 District Ao. 17... 6 2 8 11 81 92 4 to 12. 0 0 ' 13 4.200 500, 000 28 Leadville _ 2 1 3 5 33 38 None. 0 0 6 1,879 150, 000 Pueblo: 29 District I\ o. 1 _ 2 0 2 5 64 69 ■ 4 to 6, inc. 7 2,462 250, 004) 30 District No. 2U.-. 1 0 1 3 64 67 5 to 10, inc. o 9 0 203,000 CONNECTICUT. 31 Ansonia... . . 1 2 o 0 5.5 55 None. 0 1 6 2, 548 128, 000 t)2 Bridgeport 6 8 14 5 203 1 208 4 24 9,662 902, 538 33 Bristol (town) . - . <) 4 4 44 j 48 3 13 1,900 110, COO 34 Danbury (town) .. T 0 1 6 69 1 75 None. 0 "a' 13 3,365 175, 000 35 Hartford . . 8 3 11 8 283 291 8 and 9. 14 2 ^ 22 10,375 2,296,132 36 M a n c li e s t e !• 3 44 47 ~9 2,091 124, 000 (town).-'‘ - - i 37 Meriden (town)... i> 1 3 6 98 ■ 104 None. 0 1 ! 19 4, 488 234, 989 38 Middletown _ _ 1 o 3 0 30 ' 30 None. 1 1 4 1,300 150, Ot JO 39 Naugatuck (town) 1 1 o 6 32 : 38 6 to 9, inc. "3' 1 : 5 * 2, 310 *225,000 40 New Britain . 3 3 6 8 100 : 108 8 and 9. 8 3 11 3,600 ! 500, (KiO 41 New Haven . 12 7 19 29 410 439 4 to 7, inc. 13 6 47 16,130 i 1, 599, 517 42 New London - ... 1 2 3 2 65 67 7 and 8. 2 0 6 2,634 1 320, 000 43 Norwalk (town) * . 4 0 X 9 67 76 5 2 13 3,496 180, 000 44 Norwich (central 1 0 1 o 38 40 5 0 5 1,300 140, 000 district). 45 Stamford . . . 13 2 15 5 87 92 8 and 9 2 1 21 3, 773 292, COO and high school. 46 Torrington (town) i o 3 5 3 47 59 None. 0 0 9 1,650 163,487 Statistics of 1898-99. a Estimated. CITY SCHOOL SYSTEMS, 1811 Table 8. — Statistics of supervising officers, teachers, property, etc., in ymblic schools of cities of over 8,000 inhabitants, 1899-1900 — Continued. 47 48 49 50 51 52 53 54 55 56 57 58 59 GO 61 02 63 64 65 66 67 68 69 70 71 72 73 74 76 78 79 80 Supervis- Regular tea,ch- .^3 M L 3 CO ^ ing officers. ers. •2 3 a Q "2 © .y CO ^ (D rHrS 2 ^ S. City. a5 Is 6 % ■4^ 0 A -2 "cS a © I? "o 1 ^ !» fS > ncl cj i® L 3.S *M a: |i. a "o a a-s 0 o R CO p" 03 2 .a o 2^ •p o 3ats or sit' for study i; public schoc alue of pu property i for school lioses. S H bn o !2; m !> 1 S s 4 7 8 © 10 11 1'3 IS COiSTNEOTICUT— continued. Vermont (town)*- Wallingford (town)*. 33 41 11 1,603 2,059 8125,500 134, 135 4 53 57 13 6 16 22 11 5 171 182 None. 0 1 16 6, 611 1,560 779, 083 117, 000 Windham (town) . . 2 4 31 36 None. 4 0 10 DELAWARE. o 3 242 247 High school. 0 0 29 11,086 675, 505 DISTRICT OF CO- LUMBIA. *45 *70 136 1,020 1, 156 124 4,346,284 FLORIDA. 3 9 84 91 0 0 12 4, 339 *2, 340 64, 720 4 0 4 4 22 26 None. *12 17, 380 Pensacola * _ 1 0 1 6 33 39 11 2.200 49, 360 Tampa _ _ _ 1 1 3 34 37 0 0 9 1,800 IS, 875 GEORGIA. Athens . . . 1 0 1 4 30 34 1 to 7. 0 1 9 1,700 10,341 6, 000 *1,200 40. 000 Atlanta . . 9 16 25 6 184 190 1 to 4, inc. 0 1 23 44!), 959 Augusta*- . 6 ] 3 90 93 6 0 13 Brunswick . . 1 0 1 5 47 52 None. 9 35, 000 Columbus _ 2 1 3 11 47 58 lto8. "()' .... 9 2, 540 125,000 Macon (Bibb Coun¬ o 1 3 13 137 150 None. 0 0 49 7,000 205, 350 ty). Savannah (Chat¬ 1 0 1 23 149 177 None. 0 49 9,000 393, 000 ham County). ILLINOIS. Alton ... _ 1 1 2 .5 37 42 0 8 Aurora: District No. 4 1 1 2 4 -7,1 28 None. 3 1,170 98, 106 (west). District No. 5 1 4 5 4 58 62 None. 8 2, 713 210, 000 (east). Belleville . 4 0 4 13 5 50 63 None. 0 0 7 3,188 4,200 1,975 155, 975 Bloomington * . . .. 4 2 6 86 91 13 350, GOO Cairo. _ _ 1 1 2 4' 40 44 None. 0 0 11 153, 500 Champaign . . 2 4 6 32 38 High school. High school 6 1,550 110, GOO Chicago . 158 137 295 327 5, 184 5,511 91 38 329 236, 134 22, 6.50,475 and gram¬ mar grades. Danville . o 1 3 8 60 68 None. 8 2,743 4,300 242, 800 Decatur . . . 2 2 4 8 76 84 N one. 0 0 12 266, 750 East St. Louis: District No. 1.. District No. 2 (T.2N., R. 9 W.). District No. 2 6 0 6 5 55 60 None. 0 5 2,500 340,000 1 0 1 1 3 4 None. 0 0 1 225 SO, 000 (T.2N.,K.10 W.). Elgin . _ 1 o 3 8 95 103 N one. 13 4, 775 373, 700 Evanston : 2.50, 000 District No. 1.. 1 2 3 0 50 50 None. 3 6 1,500 District No. 2 (South Ev¬ 1 o 3 ■ 0 25 25 None. 3 960 125,000 anston). *20,000 District No. 3 (North Ev¬ 0 1 1 0 9 9 None. 1 1 300 anston). 1 * Statistics of 1898-99. 1812 EDUCATION KEPOST, 1899-1900. Table 8, — Statistics of supervising officers, teachers, proper ty , etc., in public schools of cities of over S,000 inhabitants, Continued. City. Supervis¬ ing ofiicers. W 1 CD ular teach¬ ers. Grades in which manual training is given, if any. N umber of kinder - gartens. Number of even- [ ing schools. Buildings used f or school purposes. Seats or sittings for study in all public schools. Value of public property used for school pur¬ poses. Male. Female. Total. 6 Female. Total. 1 2 3 4- 3 <3 7 9 1© Hi 112 ILTAAOIS— cont’d. 81 FreeiDort-- . . 1 1 2 3 19 None. 7 3, 300 $302, 000 83 O O 1 7 71 78 High school. 10 3, 800 235, 000 83 1 6 7 1 50 5-± None. 7 3. 373 153’ 650 8-1 Joliet . . o 1 4 111 118 None. 0 0 31 6; 300 433’ 640 85 1 1 o o 11 13 8 1,800 150, 000 86 Kevv^anee . 1 0 i 6 39 15 None. 0 6 6 1, 700 lioi 000 87 LaSalle. . 1 0- 1 2 35 37 None. •9 0 5 1,000 80, 000 83 Lincol’o . . 1 0 1 3 31 31 None. 1 0 7 1, 377 135, 000 89 Mattoon . . 1 1 2 2 38 40 None. 8 1,971 117, 600 90 Moline . 3 9 13 1 71 78 7 a n d 8 '"o’ o' 9 3,500 and high school. 91 Ottawa. . 3 1 1 1 89 13 N one. 0 0 6 l,8(:r0 70, COO 93 Pekin . . . . 93 Peoria . . 9 9 18 15 308 323 N one. 0 3 15 8, 506 850, 000 91 Quiucy, . . 1 2 6 8 103 no N one. 0 1 15 1, 135 290, (too 95 Pockford . --- 1 1 2 5 131 139 7 to 10, inc. 0 1 17 5, 793 399, 600 96 Rock Island . . 2 1 3 6 71 Ti None. u 0 10 3, 610 306, OiJO 97 Spring-field _ ] 2 3 15 115 130 7 to 9, inc. 0 0 15 5, 600 103, 000 98 Streator . . _ 1 i o 1 18 19 None. 10 3, 600 191, 060 99 W aukegau . . . . INDIANA. 100 Anderson . 1 1 9 13 70 83 None. 0 0 11 3, 8,30 210. 000 101 Columbus . . . 3 0 3 9 27 36 None. 0 0 7 1.8(,0 135, (too 103 Llkliart . 1 •) 3 6 58 61 N one. 0 0 9 2, 800 2C0, (too 103 Elwood . . 1 1 101 Evansville _ 13 31 36 18 181 199 None. 33 9, 700 105 Fort Wavne - 1 3 8 138 116 All grades. 1 17 5, 800 118. 060 106 1 Hammond _ 1 1 9 2 17 49 Rone. 1 6 1, 7.50 135; 000 107 Huntington - 1 2 3 7 35 13 None. 0 "(Y 6 1,900 173, 300 108 1 Indianapolis . 10 18 38 63 511 601 5 to 8. inc.. 1 1 56 35, 311 1, 993, 630 1 and high school. 109 Jeffersonville . 1 0 1 7 40 47 None. _ 1 2,036 70, 000 lio I'lokomo 1 0 1 11 13 53 None. 7 3, 000 113, 376 111 Lafayette . . . 8 3 H 1 69 70 None. 9 2, 986 297,0ii0 113 Logansport _ 1 1 9 10 55 65 None. 0 0 9 3, 7.50 219,(100 113 Marion . . o 1 3 11 66 80 P r i m ary 15 3, 000 263, 000 grades. 111 ! Michigan City ..... 1 115 Muncie . . 3 1 13 76 88 None. 0 0 10 3, 335 167, .500 116 New Albany. . O 0 3 13 61 73 None. o 0 11 3, 650 211,369 117 Peru . 1 0 i 'J' 33 40 * None. 1 5 1,800 118 Richmond . . 3 1 1 10 75 85 1 to 7, inc. o 0 10 2, 970 333,000 119 South Bend. . 130 Terre Haute _ 1 3 1 27 151 181 None. 30 0 31 7,000 498, 550 131 ! Vincennes . 1 0 1 io 29 39 High school. 1 1 6 1, 5.50 il0,.500 133 ! vV abash . . . 1 1 9 1 H 15 None. 6 3, 000 175.0(f0 133 Washington . u 9 13 9> 31 None. 0 0 1 150^ (too 1 IOWA. 131 Boone . 1 0 1 1 17 18 N one. 2, 360 130,000 135 Burlington - o 1 3 11 101 113 None. 5 0 13 1, 800 219, 000 136 Cedar Rapids , . .} 13 15 3 133 135 None. 14 1, 300 300, 000 137 Clinton . . . % 1 6 9 80 83 None. 1 13 3, 700 128 Council Bluffs..... o 6 8 1 137 131 None. "s' 0 18 * 1, 866 350,000 139 Davenport . 3 1 1 18 137 155 9 to 13, inc. 13 * 5, 900 511, 000 Des Moines: 130 Capital Park .. 1 9 3 1 18 19 N one. 0 1 173 20, ono 131 East side . 1 3 1 3 93 96 None. 0 'o’ 10 3,600 296,500 133 West side _ _ _ 5 18 33 10 198 308 7 to 13. 33 6, 700 ia3 Dubuque . . 3 3 6 16 115 131 None. 5 0 19 5,333 365, 000 131 Fort Dodge . 1 0 1 3 37 10 None. 0 0 7 1,800 159, 000 135 Fort Madison . 1 0 1 3 37 30 None. 5 1,100 90,000 * Statistics of L89S-99. 136 137 138 139 140 141 143 143 144 145 146 147 148 149 150 151 15:3 153 154 155 156 157 158 159 160 161 162 163 164 165 166 167 168 169 170 171 172 173 174 175 176 177 178 CITY SCHOOL SYSTEMS. 1813 ;E S.—Statistics of supervising officers, teachers, property , etc., in pziblic schools of cities of over 8,000 inhabitants, 1890-1900 — C'ontinaed. City. SuperAus- ing ouicers Re rular teach¬ ers. Grades in which manual training is given, if any. 1 Number of kinder¬ gartens. 1 Number of even¬ ing schools. Buildings used for school purposes. Seats or sittings for study in all public schools. Value of public propert7/ u rs e d for school pur¬ poses. q3 I Female. 1 Total. _q5 Female. Total. 1 3 4 5 '7 S 9 M 1 12 as IOWA — contiiiued. 1 Keokuk . 1 Ma,i’shalltow:a * _ 1 0 1 4 54 58 7 0 7 8400, 000 Muscatine - i 0 1 3 55 58 None. 0 0 9 2, 450 15o! 000 Oskaloosa . 1 0 1 6 45 51 None. 5 0 6 1,819 174; 084 Ottumv/a . . 3 3 5 4 105 109 None. 0 0 10 4, 000 258, ()(j0 Sioux City... . 5 7 12 6 136 142 None. 0 0 24 6, 600 750. 000 Waterloo . . 1 3 4 1 23 24 None. 1 . 3 900 55, 000 Waterloo, East side 2 1 3 1 37 38 Ncne. 0 0 5 1,4430 90,000 KANSAS. i^tcMson . 1 0 1 2 39 41 None. 0 0 7 2, 401 155, 000 Emporia . 2 0 4 37 41 None. 8 1,800 115.000 Fort Scott . 1 0 1 8 39 47 None. "o' "o’ 8 2,2M0 115,000 Galena - . 1 1 2 4 36 40 None. 7 2, 200 130, coo Kansas City . 3 1 3 31 132 163 None. 0 0 21 h! 971 450! 000 Lawrence. . i 1 2 8 43 51 None. (J 0 8 2; 300 175,000 Leavenworth . 0 3 3 4 61 65 None. 0 0 9 3,220 112, 498 Pittslmrg . 1 0 1 6 35 41 1 and 2. 0 0 5 2, 160 90. 000 Topeka . . 1 0 1 33 119 141 None. 0 0 21 6, 950 450,000 Wichita . o 1 Q "s 80 88 None. 0 0 16 5, GOO :ioo, 000 KENTUCKY. Bowling Green _ 1 1 2 5 18 23 None. 0 0 8 1,176 50, OGO Covington . . 9 1 10 0 109 109 None. 5 0 7 4,027 .200, 500 Frankfort: White schools *- 1 0 1 1 23 7 and Sand 1 0 1 1,250 44, 800 high school. Colored schools* 1 0 1 0 11 11 1 0 1 600 Henderson . 1 1 3 3 46 49 N one. 6 1 600 90. 000 Lexington * . 9 6 15 3 75 78 Primary. 5 8 3,400 120, 785 Louisville . . 20 22 42 37 527 564 M a n n a 1 0 "9' 67 30, 700 1,308,235 t rain¬ ing high school. Newport . o 6 8 0 1 10 3,400 300, 000 Owenshoro . 1 1 o 9 34 43 None. 0 0 6 2, 200 * 110, 000 Paducah . . 1 0 1 10 45 55 None. 0 0 9 2, 500 1 130, 000 LOUISI.4.NA. 1 1 Baton Rouge _ I New Orleans . 1 11 12 34 646 670 None. 14 0 71 28, 000 1, 500, 000 Shreveport . 4 3 6 "9 28 37 None. 0 0 14 2, 000 150, aio MAINE. Auburn * . 3 3 5 8 65 73 1 :]3 2,820 .200, 000 An gusta . . 3 1 4 None. 0 0 19 *112,270 Bangor . 0 1 1 8 102 110 None. 4 0 54 3,678 600, 000 Bath . . . 1 1 3 5 40 45 None. 0 u 15 2,2.50 125, 000 Biddeford . . o 1 3 6 38 44 None. 1 1 22 1, 675 160, 000 Lewiston . . 4 3 7 2 76 78 6 to 9. 3 3 21 *4,000 236, 200 Portla.nd * 13 152 165 340, 000 Rockland * 3 31 34 80, 391 Water viile.. . 1 2 3 3 43 45 one. 2 8 * 1, 500 7.2, 000 MARYLAND. Annapolis . Baltimore . 5 59 64 159 1,579 1,738 In Poly¬ 0 *16 *135 *74, 031 2, 775,097 technic Institute, white and 1 colored. * Statistics of 1898-99. 1814 EDUCATION EEPORT, 1899-1900. Table ^.—Statistics of siqjervisUig officers, teachers, iwoperty, etc., in public schools of cities of over 8,000 inliabitcmts, 1899-1900 — Continued. City. Supervis¬ ing officers. Regular teach¬ ers. Gi-ades in which manual training is given, if any. j N umber of kinder¬ gartens. g . '0 ^ cc 0/ A a Buildings used for school purposes. Seats or sittings for study in all l)ublic schools. Value of public property it s e d for school pur¬ poses. A ds S Female. Total. Male. Total. 1 3 4 5 i ^ S 9 : il 1'.3 ■ 13 M A R Ti. AN D— con t’ d. i 179 6 29 35 5 180 Erederick . . u 0 0 6 26 32 N one. 0 0 5 1,490 $27,300 181 Jdagerstown _ MASSACHUSETTS. 182 4dams (town) _ o o 4 4 43 47 None. 0 0 9 2, 226 125, 000 183 Amesbury (town). 0 0 0 0 33 a5 None. 0 0 17 1.452 76,000 181 Arlington (town ) . . 2 3 5 1 36 37 7 to 9 inc. 0 0 6 1,570 192, 010 185 Attleboro (town) . 1 3 4 6 50 56 None. 2 0 19 2, 0.59 150, 000 186 Beverly . . 3 0 3 3 61 64 None. 3 12 2, 500 246, 650 187 Boston . . 18 8 20 223 1.645 1,868 4 to 9. 75 20 242 81,779 116, OOU, GMl 188 Broctoii . 2 4 11 146 160 High school. 0 3 27 *6,980 : 500, 000 189 Brookline (town).. i 4 11 118 12d) All grades. 11 1 3 17 3, 935 1 1,092,000 190 Cambridge _ _ 17 10 27 19 351 370 Highschool. 12 1 7 41 15, 8-50 1,847.252 191 Chelsea . . o 4 8 119 127 None. 0 ! 1 12 5, 757 650, 000 192 Chicopee . . 1 0 4 1 61 62 'None. 2 5 14 2. 906 2.50, 000 193 Clinton ( town i _ 3 1 4 1 47 48 None. 0 1 14 2, 462 200, 306 191 Danvers (town) 0 0 0 3 33 36 None. 0 0 9 1, 800 127, 000 195 Everett-.- . . O 3 5 7 125 132 5 to 8. 0 5 15 5, 180 443. 047 196 Fall River _ o 3 , 5 25 365 390 High school. 3 56 51 15, 489 1, 752,450 197 Fitchbnrg . _ 4 1 5 11 110 121 9 to 12, inc. 0 5 23 4, 870 617,670 198 Framingham o 1 3 4 56 60 0 1 18 2, 626 175, 800 (town). 199 Gardner (town) 1 0 1 4 44 48 High school. 0 1 10 2,400 165. GOO 200 Gloucester- . 4 3 1 7 3 109 Hi None. 0 22 5,200 460,0(10 201 Haverhill _ ■> ' 4 8 1.51 159 5 to 12, inc. 1 5 85 649 850 202 Holyoke . . . . 11 9 I 20 11 161 172 High school. 5 7 a 20 6. 537 825, 000 203 Hyde Park (town)* 8 44 52 201 Lawrence . . 10 5 15 14 196 210 High school. 0 08 30 8, .540 756,000 205 Leominster 6 i 45 51 1 (town,).* 1 ;0WP11 3 3 0 18 244 262 ‘ 10 to 1.3, inc. 12 13 52 13. 572 1 607 000 207 Lvnn* . . . . 2 o 5 17 222 239 High school. 0 8 44 10, 9fK) li525,’o00 208 Malden . . 3 o 5 13 I6.3 176 9tfi grade 5 0 18 6, 966 849, 696 1 grammar, 1 and high i pchool. 209 Marlboro _ 1 2 i 3 2 70 72 None. 0 1 12 2,930 267, 105 210 Medford - . . 2 1 \ 0 1 o 11 82 93 5 to 11, inc. 6 1 18 3,500 575, 400 211 Melrose* . 12 67 79 212 Milford (town) _ 1 i 0 1 2 39 41 j None. 16 *1, 600 * 75, 000 213 Natick (town) _ 1 1 2 3 5 44 49 1 6 to 11, inc. 1 12 2,250 100, 000 211 New Bedford . 6 13 6 203 209 1 7 to 9, inc. '■3 7 31 8, 665 920, 938 215 Newbury port _ 2 2 4 4 39 43 j None. 0 1 13 1.88.5 100, 000 216 Newton _ _ 1 b 1 17 169 186 1 8 and 9. 12 2 26 6,347 888. 100 217 North Adams _ 4 6 10 5 90 95 8 and 9. 4 14 12 3, 276 500. 000 218 Northampton . o 4 6 5 80 85 ! 5 to 7, inc. 3 5 20 3, 200 369; 300 219 Peabody (town) . . . 1 p 3 5 49 54 None. 0 •> 8 *2,060 132,500 220 Pittsfield . . . 4 i 5 9 107 116 None. 0 4 24 4,784 525, 000 221 Plymouth (town). 1 0 1 4 42 46 None. 0 0 29 1, 670 1 110, (K!0 Quiucv . . 3 4 7 10 105 115 None. 0 3 11 6,000 459, ao 223 Revere (town; _ 4 1 0 4 1 51 52 N one. i 3 0 8 2. 646 260, OOO 221 1 Salem . . 3 1 4 11 127 138 j Gram mar ; 8 5 fil 5; 304 533, m 1 grades. ! 225 1 Somerville. . . 4 5 9 23 240 263 1 10 and 11. 3 24 11,064 1.069,604 226 Southbridge (f wn) 1 0 1 2 3:3 1 35 None. ' 0 4 10 1,309 116,080 OO" Springfield * _ 10 12 22 9 206 275 4 to 9. 7 7 35 10,115 1, .500, 000 228 Taunton _ _ 2 1 3 12 117 129 None. 0 7 32 6, 100 4.50,000 229 Wakefield (town) 3 O 3 47 50 7 to 9, inc 10 2,200 185, 000 230 Waltham . . 4 1 5 1 6 74 80 6 to 11 1 0 3 14 3,220 364,356 231 Ware (town) .. 4 i 0 4 ! 2 30 32 None. 1 12 1,220 101,170 232 WMteFTtown (town) ^ 1 4 4 34 38 5 to 7, inc. j 1 0 1,726 176,000 233 Webster (town) 1 0 85,000 231 Westfield (town).. o 1 9 4I 5 56 61 None. ; 3 1 16 2.240 250,000 235 Weymouth Hown; 2 i 0 1 2 1 10 1 47 57 None. • 0 0 *20 ' * 2, 560 * 196, 500 * Statistics of 1898-99, a Also 12 rented rooms. CITY SCHOOL SYSTEMS, 1815 Table S.— Statistics of supei^'ising officers, teachers, property, etc., in public schools of cities of over 8,000 inhabitants, 1899-1900 — Continneci. City. Supervis¬ ing officers Regular teach¬ ers. ^ S !>3 Cvi c/5 > c rC ^ Ci) M 1 3"'" 1 a; Y : !=! 'op, 3 1^1 ili N b ^ o CC X ft ^ s 1 ccft Y • Y c '3 "3 1 ^ Seats or sittings for study in all public schools. Value of public property used lor scliool pur- pose.s. d Is Female. o 1 ^ 6 Female. Total. 1 ! 3 3 5 6 i ^ s 1 9 ; lo 11 t'2 ■ 13 MASSACHUSETTS— 1 1 continued. i ! 280 Woburn - - i 3 1 I 0 1 63 ! 68 i 1 to 4, inc. n 1 11 3.203 $242,574 237 Worcester . i 1 20 42 525 567 9 and fir.st 1 12 19 70 18,180 2, 4.58, 8( 2 and sec¬ ond years ! of high 1 school. i MICHIGAN. 238 1 9 3 2 36 38 None. 6 : 1, 723 * 147. UOO 239 1 1 2 2 a5 37 None. ‘ 8 L820 79. 069 210 Ann Arbor . . . 1 2 3 8 58 1 66 None. 0 0 2,265 272; OUO 211 Battle Creek . 3 7 10 6 70 76 None. 0 ‘ 9 3, 029 275, 000 212 Bay City. . 1 7 B 7 106 ! 113 1 7 to 10, inc. 0 “o' . 11 4, 818 310,000 213 Detroit . 21 19 73 39 787 ! 826 1 5 to 8, inc. 17 9 ! 68 35, 705 3. 455. 7-50 211 Escanaba . 1 0 1 3 27 1 30 None. 0 ! 4 1. 375 100:000 215 Eiint . 1 1 2 'J' 53 60 7 to 9, inc. 9- 2, 206 * 250. 000 21G Grand Rapids . 8 31 39 22 319 1 . 871 None. ii I 35 16. 5()0 *2,0.20. 000 217 Iron Mountain . 1 0 .1 3 43 46 None. 0 "o’ i B 2; 150 130,000 218 Ironwood . 1 2 *3 2 49 51 None. 0 8 1, 732 150. 000 219 Isbpeming* . 1 1 3 3 58 61 120, 000 250 Jackson . 1 2 3 8 79 87 None. 0 1 ^ i 11 3, 700 *175, 000 251 Kalamazoo . 1 1. 2 3 88 101 5 to 12. inc. 7 1 ' 12 4,500 500.000 252 Lansing- . 1 2 3 4 75 79 None. 1 1 13 * 3, 080 175, 000 253 Manistee . 1 2 3 7 74 81 None. 0 1 3, 4-35 131.500 251 Marquette* . - 1 2 3 3 31 37 8 200. 000 255 Menominee . 2 3 5 51 54 6 to 8, inc... 5 8 2,415 175, 000 and high school. 1 258 Muskegon . . 3 2 5 3 99 101 ' 3 to 12, inc. 8 19 4,050 330.060 257 Owosso . 1 2 3 6 35 41 1 1 2. 000 * 125. 000 258 Pontiac . . 1 1 i 2 4 27 31 0 i 0 i;368 110. 000 259 Port Huron . 1 0 ! 1 2 72 74 None. 0 : 15 3,600 500,000 Saginavr: i 260 East side. . 1 2 3 12 125 137 5 and 6 0 i 13 5, 462 421,909 261 West side . 3 2 I 5 7 75 82 None. 0 1 0 i 12 4. ('.00 218,469 262 Sauit Ste. Marie--. 1 2 1 3 5 32 37 None. 0 i 0 ! 6 1,727 120.000 263 Traverse City _ 3 3 1 4 12 46 None. 4 0 1 1,826 125: 000 261 W est Bay City* _ 1 0 1 5 55 60 150, 000 MINNESOTA. 265 Duluth* . . 11 231 1 215 21 j 0 31 ; 1,800, 593 266 Mankato . . 1 1 i 2 38 40 1 None. 1,500 267 Minneapolis . 8 16 ! 51 9 753 762 i High school. ' 0 0 59 ^ 37, 000 2. 100, clicstei* 1 1 0 2 33 35 None. 0 0 14 *91,600 NEW JERSEY. 802 Atlantic City . o 1 3 4 75 79 5 to 10, inc. 0 0 0 3, 355 215, 000 303 Bayorme 8 10 0 128 128 1 9 4,478 366, 800 304 Bloomfield . . 4 4 8 4 39 43 None. 5 0 8 2,276 275,060 305 BT'iflo’oimi ■i' 5 43 48 6 2, 460 97,0(i0 306 Camden . 5 0 5 4 278 282 All grades. 3 30 12, 162 590,423 307 F.nftt tirfl.up’ft 3 93 96 7 3,650 549, ,500 308 Elizabeth- • 7 8 15 20 124 IH 1 11 5, 923 347,009 309 Hackensack . 1 0 1 6 37 43 Grammar. 4 5 1, 648 94, 009 310 Harrison _ 3 14 17 None. "2' 2 800 40, COO 311 Hoboken . 8 1 9 1 184 185 6 to 9, inc. --j- 1 13 7, 959 * :361,500 312 Jersey City - . 18 28 46 0 534 536 None. 0 7 30 33, 627 1, 575. 044 313 Ken.rney - 4 33 3: 5 2, 094 13 1; 060 314 Tiongbr}!,!! ch 1 3 4 0 50 52 1 10 *3.384 253. 300 315 Millville . 1 0 1 4 44 48 N one. 0 "5' 8 2 592 82, 500 316 Montclair..,. . 3 5 8 6 77 83 All grades 5 1 9 2, 730 334,000 helov/ high school. 317 Morristown . 1 0 1 0 35 35 None. 0 0 3 1,546 125,000 318 Newark . . 34 14 48 26 713 739 5 to 8, inc. 39 11 58 34,527 2,296,375 and high school. 319 New Brunswick .. 2 0 2 3 59 63 None. 0 0 6 3,000 * 193, 000 320 Orange . 8 5 13 4 61 65 All grades. 5 0 6 3, 2:3:3 260,000 321 2 3 5 5 92 97 3 to 8, inc. 7 ■3 9 4, 533 265,000 322 Paterson . 20 4 24 0 330 330 7 and Sand 19 5 37 13, 706 783,500 high school. 323 Perth Amboy . 1 0 1 4 45 49 None. 1 0 6 2, 5.53 161,000 324 Plilllipsburg . 1 0 , 1 5 35 40 3 to 6, inc. 0 0 6 1,722 100, 000 * Statistics of 1898-99. CITY SCHOOL SYSTEMS. 1817 Table 8. — Statistics of supervising officers, teachers, property, etc., in public schools of cities of over 8,000 inhabitants, 2890-1900 — Continued. City. Supervis¬ ing officers Regula,!’ teach¬ ers. Grades in which manual training is given, if any. ■nl-^'c schools of cities of over S,000 inhabitants, 1S'J9-1900 — Continued, City. Su ing pervis- Officers. Regular teach¬ ers. Grades in which manual training is given, if any. 0) s p 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 our- poses. ! Male. Female. j Total. 6 Female. Total. 1 S 4 5 i S 9 lO 11 13 NEVr YORK— COnt’d. 370 Troy . . . 7 o 9 7 197 204 ISTone. 3 0 21 8,580 $550, 000 377 Ctica . . . 7 1 11 7 319 226 5 to 9 iiic. 13 1 27 8,018 747, 000 378 W atertown . . 1 1 3 3 107 109 None. 0 2 13 4, 100 227, 200 379 Watervliet . 1 2 3 1 36 37 None. 2 0 6 1,800 100,000 3t;0 Yonkers . 3 11 14 7 153 160 4 to 7 inc. 9 4 14 5,806 864, 000 and high schools. NORTH CAROLINA. 381 1 1 33 36 3 and 4. 5 1,870 80,000 Charlocte . ... _ 383 .> ‘.1* 5 None. 0 0 6 1 600 50 000 381 Newberu . . 1 0 1 2 18 20 None. 0 0 3 1,300 2o!ooo 385 Raleigh . . 386 Wilming’tcii . 387 Wiiiston . . .... .... ' NORTH DAKOTA. 388 Fargo . OHIO. 389 Akron . 11 9 20 17 135 152 7 and 8. 7 1 12 750 000 390 Alliance . . . . 1 0 1 5 31 36 None. 0 u 6 i,7o6 138! 500 391 Ashtabula . . 1 0 1 6 29 35 None. 6 1, 650 117 000 393 Bellaire . 1 0 1 4 34 38 None. 0 0 1,825 85,’ 000 393 Cambridge . ! 1 0 1 3 34 87 None. 0 0 5 1, 7t,5 120, 000 391 Canton . ‘ 1 1 5 19 134 143 None. 2 0 15 6, 700 577, 000 395 Chiilicothe _ i U 0 J) 10 54- 64 None. 0 0 6 2,300 100, 000 390 Cincinnati _ 55 o 57 110 811 951 0 6 52 45,0'J0 *3, 000. 000 397 Cleveland . - 11 55 ' (56 62 1.140 1,202 In all gi’ades. 19 35 65 4.’ 950, 507 398 Columbus. _ _ i 11 41 ! OfV ‘>7 411 438 None. 0 5 40 2.410 650 399 Dayton . . . 15 11 29 28 338 366 7 and 8. 15 1 24 14,148 1,253.775 400 East Liverpool _ 1 0 1 7 53 60 None. 0 0 12 3, 000 200, 000 401 lElyria . . 1 0 1 3 35 38 1 to 6, inc. 6 1,500 100, 000 403 Findlay- . . 1 0 1 8 68 76 13 236 000 403 Fremont . . 1 0 1 6 33 38 None. 3 6 ],4C0 80,003 401 lia,miiton* .. O 0 13 74 87 None. 9 4. 6G0 255, 000 405 Tronton . 1 0 1 43 50 None. 6 2, 500 *120’ 000 406 Lancaster . 1 . 0 1 4 35 39 None. 0 0 4 1, 400 110, 000 407 Lima - . . . 2 0 o 2 89 91 11 000 403 Lorain 3 ' 1 4 4 48 53 2, 400 130, 000 409 Mansfield . o 4 4 78 82 None. 5 9 3,944 325, 000 410 Marietta* . 1 0 1 6 45 51 10 115,000 411 Marion * . 1 0 1 1 46 47 8 145, 000 413 Massillon 3 (J 3 6 37 43 ! 2,232 lii5, (X)0 413 Middletown * . 1 0 1 5 39 44 4 183. GOO 414 N e wark . 3 o 5 3 66 69 None. 13 197, (K!0 415 Pi qua, 1 0 1 1 48 52 2, 460 125, 000 416 Portsmouth _ 2 ' 1 3 4 59 6)3 None. 0 0 10 2, 6.-)0 221,000 417 Sandusky . . 3 1 4 3 69 72 None. 0 1 8 3,207 300, 000 418 Springfield . ... 2 1 '> 4 2i^ 123 151 None. 0 0 17 450, OGO 419 Steubenville * . 1 0 1 4 ! 47 51 None. 0 1 6 ^288 1.51,000 430 Tiffin _ _ _ 2 0 o o 34 36 None. 0 0 5 1,750 125, 000 431 Toledo _ _ 11 11 22 28 381 409 5 to 8. inc. 0 1 38 21,099 1,479,000 423 Warren . 2 2 4 8 34 42 None. 10 2.000 200, 000 423 Y7ellston . 1 0 1 10 23 32 None. 1,750 50,000 431 Xenia - 1 0 1 5 40 45 None. 0 1 6 1,900 130,000 435 Youngstown. . . 3 2 5 16 140 1.56 High school. 0 0 22 7, OilO 700, 000 426 Zanesville, - 1 0 ] 5 88 93 17 3, 900 j OK;L.4HOM.t. 4‘’7 r f' " 1 0 1 g 33 38 0 0 5 1,350 i 75,000 Oklahoma City * . . 3 1 1 4 3 24 27 None. ' 4 1,300 1 75,000 * Statistics of 189S-99. CITY SCHOOL SYSTEMS. 1819 Table 8. — Siatistics of stipervismg officers, teachers-, property, etc., in pmhlic schools of cities of over 8,000 inhabitants, 1899-1900 — Continned. City. Supervis¬ ing officers. Regular teach¬ ers. Grades in hvhich manual training is given, if any. S h a; > cci Buildings used for school purposes. Seats or sittings for study in all public schools. Value of public property u s e d for school pur¬ poses. CD Female. Total. Male. Female. Total. 3 si oj fl fH o 05 bn a O A o O S 'f- ^ CI TS 3 4 5 & 7 9 1© ii IS 13 OREGON. 429 Astoria . . . 1 0 1 3 26 29 None. 0 0 5 1,000 860,000 4S0 13 6 19 35 259 394 3 29 13, oOO 1, 075, 503 PENNSYLVANIA. 431 Allegheny * . 23 3 36 13 354 '367 In gram¬ 10 13 37 18,000 3, 133, 918 mar grades. 433 Allentown . 1 2 3 25 90 115 None. 0 <> 15 5, 650 704,516 433 Altoona . . 1 2 3 18 135 153 None. 0 0 13 7,350 .500. 000 434 Beaver Falls . 1 0 1 3 41 43 None. 0 0 5 3, 000 135, 000 435 Brad clock . 1 6 7 3 46 48 None. 0 0 4 2,300 300, 000 433 Bradford - - 1 1 2 8 54 63 : 8 to 13 1 _ 8 3, 000 235, 000 437 Bn tier _ _ 2 3 5 3 45 47 N one. _ 4 3,336 2(!0, 000 438 1 0 1 7 46 53 10 3. 666 178,000 439 1 1 3 9 25 34 7 1,600 110,-500 440 Cliainbersburg - 1 0 1 7 28 35 None. u 0 7 1, 8.50 85, 000 441 Chester . 1 0 1 8 131 139 None. 0 0 31 5. 385 500, 000 443 Columbia . . 1 0 1 3 41 44 None. 0 1 6 3, 100 76. 300 443 Danviile . . 1 0 1 4 23 37 None. 0 0 5 1,400 ioo;ooo 444 iOnbois =1^ 1 0 1 5 28 33 5 1, 600 80, 000 445 Dunmore . . 1 0 1 5 45 50 • None. 0 5 10 3, 430 150, 000 446 1 5 6 1 39 40 N one. 0 u 5 130, GGO 447 Easton . . 3 0 3 *17 *56 *73 None. 0 0 18 4, 793 550, 650 448 Erie . 1 17 18 7 194 301 None. 3 3 17 7,549 945, 600 449 Harrisburg . 1 0 1 39 161 190 None. 0 0 35 9, 739 748, 989 450 Hazleton - 1 0 1 10 43 53 None. 0 0 8 ,3, 700 305, 000 451 llomesteacl * . o 41 43 4 to high 4 1,800 school, inclusive. 453 Johnstown. . . . 3 O ’ 4 19 99 118 None. 3 0 20 6,000 503, OGO 453 Lancaster . . 3 0 3 11 108 119 None. 0 11 16 6, 330 . 483, 150 454 Lebanon . . . . . _ 1- 0 1 6 59 65 None. 0 0 13 3,000 300, 000 455 McKee-snort * _ 11 0 11 19 101 130 None. 0 3 11 5,265 424, 0(;0 456 Mahanoy City _ 1 0 1 7 35 43 None. q 6 3, 3.50 113, 000 ; 457 Meadville . 1 3 4 1 49 50 4 3, '800 175, 000 : 458 Mount Carmel _ 1 2 3 6 31 37 None. 0 4 G 3, 316 90, 000 s 459 Nanticoke _ 1 0 1 11 33 43 None. 0 4 6 1, 960 99, 637 460 Newcastle . . . 1 3 13 88 101 None. 0 0 11 4, 650 333. 193 : 461 N orri stown 1 ■0 1 8 67 75 From sev¬ 8 3,400 285, 000 1 enth year. thro u g h r high school ’ 463 Oil City 4' 47 51 9 1,800 463 Philadelphia. . =^-60 ^i=94 -154 300 3,313 3,513 High schools 143 95 333 16( 0-000 13,000. OOO 464 Phoenixville. . 3 0 3 2 26 28 None. 0 0 4 1,500 75,000 465 Pittsburg . . 30 13 43 20 908 938 Grammar 23 0 85 50, 000 4, 300, 000 grades. 463 Pittston _ _ 9 1 3 1 34 35 None. _ 8 6 1, 700 85,000 467 Plymouth-. . . 1 0 1 8 26 34 None. 7 6 3, 100 100,000 468 Pottstown . . _ 1 0 1 15 50 65 None. "o’ 0 31 3, 200 178,918 469 Pottsvil La =•' 53 60 10 3.000 470 Beading- . . 1 4 5 9 375 284 None. 0 3 44 13,835 883.. 800 471 Rcra.nton * 28 ,375 303 37 14,338 1, onn; 000 473 Sha.Tnokin * 1 1 2 15 61 76 In elemen¬ 8 3, 500 309,000 tary schools 473 Shenandoah . 1 3 3 9 49 58 N one. 0 13 10 3, 340 1.30,000 474 Sharon . . . 1 0 1 3 33 35 None. 0 1 6 1,650 65, 000 475 South Bethlehem * 1 2 3 10 36 46 6 1,948 193, 000 476 Steelton . . . 3 0 3 16 23 39 None. 0 . 0 6 3, 116 397. 897 477' Sunbury. . . 1 0 1 10 33 43 None. .... 0 8 2,400 85; 000 478 Titusville.. . . 1 0 1 2 40 43 None. 5 1,750 107,867 479 1 2 3 6 34 40 6 1,800 315, 181 480 Westchester _ _ 1 0 1 6 33 38 8 to 13, inc. 0 0 4 1, .504 150,000 481 Wilkesbarre . . 1 0 1 29 145 174 None. 0 16 20 9, 150 525,000 482 Wilkinsburg- . 1 0 1 3 43 45 None. _ .= .. g, 2, 350 300, 000 483 Williamsport . 1 1 3 18 93 111 None. 0 0 15 5,896 350,000 484 York . 1 0 1 30 ■85 105 None, 0 1 , G ,14 4, 723 475, 110 * Statistics of 1898-8? 1820 EDUCATION KEPOKT, 1899D900. Table 8, — Statistics of supervising officers, teachers, property, etc., in puhlic schools of cities of over 8,000 inhahitants, 1899-2900 — Continued. City. Supervis- ingoiiicers. Regular teach¬ ers. Grades in which manual training is given, if any. M o t § cl - ^ g.s Buildiugsnsed for school purposes. Seats or sittings for study in all public schools. Value of public ]>ropert3'- used for school pur¬ poses. CJ 6 1 o Total. o Female. Total. 1 ‘J S 4 5 Q 7 8 !> 1© 11 l.iS RHODE ISLAND. 485 Central i^'alls . 1 3 4 O 51 53 None. 0 3 9 2. 147 $169,000 4PG Cranston (town) .. 1 o 3 8 49 57 None. 4 U 16 2, 260 n;5,000 487 C u ni 1) e !■ 1 a n d 1 1 O 5 32 37 None. 0 4 14 2,0GC 63,600 (tOW2l).-*= 488 East Providence 1 0 1 3 53 56 0 0 17 2,292 17,800 (town). 489 490 Newport. . 1 0 1 li) 80 90 Intermedi¬ 5 4 14 3,492 441,308 ate, gram¬ mar, a n d high school 491 Pawtucket _ 7 4 11 4 133 ISG None. 6 6 ;38 5,617 651,596 49:3 Providence _ o 9 11 51 570 621 High school. 20 33 95 27, 385 2, 622, 156 493 Vfarwick (tow’ii).- 494 IVoonsocket . - - 4 4 85 89 7 to 9, inc. 3 6 24 3, 710 275, 000 SOUTH CAROLINA. 1 1 495 Cliarlestoii . . 6 6 13 G 90 96 None. 0 0 6 7,213 150, 000 495 Columbia . 1 0 1 6 31 37 None. 0 0 5 1, 875 44, 600 407 Gveenvjlle . . 1 0 1 4 23 37 None. 0 0 4 1,560 32, 734 498 Spartanburg . 1 0 1 4 .>3 26 None. 0 0 5 *2, 460 35,000 SOUTH DAKOTA. 499 Sioux Falls _ o 1 3 1 49 50 All grades. 0 0 9 2, 007 275,000 TENNESSEE. 500 Chattanooga. . . 5 2 7 5 78 83 None. - 325, 000 501 Clarksville 1 0 1 3 33 25 2 1,200 39, 890 50:3 Jackson . 5 o 7 4 30 34 None. 3 2, 000 51, 750 503 Knoxville.. . . 6 1 15 69 84 None. 0 0 13 3, 600 180, 000 504 Memphis . . 1 0 1 19 189 308 None. 0 1 28 8,822 431, 179 505 Nashville . . 30 1 31 34 177 301 None. 0 1 18 9,555 472, 240 TEX-4S. 500 Austin _ _ 1 3 16 63 79 9 to 11, inc. 0 0 13 . 3,369 190, 268 607 Beaumont . 508 Corsicana . . 1 0 1 7 36 33 None. 0 0 5 1,470 82,060 509 Dallas.. . 1 0 1 30 94 114 None. 0 0 15 6, 117 293,975 510 Denison . . 1 0 1 4 38 43 None. 9 2,017 199, 290 511 El Paso 1 0 1 4 34 38 o 6 1,380 132, 810 513 Fort YC ortli . . 1 o 3 21 65 86 N one. 0 13 4, 280 *2:38, 760 513 Galveston . . 1 0 1 30 94 114 None. 0 (J 9 4,937 478, 070 514 Houston _ 1 0 1 30 104 i:34 iNone. 0 0 15 0, 127 500. 000 515 Laredo _ .. 1 0 1 1 20 31 None. 0 0 8 600 12, 000 516 Pale.stine . . 1 0 1 10 19 39 Primary. 0 u 6 996 64, 100 517 Paris . . 518 San Antonio . 1 0 1 37 94 131 None. 0 0 31 6,984 317, 417 519 Sherman . . 1 1 2 3 36 None. 0 0 5 1,6.56 85, 000 5:30 Tyler 1 0 1 7 23 :?o 5 1,500 50,000 5:31 Waco . 1 0 1 13 51 67 None. u 0 13 3, 397 286, 600 UTAH. 533 Ogden . . 5 1 6 18 74 93 1 to 4, inc. 0 0 23 4,6.50 351,539 533 Salt Lake City _ 16 10 26 18 241 359 None. 0 0 27 11,329 1,041,304 VERMONT. 534 Barre . . 1 0 1 3 31 34 None. 0 0 7 1,625 105, (KIO 535 Rurliup’ton * 2 1 3 2 61 63 4 3 13 369, 700 53j Rutland . 3 3 6 2 53 54 None. 0 11 *2, loi 163,200 ^Statistics of 1S9S-09. CITY SCHOOL SYSTEMS, 1821 Table 8. — Statistics of supervising officers, teachers, property, etc., in public schools of cities of over 8,000 inhaMtards, 1809-1900 — Continued. City. Supervis¬ ing ohicers. Regular teach¬ ers. Grades in which manual training' is given, if any. 1 Number of kinder¬ gartens. Number of eveii- ! ing schools. Buildings used f or 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 S S 4 5 43 S © IG 11 13 VIRGINIA. 527 2 1 3 9 24 33 N one. 5 1 , 850 S37, GOO 528 Danville . . 0 7 46 53 None. U 0 5 2, 500 58,200 529 4 2 6 9 52 61 8 3, 100 1(;0, 000 580 531 Newport News,.., 1 0 1 3 33 36 None. 1 0 3 1,360 60, 000 532 Norfolk . 2 3 5 7 58 65 None. 11 3,500 200, 000 533 Petersburg . . 1 0 1 2 51 53 High school. 0 0 9 3,1.50 75, 000 534 Portsmouth * . 1 0 1 4 33 37 None. 0 0 4 1,771 47, 000 535 Richmond . . 19 0 19 9 229 238 None. 0 0 19 11,455 442. 500 536 Roanoke . . 9 0 9 12 45 57 None. 0 0 8 3,650 135,000 WASHINGTON, 537 Seattle. . 11 o 13 22 203 .225 High school. 1 0 24 9,200 839,000 538 Spokane . . 5 5 10 9 137 146 None. 9 0 16 S; 870 692, 526 539 Tacoma . . . 9 12 21 11 148 159 None. 0 0 19 6, 650 848,060 540 Y^alia Walla . . 3 2 5 4 26 30 None. 1 2 4 2, 081 181, 178 WEST VIIIGINIA. 541 Charleston . 1 0 1 7 51 58 None. 7 179, 825 542 Pluntingtou _ 1 3 4 2 48 50 None. 0 0 7 2, isis 111, 775 543 Parkersburg _ 3 0 3 13 49 62 None. 0 0 15 221,600 544 Wheeling . *6 *4 MO *8 *130 *138 N one. 0 0 *12 *6,3C0 800, 000 WISCONSIN. 545 Appleton . 6 2 8 5 64 69 High school. 4 1 8 3, 8G0 297, 105 546 Ashland . . 1 1 2 2 43 45 None. 0 0 14 2, 196 155, 000 547 Beloit - . 1 o «V 3 3 49 52 None. 3 0 9 2, 200 160, 000 548 Chippewa Falls... . 1 0 1 6 29 35 1 and 2. 0 0 8 1, 310 96,000 549 Eau Claire . 1 1 2 12 86 98 7 and 8 and 0 0 15 4, 000 177, 780 high school. 550 Fond du Lac . 2 1 3 4 55 59 High school. 5 0 10 2,300 103, 800 551 Green Bay . 1 0 1 7 69 76 None. 0 0 13 3. 670 *183, 334 552 Janesville _ _ Q 0 2 6 48 54 High school. 0 0 8 *2,246 202, 500 553 Kenoslia . . o 1 3 5 32 37 None. 6 1,500 116, 500 554 La Crosse . 1 2 3 9 119 128 None. u 0 24 5, 482 248, 137 555 Madison . . 2 2 4 2 63 65 None. 0 9 2,696 260,000 556 Manitowoc . _ H.3 *0 *3 7 36 43 None. "o' 0 4 1,935 134, 000 557 Mai’iuette* 1 0 1 7 54 61 None. 5 0 6 136, 730 558 Merrill . 1 0 1 7 28 35 N one. 0 0 6 1,900 51,300 559 Milwaukee . 41 8 49 58 757 815 None. 43 0 79 39, 944 2,962,419 560 Oshkosh . 6 0 6 16 105 121 5 to 12. 9 2 10 *3, 500 *250, 000 561 Racine . . 1 1 2 16 104 120 None. 9 0 10 5,072 402, 000 562 Sheboygan . . 8 1 9 19 93 112 None. 7 0 *14 *4,000 200, 000 563 Stevens Point _ 1 2 3 2 47 49 None. 4 0 8 1, 985 102. 000 564 Sunerior. . . 4 6 10 11 136 147 None. 9 0 19 5, 600 400,000 565 Watertown . . 1 0 1 2 26 28 None. 0 0 4 1,300 78,000 566 Wausaw . 1 3 4 7 56 63 None. 7 0 9 3,000 185, 600 Tv’YOMING. 537 Chioyenrio 1 0 1 1 26 27 None. 5 1, OCO 134, 753 568 T la.Ta.iuio * Statistics of 1898-99. 1822 EDUCATION EEPOET, 1899-1900, Table d.— Statistics of receipts of public schools of cities of over 8,000 inhabitants in 1899-1900. City. Receipts for tlie scliool year 1899-1900. From State ap¬ portion¬ ment or taxes. From city appropri¬ ations or taxes. From county a,nd other taxes. From all other sources. Total. Amount available for use daring the year. a 3 II 4 5 6 ALABAMA. 1 9 3 4 5 6 Anniston .... Birminghann . Huntsville- -- Mobile _ Montgomery Selma . SIO, (f20 3, WO 0,540 o, 200 831, 080 • 4,000 33,1C9 10,000 80, 745 383 4,000 $53, 695 7,00^0 80, 017 17,200 $53, 149 7,000 02, 209 18,200 ARAAiSrSAS. 7 8 9 10 Fort Smith ... Hot Springs '-v Little Rock--. Pine Bluff _ (15,893) 28,519 . 12,402 . . 63,’205' 56, 932 24, 553 1,184 73, 835 53,071 75, 851 24, 805 92, 058 71,. 581 75, 930 31, 189 CALIS’ORXIA. Alameda . Berkeley . . . . . Fresno . . . Los Angeles _ Oakland- . . Pasadena _ _ Sacramento - . San Diego . San Francisco _ San Jose. . . Stockton . . ■ 37,840 30, 833 16, 607 254, 666 129,865 29,216 49, ,544 28, 310 767, 225 53, 737 28,598 28,853 26, 631 23, 093 106, 361 ,52, 539 14, 657 44, 839 34, 388 466,312 3:1,327 34,327 24, 9.50 20, 580 10, 075 184, 331 93, 724 29, 365 28, 137 19, 003 56, 555 29. 368 21, 498 77 1, 500 1,488 1,-523 1,595 450 503 2, 466 781 91,719 79. 533 50, 363 546, 871 377, 723 73, 688 123, 520 82. 203 1, 2i30. 092 117. 898 85. 204 97, 820 79, 5.33 61, 934 .597,326 283, 643 76, 734 128, 993 90, 545 1,290,093 123, 378 94, 194 51 Colorado Springs . . . Cripple Creek school district- Denver: District No. 1 . 21, 538 15, 000 District No. 2 5,0(>0 District No. 7.-. . _ 9,0.56 53, 816 District No. 17 _ _ Leadville . . . Pueblo: 120, 000 291,547 69,425 23,313 97, 164 5, OOO 133, 416 164, 059 25,;540 16,934 21, 056 5, 882 1, 800 224 1 4. 953 14, 993 1.39, 746 155, 784 140,000 205,000 420, 845 170, 859 29, 820 138, 193 55,340 507,700 189, 140 31, 421 143, 803 112, 820 District No. 1 . . . District No. 20 . CONNECTICUT. 21, 638 60,473 18,232 ia),343 103, 470 Ansonia . . Bridgenort . . 6, 945 107, 861 4,611 10, 692 35, 444 5, 090 14, 688 4,315 15, 783 12, 980 Bristol (town) . Danburv (town) . Hartford _ _ _ Manchester ( town;* . . Meriden (town).. . Middletown . . Naugatuck (town)* _ _ New Britain . . New Haven . . . . New London . . 7,670 10,163 6,896 10, 138 6, .587 4, 295 4, .579 22, 624 4,529 Norwalk ( town) *. . . Norwich (central district) .... Stanford . . Torrington (town) . Vernon (town)*. . . . W allingford (town)* . . Waterburv _ _ _ Windham (town)* . . . 29,891 135, 100 23, 079 33, 017 62.000 28. 030 63, 429 21,838 25. 026 71, 605 388, ,289 38, 500 38,544 29, ,247 89. .500 30, 059 18, 637 17. .373 1.52, ,536 35,000 188, .531 3, 272 15,918 3,363 429 2, 348 160, 957 1,094 1.977 2,878 36. 836 242, 961 28, 119 46, 057 446, 932 37,596 7-8, 117 40,606 47,942 87,-5.53 388,289 47, 334 64, 625 37.406 101,601 39, 908 25, 701 42, 748 177, 137 43. 407 36, 836 242, 961 33, 543 548, 745 37, .596 78, 117 48,333 394, 746 47, 334 79, 000 43, 743 101,601 3;52, 137 42,407 11,. 367 3,086 16, m2 .501 2,968 1,164 DELAWARE. Wilmington 20, 817 175, 040 695 23, 733 220, 290 258,005 * Statistics of 1898-99. a Includes balances brought forward, receipts from loans, etc. Ta 52 53 •54 55 56 ■57 ■58 59 60 Gi 63 63 64 '65 66 67 68 69 70 71 73 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 98 99 100 lei 103 103 OITY SCHOOL SYSTEMS. 1823 s ^.—Statistics of receipts of public schools of cities of over 8,0G0 iuliabitants in lSP9-1900—Contmv.ed. Re ceipts for the school year 1899-1900. Amount City.. From State ap¬ portion¬ ment or taxes. From city appropri¬ ations or taxes. Ei'oin county and other taxes. Prom all other sources. Total. available for use during the year. 1 3 4 5 €5 * 1 7 BJTSTKICT OF COLUMBIA. $1, 228, 133 $1,228,133 1 1 FLORIDA. ?8, 123 2 3i.:t $45, 920 9, 323 16, 347 $3,571 55 57,613 11 691 57,613 11 691 3/500 is] 847 is’, 847 6,309 30,343 14, 4? 4 51, 020 54, 747 GEORGIA. 6,633 38, 577 811,316 108,919 299 18, 238 147, 498 18, 483 147,496 36, 715 9, 631 45, 711 12, 230 94, 686 94, 688 ! 14,296 1.935 1,795 650 14, 296 28,430 <) 21:0 19,200 Macon ( Bibb County ) _ Savaimah (.Chatham County) ILLINOIS. 33'. 860 36, 636 47,817 75, 000 2. 385 5, 338 83. 062 116, 974 83, 062 137, 4-13 2,823 26, 346 3, 386 443 32, 997 49, 712 Aurora: District No. 4 (west) . 29, 000 32, 729 District No. 5 (east) _ 3, 747 61,000 55, 673 102, 037 560 65, 307 59, 661 108,511 31,336 36, 750 Belleville _ _ _ 3, 510 478 77,311 Bloomington . . 5,113 2, 133 2, 136 1,361 128 ; 372 Cair o . . . . . . . Champaign . . Chicago . . 34,42(7 6, 775, 747 29, 153 50 204 32, 227 282, 781 3,313 5,081 639, 968 712 7,698,496 55, 139 8, 787, 583 Da.nville _ _ _ 51. 214 79, '063 Decatur . . 68, 937 5,536 94,302 79, 554 98, 097 112,924 East St. Louis: District No. 1 . . . . 3, 705 99, 307 District No. 3 (T. 3 N.., R. 9 W.. ) District No. 3 (T. 3 N., R. 10 W..)-.-- _ _ 500 8, 000 111,882 8,500 117, 323 11.000 Elgin _ _ _ 3, 870 1, 650 421 199, 624 Evanston: District No. 1. _ _ 60, 906 25, 526 2, 346 333 63,252 71,417 District No. 3 (South Ev¬ anston) . . 506 26, 365 37, 000 District No. 3 (Noi-th Ev¬ anston) _ _ 67 9, ,529 9,596 11,2(92 F reeport _ _ _ _ 2, 529 45, 931 81,236 58, 632 866’ 49,326 92,386 Galesburg _ _ 3, 393 2, 8.50 7,918 2, 313 543 85, 172 86, -563 Ja.clcson viile . . . 40 61,522 98, 836 Joliet . 60, 253 3, 806 71,977 127,506 Kanhakee . . . 32, 049 293 460 ai, 115 38,056 Kewanee .. . ‘ 1, 200 26, 600 771 27, 971 39, 971 Lasalle. . . . . 8, 000 15,280 26, 000 7,420 300 31, 000 37,000 Lincoln . 2, 000 150 28,150 78,200 Mattoon . . . . . . 2, 704 39, 555 410 42, 669 81,923 Moline 97, 276 130,003 Ottawa 2,100 33, 377 152 35, 629 44, 823 Pelrin Peoria 15, 192 261,626 1,106 277,924 i 322,870 Qm’nc.y 7, 963 85, COO 2,317 400 93, 363 93, 996 Rockford (», 022 3. 388 113, 342 121,681 313. 139 Rock Island 62, 68] 1,037 67, 106 1:26, 260 Springfield . . Streator -6, 897 3, 642 116,251 37,383 1, 047 833 114 125,028 41, 139 130, 519 41,139 W aukegan _ _ _ INDIANA. ( ) 1 A.iicl'0i*soii _ _ . 73,8.54 111, 490 Columbus _ _ _ _ Elkhart 13,7(-)9 31,456 45. 225 60,225 Elwood . . . . .A . * Statistics of 1898-99 1824 EDUCATION EEPOKT, 1899-1900, Table 9,-— Statistics of receipts of pitblic schools of cities of over SfOO inhabitants in 1899-1000 — Continued. City. Receipts for the school year 1899-i9fX). Amount available for use during the year. From State ap¬ portion¬ ment or taxes. From city appropri¬ ations or taxes. From county and other taxes. From all other sources. Total. • 1 3 4 5 7 INDIA N A— con tinned . 101 $163,873 $163, 873 105 Fort Wayne . . 131,957 306, 774 106 Hammond . 41,328 61,3,34 107 19. 091 37, 8.58 103 $160, 591 $.563, 561' $41,730 764, 888 834, 946 109 Jelfersonyille _ _ 8, 830 33, 608 31,4i]8 31,438 110 9 793 33, 913 1,243 43, 948 69,345 111 ir’ 513 58,350 $557 76,419 139,063 17, 594 33, 775 2, 7G4 43, 133 67, 409 113 14, 975 44,935 14,850 74, 760 94,043 11-1 Miclii^'an City - . 115 li 918 35. 775 24, 411 65,104 113, (,0t 116 15, 5-13 37, 535 11,416 54, 483 87, 803 nr Peru _ 118 13, 056 CO, 055 2, 390 75, 501 103, 389 119 South Bend _ _ 130 O'ei're Haute . . .. 40, 353 4, 034 113, 155 1,711 1.59, 142 203,111 131 Vincennes _ _ _ 33, 323 53, 833 13:1 W aha,sii . . . . 30, 134 689 25, 113 133 Washington . . . lOV/A. 131 Boone . . . . 30, 000 135 Burlington . . 8, 4.56 83, 003 352 91,810 100, 129 136 Cedar Rapids . . 8^ 825 95, 133 498 104, 446 156, 383 137 Clinton . . . 5! 937 71, 561 507 78, (H')5 84, 014 138 Council BlufL’s- . . . 7, 377 87, .581 94, 9.58 191,073 l;l9 Davenport . 14, 120 159, 087 7,. 509 180, 710 180, 716 Des Moines; 130 Capital Park _ 13, noo 13, 000 131 East side 7, 357 58, 121 529 66,007 75, 885 133 AYest side . . . 133 Duhuque . 11,897 99, 680 202 111,779 113,493 131 Fort Dodge _ _ _ 3 148 38, 871 32, 019 .58,516 135 Fort Madison _ _ _ _ 3, 333 33, 333 31, 558 31, 556 136 Keokuk _ . . 137 Alarsballtown* . 3, 499 45, 719 49,218 138 Muscatine . . 4, 951 45, 643 1,7.54 52, 347 63, 198 139 Oskaloosa _ _ _ _ 3, 360 30, 547 619 34, 436 43,810 140 Ottumwa _ _ _ 4,087 70, 938 439 75, 454 7'5, 617 111 Sioux City _ _ 10, 484 92, 677 367 103, 538 137, (i04 113 AYaterloo . . . . 1.533 15, 457 132 17’ 131 23, 000 113 AYaterloo, east side _ _ 3, 790 17, .547 39,337 31,309 KANSAS. 141 Atchison . . 5,018 30, 335 1,242 36, 485 41 , 329 145 Emporia . . . . . 3, 574 39,900 531 33! 905 46, 0-15 14!3 Fort Scott _ _ 6, 188 19,815 1,411 27,414 33, 228 117 rialena . 148 Hutchinson . . 3. 600 3.3,000 4, 000 28. 609 39,100 149 Kansas City . . . 137, 385 127, 285 137, 385 150 Tiawreuce . 3. 140 3;;, 095 1,457 SO, 69>: 151 Leavenworth . . . 6! 144 49, 335 1 , 809 57 288 63, 88(1 153 Pittsburg . . - . 5, 887 24, 599 75 30, .561 35, 318 153 Topeka . . . . 10, 367 147, 071 2, 379 IT, 817 177, 710 154 AYichita . , 5, 743 64,359 70,101 KENTUCKY. 155 Bowling Green . . 3.399 10, 433 60 13,881 14,993 15G Covington _ _ _ 17, 943 64, 586 6,411 88, 939 163,557 Frankfort: 157 White schools * . . } 5, 767 5, 945 6, 275 17,987 158 Colored schools* . 159 Henderson * . . 6, 689 38, 734 47 35, 460 40, 33.5 160 Lexington * . . . 20, 939 41, 011 908 63, 846 86, 171 161 Louisville.-- . 93, 576 447,374 7,046 547,896 673, 894 163 ITewport . 15, 338 06, 236 555 .53, 119 53, 563 163 Owensboro . . . t . 5, 437 19. 817 147 1,5.56 26, 947 .50, 054 161 Paducah * . 11,763 33, 868 236 44, 866 57, 147 * Statistics of 1898-99. CITY SCHOOL SYSTEMS. 1825 Table d.— Statistics of receipts of public schools of cities of over 8,000 inhabitants in 1899-1900 — Continued. Recei]its for the school year 1899-1900. Amount City. From State ap¬ portion¬ ment or taxes. From city appropri¬ ations or taxes. From county and other ta,xes. Prom all other sources. Total. available for use during the year. 1 2 3 4 5 6 7 LOUISIANA. 165 166 167 New Orleans . . . $.55, 87 8 $110,000 $20, 428 $291,856 $478, 162 16, 01.S0 $478,162 16,000 168 MAINE. 169 16, 208 15,175 6, 734 12.916 746 29, 870 58, 109 29, 549 30, 854 35, 167 58,109 29,549 30 902 170 h-* 1 00 4)0 : 934 171 Batii _ _ - . - . 4,250 250 115 172 13,553 20, 286 28,803 5,336 51 173 425 49, 711 49, 711 104, 730 18, 636 27, 011 174 104, 730 175 Rockland . 11,000 19, 500 2, 300 127 18, 636 176 7,984 27, 611 MARYLAND. 177 178 327, 146 1,077,698 4, 571 1, 409, 415 1,409,415 179 180 Frederick - . . . 181 Hagerstown . MASSACHUSETTS. 182 Adams (town) . 37,266 37, 266 23, 060 38, 004 41 635 37,266 23, 340 38, 004 50, 635 100, 228 3,638,804 161,123 222, 950 183 Ainesburg (town) . 23, 000 60 184 Arlington (town) _ _ _ 37, 140 41, 189 864 185 Attleboro (town) . 446 186 Beverly . . 53, 970 560 '54,530 3. 638, 804 ' 126, 841 187 Boston . . . . 188 Brockton . . . 125, JOO 1,741 83, 221 5, 672 6, 175 189 Brookline (town) . 139, 729 222, 950 190 Cambridge . 391, 119 112, 950 396, 791 642, 690 121 , 678 191 Chelsea . 119,125 49,272 41,. 500 31,450 147, 870 192 ‘ Chicopee . . . 49, 272 49,272 41, 500 193 Clinton (town) . 41,500 29, 899 194 Danvers (town) . . 1,551 49, 442 214, 724 374,270 136, 230 50,925 195 Everett . 145, 787 2,083 196 Fall River* . . 215, 737 118, 262 49, 575 244, 921 118, 830 197 Fitchburg . . 568 198 Framingham (towm) . . 1,119 231 50, 925 35, 200 90, 170 126, 558 174,014 199 Gardner (towm) . 35, 200 35, 600 121,043 126, 558 2110 Gloucester . 90, 170 201 Haverhill . 126,000 171,334 558 202 Holyoke . 2,680 174, 169 203 Hydepark (town) * . 38, 839 165, 849 31, 635 358, 339 236, 977 204 Lawrence... . 165, 728 121 165, 849 205 Tjeominstei" itownl* 206 Lowell . . 350, 285 6,054 358, 900 207 l.^T'nn* _ 236, 977 207, 338 230, 977 208 Malden . 4, 580 100 211,918 233, 404 209 Marlboro . 56, 800 96, 126 56, 900 56, 900 210 Medford 96,126 146, 126 211 Melrose* 54, 677 30,045 212 Milford (townl 30,000 36,475 218,293 45 30, 045 213 Natick (town) . i . 576 37,051 37, 051 214 New Bedford . 218, 293 218, 293 215 Newbnryport 31,000 180, 497 80, 000 61, 800 36, 200 104, 074 i, 162 32, 102 33, 602 216 Newton _ .. _ 180, 497 180, 497 217 North Adams . . . 80, 000 80,(K)(i 218 Northampton . 998 635 63, 433 86, 563 219 Beabody (town) . . . 740 36,940 36, 940 220 Pittsfield . . . 104, 074 107. 574- 221 Plymouth (town) . . 36, 7'83 97, 000 26 36, 808 37. 748 222 Quincy 40 97, 040 98, 800 97. 040 . 223 Revere (town) _ _ 98,800 126,764 i 100, 832 224 Salem . . . . . i, 553 867 129, 184 129, 184 * Statistics of 1898-99. ■35 ED 1900 — VOL II 1826 EDUCATION EEPOET, 1899-1900, Tabli: 9. — Statistics of receipts of public schools of cities of over 8,000 inhabitants in 1890-1900 — Continued. 225 226 227 228 230 231 232 233 234 235 237 238 239 240 241 242 24;] 244 245 246 .247 248 249 250 251 252 253 254 255 256 257 258 259 260 261 262 263 264 265 266 267 268 269 270 271 272 273 274 275 276 277 278 279 2S0 281 282 283 Receipts for the school year 1899-1900. Amount City. From State ap¬ portion¬ ment or taxes. From city appropri¬ ations or taxes. From county and other taxes. From all other sources. i Total. available for use during the year. t 2 4 i 5 6 r MASSACHUSETTS— continued. ,$333, 068 27, 800 666, 932 152, 0(X) 37, 225 96,308 $333, 068 28,239 668, 683 154, 177 38,232 96,306 22,200 40, .534 55,009 12, 259 $333, 068 30, 612 668,683 154, 177 38, ,232 107, 306 $4.39 1, 7.51 2, 177 1,007 Wakefield (town) . . 40, .500 48, 675 34 40, .534 62,055 Westfield (town) . . . 6,334 43, 328 .56, 770 773 44, 101 57, 210 5.52, 772 44,101 440 57,210 .550,000 2, 772 867, 015 MICHIGAN. $3, 727 24.. 343 $605 6, 8,26 1,327 30,002 25,908 .53, 942 67,123 90, 740 883, 920 22, .576 58,716 3.28, 196 32, 928 19,081 32, 842 3, 923 3, 650 13, 815 116,456 3,871 4, 427 38, 720 4,210 8,029 42, 678 60, 027 76, 0;3.5 7;16, 746 1,273 6, 068 61,994 67, 123 106, 343 1,082,963 55, 358 2, 200 1,246 890 Detroit - . . . 30, 718 30 14,043 4. 632 Flint _ _ _ .51,o:]7 248, 340 40, 831 3.31 2,921 61 , 4.59 Grand Rapids . j 41,136 407, 559 Iron Mountain . . . 109 344 45, 494 47,443 54, 994 87,0:33 Tronwood.. . . .. 35, 858 3. 556 I.slineming _ 3 ackson . . . 8, 633 8,4.52 6, 654 7,074 4, :i37 60, 942 78, 125 839 857 71,271 74,034 95, 667 Kalamazoo . _ 702 2, 463 684 89, 742 64, 672 56, 697 33, 7.53 49,992 i Lansing _ . 57, 018 48, .508 316 89, 545 84, .598 33, 971 .54, 772 1 Manistee _ _ _ 169 946 Marquette _ _ _ 29, 412 41, 041 44, 056 27, 136 4 Menominee . 8, ;3.56 9, 795 ,59,5 Muskegon . . 23,715 8, 851 86, 417 31,427 27, 933 47, 375 99, .348 69, 414 40,975 34,313 117,387 32, 927 29, 873 51,860 Owosso * - - 3, 468 2, 589 823 Pontiac . 20, 771 38, 200 2, 808 1,675 598 Port Huron . . . 8, 577 Saginaw : _ East side 11.875 84, 530 82 1 1 2, 861 West side _ _ _ _ Sault Ste. Marie . . 7,891 3, 294 59, 850 37, 681 79 j 1,594 69, 831 64, .589 Traverse City 3, 071 30, 165 1,077 42,313 VVest Bay City . MINNESOTA. Dulutfi * . Mankato . . . 27, 335 217,695 5, 597 2.50, 627 430, 728 Minneapolis . . . . 130,015 578, 663 25, 902 15, 062 72-3, 740 1,003,512 2;). t,.97 St Cloud . 3, 722 273 29, 897 46.5, OOi) St. Paul . 465, -lOO lc,0i8 14,606 38,535 1 52, 213 .5:38 7, 029 49. 1.51 50 211 Winona, . . . . 2,164 76 ', 012 132, 742 MISSISSIPPI. Meridian . _ _ _ _ 5,800 14, 000 350 20, 150 28, 7.50 Natchez 13. 674 Vicksburg * _ ... 25, 796 MISSOURI. Carthage _ _ _ _ 36, 090 41, 414 Tl.‘i,r>iiil)al 8, 317 35, 106 T3,423 44,691 .TpUttveon City Joplin . . 8,626 39, 314 561,378 11,18] 3, 447 51,387 107, ’729 Kansas City . . 69, 710 40.316 671.404 1,09:3, .521 Jiloberly . . 4, 666 846 26. 693 26, 826 St. Joseph _ _ _ 27,004 134, 974 1, 562 163, .540 467, 148 St. Louis _ _ _ - 150, 564 ‘'i,'49L120 138, 215 90,9.52 1, 87;], 851 2, 101,936 Sedalia . . . 5, 7-44 45, 271 771 51, 786 52,748 Statistics of 1898-99. CITY SCHOOL SYSTEMS. 1827 Table 9. — Statistics of receipts of public schools of cities of over S,000 inhabitants in lS99-1900~Co-atm{\Q(ji. Receipts for the school year 1899-1900. Amount City. From State ap¬ portion¬ ment or taxes. From city appropri¬ ations or taxes. From county and other taxes. From all other sources. Total. available for use during the year. 1. 4 5> © 7 M 1 ssou K T —continued. 284 $-8, 194 $42,618 $3,684 $54, 496 $89, 660 30, 140 285 MONTANA. 286 287 14,020 199, 909 2,951 154 216, 880 35, 286 57, 125 294, 187 288 3,487 2, 504 31,645 54, 466 60, 595 67, 528 289 155 NEBRASKA. 290 17, 757 $44,060 176, 637 35,000 64, 228 1,393 284,553 46,000 127, 438 127,438 291 43,566 9, 000 504, 756 813, 840 90, 000 292 90,000 NEW HAMPSHIRE. 293 420 14, COO 13, 309 1 , 372 15,782 55,118 33, 061 15, 782 294 31,691 969 10,118 1,632 1,205 56, 408 33,577 40, 615 295 30, 4fi0 31,627 296 886 33, 718 23, 141 297 Laconia . . 23, 061 80 23, 141 126, 076 65,918 39, 747 298 299 Manciiester . Nashua _ _ 3, 353 30, 310 122, 723 32, 974 2,’634' 126,076 65, 918 39, 747 20,869 800 Portsmouth _ _ _ 885 36,801 19,000 907 1,154 1,869 301 Rochester . . . . 22,308 NEW JERSEY. 302 Atlantic Cit3?' . . . . 24, 091 43,352 17,610 13, 285 80, 007 36,025 54, 187 54, 305 77, 500 6, 226 12, 002 1, 934 84,622 132, 854 84 622 303 Bayonne . . . 148,553 301 Bloomfield . . 37, 750 57,295 28,900 275, 928 160,013 30, 000 313, 788 246,077 117,431 63, 426 15, 983 305 Bridgeton * . . 15. 615 190, 921 99, 145 62, 138 39,953 4, 600 95, 178 . 306 Camden* . 5,000 500 . 307 East Orange . 135,670 116,325 56, 794 15, 743 183, 207 775, 115 38, 000 70,610 26, 554 308 Elizabeth * . . . 309 Hackensack * . 15,341 1,500 310 Hai’rison . . . . . 11 143 311 Hoboken . 85, 848 280,896 13,020 21,410 26,500 32,669 13, 402 389,374 1,806 377 188, 915 992, 924 ; 312 Jersey City* - _ - _ _ 507,483 24, 980 49,200 6,736 ■ 313 Kearny * . . . 38, 382 314 Long Branch . . . 98,346 29, 495 110, 889 44, 792 ^^315 Millville * . . 54 316 Montclair . . . . . 67, 500 301 100, 470 39, 902 794, 037 317 Morristown . . 26, 500 318 N e wark . . . 403, 125 32, 500 1,538 1,467 1,215,312 319 New Brunswick _ _ _ 21,571 55.538 98,118 320 Orange . 48,013 95,215 273, 055 110, 913 321 Passaic . . . 30, 357 127, 894 64,858 141,500 15, 000 18, 726 128, 830 . 322* Paterson _ ... - . 3,861 381,438 67,135 323 Perth Amboy . 14, 363 29,363 32,496 . 324 Phillipsburg . . 13,344 21, 963 21, 705 426 35, 057 325 Plainfield . . . 53,332 30,204 1,570 76, 865 79, 875 326 Town of Union . . . 1, 402 53,311 55, 845 327 Trenton * .... s 95, 1.58 27,000 145,099 , 328 West Hoboken . . ... 23,000 31 50, 031 69, 074 NEW YORK. ■''"329 Albany . 43, 476 9, 673 14,482 276, 409 44, 581 75,000 2, 551 322, 436 55,374 92, 702 432, 674 330 A iTisterda.in 1 , 120 70,320 331 Auburn... . . 3,220 117, 724 332 Batayia . 38,483 333 Binghamton . 24,532 147,148 9, 850 4, 757 4,111 116, 000 1,717 16,073 752 142, 249 147,513 334 Ru ffal o - _ 1, 146, 656 38,805 17, 740 1,309,877 49. 407 1, 650, 985 55,119 335 Cohoes . 336 Corning . 378 22; 875 28. 855 337 Cortland . _ 14, 860 1,066 548 20, 040 57,966 21; 162 338 Dunkirk . . . 7, 919 49, 499 94,724 77, 481 339 Elmira . . 20,092 1,648 116, 464 1.28,364 * Statistics of 1898-99. 1828 EDUCATION KEPORT, 1890-1900. Table 9.— Statistics of receijfs of public schools of cities of over 8,000 inhabitants in 1890-1900 — Continued. City. Receipts for the school year 1899-1909. From State ap- portioi]- ment or taxes. From city appropri¬ ations or taxes. From county and other taxes. From all other sources. Total. Amount available for use during the year. 3F) 311 312 343 311 34.5 34G 317 318 319 3.50 351 352 353 351 35.5 3ob 357 358 359 360 361 362 363 364 365 3C6 3{;7 368 369 370 371 372 373 374 87.5 37;5 377 378 379 380 381 382 383 384 385 386 387 388 389 390 391 392 3a3 .394 395 396 397 398 399 NEW YORK— continued. Geneva . $7, 968 6, 585 9,567 9,184 4, 750 Glens Falls* . _ Hornellsville . Hudson . . Ithaca . 9, ,543 Jajnestown . 1.5,826 5, 887 8,650 Johnstown . . . . Kingston: Kingston school district . . District No. 1 . . District No. 2 . DisD’ict No. 3* . . District No. 4 . . 1,224 Lansingburg . . . 8,778 Littlefalls . 5 631 Lockport . 9; 419 6, 925 10, 469 12, 8.59 Middletown .. _ Mount Vernon . . New burg . New Rochelle . New York . . . . 8, 681 1, 242. 156 Niagara Falls . 10, .599 7,446 North Tonawanda . . Ogdensburg . . . 8, 788 Glean * . . 8. 453 Oswego*.. . - _ _ Peekskill: District No. 7 (Drum Hill) . District No. 8 (Oakside) .. Plattsburg . . . 13,056 3.188 1, 700 6,808 8, 005 12. 095 Port Jei’vis . Poughkeepsie . . Rochester . . . 89, 409 7, 103 Rome . . Saratoga Springs .. . 9,253 Schenectady . . 10,016 63, 541 Syracuse . . . . . Troy . Utica . Watertown . Water viiet . Y onkers . . . . NOKTFI CAROLINA. Asheville ... Charlotte ... Greensboro. Newborn ... Raleigh _ Wibnington Winston _ NORTH DAKOTA. Fargo Akron . . Alliance _ Ashtabula . Bellaire _ Cambridge Canton . Chillicothe. Cincinnati Cleveland.. Columbus.. Dayton .... S-.30, 485 22, 721 39, 575 31,110 12, OG) 38, 195 77,604 29, 885 31, 438 $570 $1,319 612 382 13, 795 5, 620 4,010 917 $39, 023 30, 354 49, 754 40, 676 29, ,545 53,358 97, 440 37,091 44, 005 $51,700 35, 208 58, 727 52,265 29, 545 108, 870 99,400 44,811 55, 005 15,01i 29, 0,52 28,081 12,398 5,313 18,571 500 37, 905 37, 957 40, .523 37, 8.50 100, 463 74,298 101,380 13,372,445 58,891 34, ,51.5 lo^kis 40, 000 16, 247 11,000 24, 848 27, 187 64, 425 575,535 29, 220 43. 135 46, 180 364, 645 124, 378 145, .500 66, Old) 20,000 187,9.23 16, 096 7,234 171 586 4,210 3, 104 3, 393 3, 883 1,311 294, 839 137 109 1,984 308 1,0.56 4,793 801 160 1,695 2,680 834 10, 683 3,309 430 993 1,683 1, 365 2,637 2,301 23, 248 2,068 8, 000 1.5,012 8,458 46,8.54 44, 174 54, 1,52 47, 879 114,325 91, 040 111,372 14, 909, '140 69,627 42, 970 31,364 50, 344 57,849 20, ,2,36 12, 860 33, 351 37, 872 77,384 675, 627 41,616 52,808 57, 189 429,869 154,795 176,218 81, f!07 48, 461 208, 562 24, 596 15, 012 8,630 51,0,56 64, 767 63, 683 87,492 192, 131 91,232 123,3.52 13,573,270 70, 122 139,691 45, 000 61,298 53,056 20,488 12,860 45, 190 44, 695 77, .384 1,037,034 41,790 75, 707 65,644 626, 856 163,245 289,222 116,063 48,461 304, 791 24,596 400 9,288 2, .500 600 15,000 6, 700 15,000 6,700 15, .502 3, 299 3,408 4,364 3, 372 112 024 271 037 1:34 209 140.311 22,079 22,304 19, 626 102, 931 37, 768 824, 365 , 2:}9, 153 429,516 343,389 28,404 1,779 1,790 417 1,672 80 1,.502 876 29, 135 54,145 4, 908 3,520 157, 604 25, 795 33, 484 28, 447 23,078 117, .547 44, 668 1,004,771 1,4.58,349 492,558 382, 118 247 37 50 45, 33 1.52 ,54 l,07i: 2, 648. 771: 588, 502 234 035 487 466 493 399 132 537 022 712 * Statistics of 1898-99. CITY SCHOOL SYSTEMS, 1829 Table 9. — Statistics of receipts of public schools of cities of over 8,000 inhabitants in 1899-1900 — Continued. Receipts for the school year 1899-1900. Amount City. From State ap¬ portion¬ ment or taxes. From city appropri¬ ations or taxes. From county and other taxes. From all other sources. Total. available for use during the year. 1 s 3 4 5 7 OHIO — continued. 400 $-7, 447 '4,203 $40, 713 30, 094 $1,823 1, 063 $49, 981 35, 516 $93,9-37 65, 201 401 $157 403 60, 385 39, 548 100, 903 44, 349 24, 259 66, 586 61, 188 114, 848 56, 133 59, ,563 51,485 403 3,563 13,016 6,344 3,116 24, 993 61,651 340 38,895 79, 049 404 405 35, 713 1-55 33, 113 23, 993 40o 20, 408 469 407 408 4,900 6,160 36, 276 25 41,201 69,853 409 62,644 1, 049 410 411 Marion * . 413 5, 778 30,507 86 36,371 413 37, 783 414 7,375 6, 137 43,384 36, 831 628 51, 287 69,28-5 56, 430 415 . . 954' 43, 913 43, 705 416 6,651 37,054 64,-555 61,068 133,886 59,053 51,637 519, 694 417 418 Springfield _ _ 14,314 6, 892 107, -333 324 529 133, 4-00 419 30, 009 287 678 37, 188 420 Tiffin ^ . 38, 992 39, 668 421 53, 053 3, 104 377,879 32, 996 3, 569 185 433, 501 39,324 15, 257 422 Warren . 4,039 3, 089 74, 737 423 Wellston 3, 788 3,335 17,380 10,034 8,420 36, 781 152, 802 31 , 986 424 Xenia . . . . 1,292 205 41,408 110,387 62, 2-51 425 Youngstown _ _ 235, 5.5S 426 Zanesville . . . 54, no 2, 069 66, 213 92, 707 OKLAHOMA. 427 Guthrie. . . 428 Oklahoma City . . 3,358 17, 125 6,000 35,483 35,483 OREGON. 429 Astoria . . 3, 858 14, 838 154, 861 10,626 249, 120 49 706 29, 373 435, 936 39, 373 430 Portland . . . . 30, 649 436, 723 PENNSYLVANIA. 431 Allegheny . . . 94, 864 26, 391 30, 930 8, 891 9, 710 -510,028 121,983 131,793 32, 399 811,157 433 Allentown . . 95,593 95, 933 23 423 133, 799 433 Altoona . 4, 929 451 255, 096 434 Beaver Falls . . 635 33, 399 485 Braddock . . . . 31’ 568 83 17, 855 59, 214 104, 419 436 Bradford . . 13, 600 9,843 11,666 7,839 7, 614 42,000 28, 705 600 -55, 200 437 Butler . . . . 923 39, 471 53,990 438 Carhondale * . . . 35,367 47, 033 61, 367 31, 533 439 Carlisle . 18, 930 13, 183 94, 135 18,587 10, 276 17. 333 376 27, 145 440 Chambershurg . . 293 31,089 441 Chester . . . 26, 473 10, 319 1,137 131,744 160, 443 443 Columbia . . . 437 29, 333 30, 153 443 Danville . 6, 775 1,013 9,435 5, 724 294 537 17, 883 33, 458 444 Dubois"'' .. .. 24,343 445 Dun more 23^ 425 75 33, 690 36, 343 446 Duquesne 29, 305 1,314 3, 085 -58, 943 447 Easton . 20, 8(i5 39,924 39, 326 11,738 65, 279 789 88,958 142,891 448 Erie... . 155. 956 1, 8,59 197, 739 319, 635 449 Harrisburg . . 142, 735 1,869 183, 939 187,228 450 Hazleton _ _ _ 29, 097 35, 103 1,109 41,944 45, 642 451 Homestead * 9,324 25, 215 30, 800 77, 863 134, 880 77,863 172,078 452 Johnstown . . . 95, 577 82, 385 608 3, 480 453 Lancaster .. _ . . . 3,999 461 116, 645 163, 145 454 Lebanon . - . 14, 193 25,283 11,650 9, 231 34,056 83, 593 4,-580 43, 839 80, 303 455 McKeesport* 3,348 203 1-53,900 353,375 456 Mall an oy City 20, 197 30,474 18, 150 33, 050 40,011 457 Meadvil'le _ . . ... 1,905 41,610 43, 499 458 Mount Carmel 9,484 10, 658 537 28, 161 29, 956 459 Nanticoke . . 23,700 22 78 33, 458 34, -507 460 Newcastle 18, 184 15, 997 80,243 3,-523 101,949 153, 167 461 Norristown . . 49,210 3, 142 68,349 176,064 * Statistics of 1898-99. 1830 EDUCATION KEPORT, 1899-1900. Table 9. — Statistics of receipts of pnhlic, schools of cities of over 8,000 inhabitants in 1899-1900 — Conti uued. 4i>3 463 464 465 466 46T 468 469 470 471 473 473 474 475 476 477 478 479 480 481 483 483 484 485 486 487 488 489 490 491 493 493 494 495 496 497 498 499 500 501 603 563 504 505 506 507 503 509 510 5]1 513 513 514 515 516 Receipts for the school year 1899-1900. Amount City. From State ap¬ portion¬ ment or taxes. From city appropri¬ ations or taxes. From county and other taxes. From all other sources. Total. available for use during the year. 1 3 3 4 1 5 a 7 PEXNSYLYANT A— continued. Oil City* . . . $11, 831 $43, 666 $107, 813 5, 069, 754 26, 291 3,117,906 30, 150 23, 1.56 $3, 970, 643 31,913 1, 405, 880 20,873 33, 156 43, 277 6,706 U, 764 1,101,935 16, 940 13, 930 30,1446 31,701 $443 83, 077 53 330; 868 9,843 $38* 395 8,934 13. 118 7 913 43,517 71,488 323,095 450,633 125, 381 Pottsville * . 14; 913 71,633 73,374 14, 931 163, 1;53 305, 487 39.943 1,326 236, 101 1,948 505 46, 821 47,385 23,994 46, 457 35, 768 39, 494 64, 378 33, 994 51,748 107. .318 6,948 17,046 i,310) 30, .3.50 (4( 147 9, 313 5, 709 27'8 397 7,881 23, 975 85 33, 319 33, 319 8 571 25, 013 2 534 36, 107 39,837 78,237 39, 973 230,300 61, 635 7', 014 37,338 8,398 31,574 138,366 38, 881 61,981 56, 03;3 39, 972 180, 931 49, 370 87, 983 39, 037 2, 337 1.311 8,189 35, 460 24, 536 3, 300 5.13 99, 001 151, 849 York . 5,706 86, 365 RHODE ISLAKD. Central Falls . 5, 364 35, 091 2,875 43, 230 46, 324 46, 427 Cranston (town) . . . 4,083 4,049 4,613 41,166 19,500 33, OCO 1,076 Cumberland (tovv'n) . . 633 24. 183 East Providence (town) _ 1,065 38, 677 44,438 Lincoln (town) . . Newport . . . 6, 786 81, 769 7, 549 96, 104 128,410 703, 773 128,879 195, 676 811,376 Pawtucket . 8,987 29, 787 114,647 643,991 4, 776 Providence . . . 23, 567 7,438 Warwick (town) . W oonsocket . . . . . 8,449 59, 351 1,708 69, 408 84,830 SOUTfl CAROLINA. Charleston , . . . 17, 278 43,233 5, 917 2,437 1, 185 930 66, 437 18, 124 9,601 15, 831 118, 827 18, 129 9.601 15, 961 Columbia . . 6, 665 3,3;37 9,033 5,079 Greenville . - . . Spartanburg . 14,901 SOUTH DAKOTA. Sioux Falls . . 5,033 28,. 368 87 34,087 34,833 TENNESSEE. Chattanooga . 16, 800 4, 763 27, 300 137 44,000 13,258 21, 572 54,514 134,823 170, 817 44,000 16, 828 23, 480 54,680 186,543 Clarksville . . . 8,358 Jackson . 9,011 13, .561 1,979 77, 366 Knoxville . 3, 904 3,753 46, 879 Memphis . . . 47, 4.57 Nashville . TEXAS. Austin . . . 17,565 26,831 1,387 45, 783 109, 160 Beaumont- . . . Corsicana . 6, .587 36,214 15,639 46,617 14,343 27, 773 464 839 23, .519 73,334 25,269 27, 0t)6 Dallas 493 73,334 Denison _ _ _ _ 10, 884 9,383 17, 361 43 25,269 El Paso * . . . 37, 155 67, 981 44, 861 85, 678 87,000 Fort W orth . . 25, 476 1,,500 1,810 2,000 359 44. 696 Galveston . . . 28, 483 38, 000 11,213 55, 164 45, 000 2,300 7.500 85 85, .542 87,000 13,818 16,455 Houston . 2,000 60 Laredo. . 346 15,810 16,455 Palestine . . . . . 7,289 774 893 * Statistics of 1898-99. CITY SCHOOL SYSTEMS, 1831 Table 9.— Statistics of receipts of public schools of cit ies of over 8,000 inhabitants in 1890-1900 — Continued. 517 518 519 520 521 522 523 521 525 526 527 528 529 530 531 532 533 534 535 536 537 538 539 540 541 542 543 544 545 546 547 548 549 550 551 552 553 554 535 556 557 558 559 560 561 562 563 564 565 566 567 568 City. 1 TEXAS— continued. Paris . San Antonio. Sherman _ Tyler*. . Waco . UTAH. Ogden . . 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. Charleston . . Huntington . . j Parkersburg . Wheeling . . WISCONSIN. Appleton . . . Ashland . Beloit . . Chipiiewa Falls. . Eau Claire... . Fond du Lac. . Green Bay . Janesville . . Kenosha . . . La Crosse . . . Madison _ _ Manitowoc . Marinette . . Merrill . . . Milwaukee . Oshkosh . . . Racine . Sheboygan . Stevens Point . . Superior . . Watertown . Wausaw . . . WYOIVIING. Cheyenne . . . . Laramie . . Receipts for the school year 1899-1900. Amount available for use during the year. From State ap¬ portion¬ ment or taxes. Prom city appropri¬ ations or taxes. 1 Prom county and other taxes. Prom all other sources. Total. 3 1 4 5 6 7 \ sii, 892 863,298 $9 1304 $105,501 $1.38,933 8,398 19, 400 27, 798 49 298 7,600 8,000 500 16, 100 lo; 100 16,626 28,642 274 90 45,632 50, 433 18, 7.57 53,358 3, 165 2, 465 ' 77, 745 77, 889 52, 121 245, 957 3, 178 301,2.56 314, 571 1,720 32,343 770 34,833 35, 698 2, 055 47, 000 4,044 .5.3,099 1,655 35,000 1,255 1,007 38,917 ''’'39,'i23 6, 958 13,500 82 20,510 20, 540 7, .541 17, 663 806 26, 010 38, 483 10,244 25,996 2, 182 38,422 88, 603 7,373 12, 639 2,814 11,690 11,855 26,3.59 27,299 14, 720 137,507 1.52, 227 155. 213 11,069 11,678 726 ?23,473 23, 473 6,197 27, 516 3.5, 713 35. 273 34, 5.52 125, 389 3,044 163,985 163, 949 6, 534 26,580 184 33, 398 33, 298 82, 405 240, .509 6,539 329,453 346, 807 59, 159 167,680 2,421 229,360 263, 337 87, 119 74, 727 161, 846 289, 433 29, 745 18,147 JO O 8 49,893 63, 999 4, 023 48,559 3,657 56, 239 57, .545 3, 847 28, .347 3,826 36,020 38,029 4,588 4S,.509 4,264 905 58,266 61, 498 14, 731 97,398 4,427 116, ,556 143, 667 5, 855 52, 190 6,407 3, 198 67, 650 90,250 4,232 42. 373 3, 731 835 51, 171 56,993 4, 002 32; 776 3,] 29 1, m 40, 959 42,587 3,4,37 17,890 3,230 933 25,490 31, 159 9, 172 55, 340 7,085 .535 73, 1-33 65, .597 7,294 28,000 5, 404 1,282 41, 980 53, 149 6, 927 38, 780 6, .595 5, 356 57, 658 57, 658 4, 720 28, 000 4, 565 i;748 .39, 031 39, 997 4,305 27,889 4,000 2.398 38, 593 ' 50, 704 11, 166 75,000 10, 952 3,3.38 100, 456 133, 958 5,938 42,189 .5.640 3,574 57,341 64, ,514 4,237 32. 493 19,040 55, 770 57, 890 6,074 27, 400 5,799 1,920 41, 193 41,364 3, 476 10,650 6,000 545 20, 671 20,671 108,127 475. 000 101,000 10, 166 693, 293 1,006,463 11, 664 66, 540 274 78, 478 97,343 10, 489 35, 600 40,000 1, 660 87, 749 160, 879 9,086 64, 975 9,269 1,030 84, 360 1.50,837 1,212 21, 700 8, 648 81, 560 39, 133 110, COO 12, 949 1,980 124, 929 173,370 4,268 15,681 4, 050 1,138 25, 1.37 32, 183 6, 497 38, 000 4,567 617 49,681 60,971 4,089 25, 231 108 39,428 29, 431 * S./atistics of 1898-99. 1 2 3 4 5 G 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 oo 24 25 2;'. 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 EDUCATIOI^ EEPORT, 1899-1900, 3LE 10. —Statistics of exx)enditures of puhlic schools of cities of over 8 ,000 inliahi- tants in 1899-1900. City. Perina- nent in¬ vestments and lasting improve¬ ments. Expenditures for the school year 1899-1900. Teaching and super¬ vision. Current and inci¬ dental ex¬ penses. Evening schools. Total. ALABAMA. Anniston - Birmingham , Huntsville .. Mobile . Montgomery Selma . . ARKANSAS. Port Smith... Hot Springs*. Little Rock Pine Bluif . . . . CALIFORNIA. Alameda . Berkeley . Fresno _ Los Angeles... Oakland* . Pasadena _ Sacramento . . . San Diego _ San Francisco . San Jose... ... Stockton . COLORADO. Colorado Springs . . Cripple Creek school district . Denver : District No. 1 . District No. 2 _ _ District No. 7. . District No. 17 . Leadviile . Pueblo: District No. 1 . . . . District No. 20 . CONNECTICUT. Ansonia . . . Bridgeport . Bristol (town) . . . Danbury (town) . Hartford . . . Manchester (town) _ Meriden (town) . . Middle to v/n . . Naugatuck (town) * . New Britain . New Haven _ _ New London . . . N or walk ( town ) * . . Norwich (central district) Stamford . . Torrington (town) . Vernon ( town) * . . Wallingford (town) * . Waterbury . . . Windham (town) . DELAWARE. Wilmington . DISTRICT OF COLUMBIA. Washington . . $1,475 3()0 10,000 30,350 $38, 577 5,880 $8, 807 8;20 1,545 ■7' 524 993 1,446 2,-574 4, 698 2, 960 4, 974 22, 897 4,338 2,480 1,000 80, 000 107,924 3,903 3443 1,449 50, 732 13, 773 27, 998 13,000 33, 087 16,000 52,372 19,054 66, 390 58, 000 41,071 372, 986 232,9-56 42, 954 91.219 63.219 1,048,812 85,035 -59, 774 70,278 101,000 2.5^, 490 105, 764 14, 203 86, 809 26, 772 47, 105 2,019 1, 100 8,257 2,200 22,209 950 11,712 16, 865 8,778 75, 878 41,5:16 8, 418 18, 988 15, 1-50 128, 701 30,024 17, 420 37, 973 12, 000 7-5, 098 44,468 10,0-58 49, 346 25,473 29,917 980 70, 000 7,019 14,467 85, 789 769 1.000 1,718 6,837 12,-319 11,281 9, ,500 8,849 6,249 129,846 79,308 :17, 476 120,112 25, 420 36, 16-4 223,116 26,834 61, 234 18, 375 28.5,51 57,846 286, 002 34, 286 42, 98,5 23,008 60,069 21,221 18,297 26,693 122,199 19, 738 1,24, 804 8,073 .52, 109 11,512 7,206 1,39,019 7, 491 15, 6.58 1(>,174 9, 413 21, 768 89,186 13,071 1,3,866 8,607 16,084 9, 838 6, 023 12, 953 46,551 9,943 53,895 144, 137 838, 577 Statistics of 1898-99. $419 1,033 3, 754 ‘3, ‘628’ 74, 286 1, 110 648 307 740 4,640 456 1,102 5,082 1, 105 2,071 $48, 859 7,000 60,367 14, 100 42, 889 18, 200 75, 000 27, 0,18 80,1.33 74, 865 51,295 451,4:8 282, 934 51,-372 116, 795 83, 343 1. 274, 696 120,507 80, 522 109, 251 193, 000 4-3.5, ,5 i 2 154, i;i5 24, 779 137,604 102, 977 90, 795 36,836 242,961 43,951 .57,837 4.52, .564 34,3.35 78,117 29,519 44, 032 87,5.53 392, 589 47,357 68, 717 31,615 85, 653 39, 9)8 24,320 45, 895 300, 667 29, 681 258,005 1,228,133 CITY SCHOOL SYSTEMS, 1833 Table 10. -Statistics of expenclitiires of public schools of cities of over S, 000 inhabi¬ tants in 1899-1900 — Continued. City. Exi^enditures for the school year 1890-1800. Perma¬ nent in¬ vestments and lasting improve¬ ments. 1 6^ FLORIDA. $1 . 248 3,320 2,880 Key W^est _ _ _ Pensacola* . . . . . Tampa _ - _ _ _ GEORGIA. Athens . . . . Atlanta . _ _ _ 1, 042 8,461 1,117 1,000 6,353 9,844 11,864 Augusta* . . - . . Brunswick . . . - . Columbus . . Macon (Bibb County) . . Savannah . ilAUKOIS. Alton . - . - Aurora: District No. 4 (west) . . . .. District No. 5 (east) . . 4,000 3, 593 36,690 3,317 3, 180 705, 724 30. 396 9, 417 Belleville . - . Bloomington . . . Cairo . . . . Champaign . . . Chicago . . . . . Danville . . . . . Decatur . East St. Louis: Teaching pvnd super vision. Current and inci¬ dental ex¬ penses. Evening schools. 4 5 Total. 100 101 103 103 101 105 108 107 108 109 District No. 1 District No. 3 ( T. 3 N. , R. 9 W ) District No. 3 (T. 3 N., R. 10 W. ) Elgin . . Evanston: District No. 1 . . District No. 3 (South Evans¬ ton). . . . District No. o (North Evans¬ ton ) - - - - . Pi'eeport . . . . Galesburg . . Jacksonville.-- . . . Joliet. . . . - . Kankakee . Kewanee . . . . . La Salle - . - . . . . . Liiacoln. . Mattoon . . . . Moline . . . . Ottawa. . Pekin. . Peoria. . Quincy . . . — Rockford- . . . . Rock Island . . . Springfield . . Streator.., . . . Waukegan . . . . $48, 116 9,418 13, 467 14,305 17,364 137,005 71,936 10, 483 36, 600 67,855 98,518 31, 006 17, 446 39, no 36, 996 53. 564 19, 096 16, 463 4,813,560 33,405 49, 848 34,579 $■7, 483 1,4:34 3, 500 3. 039 1,407 19, 449 13, 657 1, 401 455 8, 855 8,835 7,348 7, 555 li,040 10,138 35, 159 8,565 8, :370 1,492,755 14,563 13, 489 33, 464 6,447 4,008 1,097 37. 368 13,275 888 25,035 1, 994 13,000 18,(M.M) 45, 000 51, 939 28,2:]0 1,213 3, 800 55, 705 38,423 30, 012 5, 136 28,418 43. 993 32', 115 56,583 20, 203 19,800 15,430 16, 200 16,525 48,9:35 33, 588 900 21,9:35 31,817 10,750 1,995 16, 750 14,874 8,573 32,3;54 8,631 5,260 3, 200 5,000 6, 456 16,365 6,329 56, 180 5, 245 35, 412 34,383 18, 354 139, 589 57, 504 70, 737 44,608 75, 515 26,314 51,474 21,454 22, 451 17, 770 34, 627 9, 486 INDIANA. Anderson . Columbus _ Elkhart . El wood- . . Evansville _ Port Wayne -- Hammond _ Huntington ... Indianapolis . . Jeffersonville 3,749 45, 882 13,608 T7 33, 857 3,918 18,283 15,326 5,319 2,840 119, 118 600 128, 490 81, 716 25, 861 .24, 432 421,075 23, 515 a 48, 803 35, 893 9, 926 13, 956 215, 591 6, 580 $375 C:3, 836 309 160 1,363 $57. 157 13, ,203 18, 847 16,334 18, 831 147, 496 94, 057 13, 000 28, 4:30 83, 062 117, 187 40,218 25, 001 57,150 49, 718 104, 413 29, 978 28, 013 ,074,865 67,:364 73, 754 3, 700 111, 104 68, 6£6 34, 770 8, 228 82,5:36 71,141 41,575 103, 973 30,817 37, 060 36, 620 67, 200 74. 920 93, 436 30, 130 347,243 84,503 138, 760 96, 760 116, 396 35, 800 63,239 60. 493 195, 580 123, 835 41,006 41,238 757, 147 29, 695 statistics of 1S9S-9.1. a Includes salary of superintendent. 110 111 113 113 114 115 116 117 118 119 120 131 133 133 134 135 126 137 138 139 130 131 133 133 131 135 136 137 138 139 140 141 143 143 144 145 146 147 148 149 150 151 153 153 154 155 156 157 158 159 160 161 163 163 164 165 166 167 EDUCATION REPOST, 1899-1900. 3LE 10. — Statistics of eccpenditures of jyuhlic schools of cities of over S', 000 inhabi¬ tants in 1809-1900 — Continued. City. INDIANA— continued. Kokomo . Lafayette . Logansport ... Marion . . . . Michigan City Muncie* . - New Albany . . Peru . . Richmond . South Bend . . . Terre Haute . . Vincennes . Wabash . . Washington... Expenditures for the school year 18S9-1900. Perm a- I ments. ! 3 S4C6 33,980 3, 7.50 6,517 39,413 3, 503 S'36, 545 46, 470 33, 040 39, 165 43, 139 36, 990 49, 130 IOWA. Boone . Burlington . . Cedar Rapids . Clinton . . . Council Bluffs _ Dp.venport _ _ Des Moines; Capital Park . ... East side - W est side * _ Dubuque. . Fort Dodge . . Fort Madison . Keokuk . . Marshalltown * . Muscatine . . Oskaloosa . . Ottumwa . Sioux City . . . Waterloo... . . W'aterloo, East side. 3. 055 4,.5(H1 30,{)00 3,000 3, 460 19.107 9.407 3. ono 70, 376 600 KANSAS. Atchison . . Emporia . . Fort Scott - - Galena . . . Hutchinson . . Kansas City . . .Lawrence . . Leavenworth . Pittsburg . Topeka - - Wichita . . 2.403 6, 703 14,813 733 6, 751 '5,'94S' 5, 000 100 5, 050 ,400 23, 404 376 507 39, 717 KENTUCKY. Bowling Green _ Covington . Frankfort : White schools * Colored schools ^ Henderson * - Lexington * . Louisville _ _ _ Newport . Owensboro . . Paducah . . . LOUISIANA. Baton Rouge . New Orleans - Shre veport... 1,08? 906 14,000 116,018 3, 479 6, 581 20,(!00 103, 354 19,397 31,830 33, 000 63, 603 64, 680 41,3:10 70, 453 91.641 7, 200 45, 603 83,040 67,856 18,671 14, 161 30, 116 31,9^11 25,010 47, 1,38 77, 435 12,000 17, 911 19,504 31, 486 30, 150 ^'18, 000 89,981 34,96.5 39,349 16, 759 55.906 43, 887 o 13, 300 71,636 10, 181 3.565 14. 900 .51,9:13 390, 093 37,4.52 21,fdl 35, 000 Current and inci¬ dental ex¬ penses. $11, 571 15,000 14, 510 11, 470 13,827 8, 503 14, 598 34,111 9, 337 2,743 13, 000 19, 359 23, 573 24,907 33,471 30, 848 .3,000 19. 336 4.3,535 33,014 10, 493 14, 695 13, 365 16, 667 7, 549 13.420 4^3,800 4.000 5,845 8, 957 7. 779 7, .500 15,534 5,360 13, 839 9, .324 38,010 34, 149 1.483 19, 703 1,783 14,711 93, 687 6,216 1,000 3.50,379 13, 000 *Statistics of 1898-99. 345,933 . ! . . . I a Includes salaries of clerks and janitors. Evening schools. S.500 300 9,977 300 Total. $38,5,23 84, 5.50 49,300 57, 153 85, 369 47,996 63, 7:28 139, 530 33, .5:34 43, 563 36, 000 85, 431 107, 3.59 75. 744 104,924 193, 765 10, SCiO 64, 939 127,967 96, 573 43, 977 29,594 50,333 48,. 568 38, .507 59, 548 131,235 16. 100 38, 806 38, 461 31,665 27,650 26, (XK) 138,909 30, 701 .53, .585 26,083 163, 63:3 68,036 14, 788 93,436 1.3, 023 4, 109 30. 683 66, 637 608, 774 47, 347 34, 869 56,000 596, 313 15,000 I I 108 169 170 171 172 173 171 175 176 177 178 179 180 181 182 183 184 185 186 187 188 189 190 191 192 193 194 195 196 197 198 199 200 201 202 203 204 205 206 207 208 209 210 211 212 213 214 215 210 217 213 219 220 221 222 223 224 225 220 227 228 229 230 CITY SCHOOL SYSTEMS, 1835 LE 10. — Statistics of expenditures of public schools of cities of over 8,000 inhabit tants in 1899-1900 — Continued. City. 1 MAINE. Auburn * . Augusta . Bangor _ _ Bath . . Biddeford . . Lewiston _ Portland* . . .Rockland* . . Water ville . . MARYLAND. Annapolis . Baltimore . . . Cumberland . . Frederick - - Hagerstown . . MASSACHUSETTS. Adams (town) . . . Amesbury (town) - Arlington (town) . . Attleboro (town) . Beverly . . Boston . . Brockton . . . Brookline (town) . Cambridge - Chelsea . . Chicopee . Clinton (town).. - - Danvers (town) . Everett . . Fall River . . Fitchburg . . Framingham (town) - Gardner (town) _ _ Gloucester . . . Haverhill . Holyoke . . Hyde Park (town)* . Lawrence . . . . Leominster (town)* . Lowell . . . Lynn* . . . . . Malden . . Marlboro . Medford . . . Melrose *. . . . Milford (town) . . Hatick (town) _ New Bedford . . . Newburyport _ Newton . . . . . North Adams . . . N or thampton . . . Peabodj^ _ _ Pittsfield . . . Plymouth (town) . . Quincy . . Revere (town). . . Salem . . . . Somerville . Southbridge (town) _ Springfield* . . — Taunton . Wakefield (town) _ Waltham . . . Expenditures for the school year 1899-1900. Perma¬ nent in¬ vestments and lasting improve¬ ments. Teaching and super¬ vision. Current and inci¬ dental ex¬ penses. Evening schools. Total. SI, 719 $33, .500 16,528 44, 538 21,551 2:3,995 37, 162 S5,228 16,099 13,571 6,2.55 6,219 10, 288 $400 7(H) 2,000 1,129 20, 448 7,013 350 ! 1,051,977 291,617 8,571 1,800 13,000 .50,870 822, 107 11,179 85,924 245, 899 2,006 2.5,160 2.3,032 16,174 45,375 14. 820 25,370 30,874 1,500 2, 299 25,575 16, 822 27,215 25,135 33,812 2,132,557 106, 490 93,176 305, 745 86,9.34 32,282 12,863 18, 831 79, 796 196, 412 81,668 32, .545 23, 914 56,3.50 110, 340 130,829 144, 731 1,242 15, 502 Too 2!l,963 133,028 .51,134 ],881 1,278 16, 747 1,500 7.911 5,000 139; 2,265 2,834 60 50,000 5, 787 88,153 5,100 389, 420 46, 500 11,100 197,634 178,219 117,589 42,387 68, 3.51 45, 707 20, 774 7,252 , 573 25,200 146, 992 53,400 42,924 26, 882 55, 998 24, 780 75. 649 34, 765 90, 791 195, 424 16, ,276 189, 209 79, 688 28, ,314 •57, 451 9.891 6.2.38 10, 789 11,000 14, 669 613, 485 33, 608 42, 229 85, 771 30.4.56 15,410 589 10,66:3 37,674 78, 683 25, 866 14, 809 10, 584 31,819 , 15, 340 33, 666 7, 085 26, 415 5.892 107,315 57,443 57, 645 13,603 25,263 877 70, 655 1,623 1,621 5,275 1.791 1,580 1,103 10, 730 3,326 757 887 7,218 8, 252 51,257 8,386 39, 084 20,000 19,817 9, 464 38. 078 8, 270 2.5.212 12, 600 29,276 47, 519 6, 5l0 79, 5,55 26, .5.26 9, 696 24, 973 5, 409 '6,406 17,351 1,315 1,L 1,290 1,782 $39, 32 58! 29, 30, 49, 104, 14: 28, 128 627 109 525 914 4.50 730 706 940 1,352, 165 S7.2C6 23: 060 38. 004 49; 135 ia),228 3, 638,804 152, 900 222,950 642,690 121.187 74, 432 41,484 45, 668 163,948 300, 645 136. 230 48, 101 35, 385 119, 043 127.180 172, 2(i3 50,008 310, 580 337, 802 237,077 199, 593 56, 787 145, d2o 71. 547 29, 873 37. 051 214,743 3.5.189 194,8.38 80, 000 63. 583 38, 939 96, 924 35. 884 102,211 97, 365 129,184 333,068 28.584 667,288 151, 177 38,010 95, 306 * Statistics of 1898-997 ^201 233 231 235 230 237 238 239 240 241 242 243 244 245 240 247 248 249 250 251 252 253 254 255 256 257 258 259 260 261 262 2t53 264 il 205 260 207 208 209 270 271 272 273 274 275 276 277 278 279 2h0 281 282 283 284 285 286 287 EDUCATION EEPOET, 1899-1900. 3LE lO.—Siatistics of expenditures of public schools of cities of over 8,000 inhabi¬ tants in 1899-1000 — Continued. Expenditures for the school year 1899-1900. City. Perma¬ nent in¬ vestments and lasting improve¬ ments. Teaching and super¬ vision. Current and inci¬ dental ex¬ penses. Evening schools. Total. 1 2 3 4 5 MASSACHUSETTS— continued. Ware (town)" . $17,377 27, 040 $29, 1.32 40,484 19, 143 54, 915 46, 368 57,136 701,898 Watertown . $13, 438 Webster (town)* . . . . 12. 000 W est field . . . 33; 338 31,010 43,443 365, 415 $278 14, 758 12,004 155, 097 $1,031 104, 281 598 17, 105 MICHIGAN. 221 18, 762 10,303 5, 529 29, 286 32, 857 55, 071 00,918 82,611 1, 076, 987 41,681 47, 430 ]0,(J()0 3,225 17,328 38, 065 38,341 13, 181 23, 777 0, 800 1, 800 53,618 014. 971 22, 183 Detroit . . 281,021 19, 039 171.373 9, 022 15,020 29, 184 210, 610 7,022 18, 252 Flint . . . 11,480 13,350 34,149 78, 904 301’ 0*10 50,250 70, 514 23,805 25, 119 13, 035 17,240 Ishpeniing * _ _ _ _ _ 32, 120 Jackson . . . 48,518 17, 094 23, 507 10,510 05,612 70, 250 Kalamazoo - _ - . 4, 931 47,818 30, 077 Lansing . . . . . . . 7,539 00, 120 01,144 32, 804 43, 181 102,3.50 32, 422 25, 320 40, 023 97, 3.33 Manistee . 10,750 899 30, 397 13, 459 9, 995 13, 009 33, 902 532 Marquette* . . 21,970 29, 572 Menominee . . Muskegon _ _ _ 15, 500 52,954 Owosso * - . . 18,841 Pontiac . . . . 3,385 15,311 0,024 Port Huron . . 31, 091 Saginaw: _ East side 2,735 71,402 38, ;348 23, 796 12, 751 West side . . 1,580 52, 079 Sault Ste. Marie . . . . . 32, 000 20, 450 12, 000 64, 4.50 38, 335 Ti'averse City . ... 9,576 20,030 24, 807 8,723 West Bay City * . MINNESOTA. Duluth*. . . . 135,107 109, 954 8,829 2-45,001 28,819 895, 508 24,475 465,000 48,373 70, 174 Mankato * . 19, 990 Minnea])olio _ _ 170, 278 558, 454 160, 770 4,845 100,359 19, 708 13, 381 St Ulond 1,500 18, 130 St Pfl.nl _ _ 304,041 28, 005 53, 759 Sti 11 wfi.ti'-n’ * Winona 3,0;)4 MISSISSIPPI. Meridian . . . . . 19,423 1,717 21,140 Katchez * 22, 248 Vicksburg* . . . .. 13, 230 34, 124 MISSOURI. Carthage . . . . . ' 20, 890 28, 903 13,234 8, 858 Hannibal _ _ 35, 761 Jefferson City * . . 15,872 Jojiliu - . . 19, 058 370, 459 35, 000 15,498 70, 1.50 Kansa,s City . . . . . 380, 000 16,281 209, 312 5,689 44,393 330, 457 11,962 959, 777 Moberly . 1,712 74. 425 23,682 St. Joseph . . . . 109, 279 395 228,492 St. Louis . . . . 538, 073 1,038.279 35,253 30, 775 11,918 9,274 1,916,083 Sedalia . 47,215 Springfield . . 4,290 6,024 12, .574 3,003 47, .539 W ebb City . 20,915 MONTANA. Ann p.nn r1 n, Butte . 57, 245 117, 713 59,808 1 . 234, 700 * Statistics of 1898-99. 288 289 290 291 292 293 294 295 296 297, 293 299 300 301 302 303 304 305 306 307 308 309 310 311 312 313 314 315 316 317 318 319 320 321 322 323 324 325 326 327 328 329 330 331 332 333 334 335 336 337 338 339 340 341 342 343 344 345 346 CITY SCHOOL SYSTEMS. 1837 E 10. — Statistics of expenditures of public schools of cities of over S,000 inhabi¬ tants in 1899-1900 — Continued. Expenditures for tlie school year 1899-1900. City. Perma¬ nent in¬ vestments and lasting improve¬ ments. Teaching and super¬ vision. Current and inci¬ dental ex¬ penses. Evening schools. Total. 1 4 5 MONTANA— continued. $765 184 $35, 103 $14,050 27,233 $49, 917 64, 602 37, 185 NEBRASKA. 1,878 157,669 38,000 85,546 271,089 36, 422 123, 846 597, 468 166, 549 $2, 161 43,000 13,000 475 94, 475 NEU" HAMPSHIRE. 1,482 7, 653 35,838 23, 897 18, 835 15, 923 84, 910 44,809 26, 868 14, 740 4, 9G9 19 34-’- 14,083 55, 172 32, 725 l,4a5 4,421 7’, 100 8, 196 243 160 31, 612 23, 141 7,219 32, 199 21,109 7,367 1,600 126, 076 65, 918 4, 473 8,406 39, 747 6, 016 20, 756 NEW JERSEY. Atlantic City . . . . 39, 845 31,172 71,017 147, G98 120,086 27,404 227, 476 Bayonne - _ _ _ 27,209 67, 422 81,135 31,088 21,181 37, 679 21, .556 1,013 Bloomfield - . Bridgeton * .. . . . Camden* _ _ - 16,415 137, 783 East Orange*- _ 17,228 73 684 1.24, 471 Elizabeth * . . 77, 192 26 309 134, 537 Backensack * _ . _ 43, 150 Harrison . . . . . 11, 143 4, (.00 56,205 105,924 600 15, 743 Hoboken . . . . . . - 130, 258 1,500 187,963 J ersey City * . . . . 255, 793 354, 410 20, 300 38,604 20, 255 4, 556 720,683 Kearney * - ...- _ 40, 786 Long Branch 35, 651 20, 721 5, 161 94, 976 Millville* . . . . 295 25,711 Montclair . . . . . 10,135 2, 300 66,285 24,079 569, 411 34, 061 42,361 57,078 20;>, 053 22, 6'}5 20, 881 31,608 8,823 200, 128 48, 8S3 537 108, 565 Mori'istown . 35, 202 Hewark - _ _ _ _ _ 78’ 727 34, 438 882, 704 New Brunswick . . - . 600 83, 484 Orange 46,904 31,419 61,654 18, 403 107,068 Passaic . . - . . 27, 639 3, 495 119, 631 Paterson - _ _ _ 68, 873 4, non 5, 613 336, 193 TPerfii Amboy 37, 772 2,594 3,177 4, 704 64,377 Phillipsburg _ _ _ 9, 902 • 33, 377 Plfi.i T1 field 47, 754 30 356 22, G.56 73, 587 Town of Union 17, 719 52. 779 Trenton* - . . 109, 712 151, G72 West Hoboken * 28,978 42,443 NEW YORK. Albany - . . 10, 259 16, 106 18,863 150 9,328 221,450 54, 631 1, 943 2S8, 283 A 711 Pi in * 32, 826 15, 473 64, 405 A n bn I’n 61,486 17. 628 20, 438 loo, 787 Bfl tn.via 7, oo:) 24, 778 Binghamton _ _ 101,669 31,572 142, 569 Buffalo - . 358, 701 - 833, 991 205,038 9, ’943’ 1, 407, 673 Cohoes 37,240 14,490 13,107 29, 930 17, 879 55, 119 Corning- . . _ - . 148 6,283 20,921 rinrtl fl.n d 4,146 16,069 4,246 3.598 20,851 Dunkirk . . . . 17,822 230 64, 101 Elmira, 67, 549 2(5, 356 98, 151 Oeneva, 1,013 758 26,285 21, 707 32, 545 6, 455 33, 7.53 Glens Palls * _ _ _ _ 8, 8,25 31,290 Ia 3,748 6, 298 1,074 60,035 11,912 11,875 3, 163 13, 664 48,205 Hornellsville - - Hudson - - - Ithaca 27, 163 15,848 34, 972 45, 336 20,085 108, 671 Jamestown . . . . . 15, o09 .56,305 23, 235 95,049 * Statistics of 1898-99. 348 349 350 351 353 354 355 350 357 358 359 300 361 30:1 303 364 365 366 367 308 309 370 371 373 373 374 375 370 37? 378 379 380 381 333 383 3t)4 385 386 387 388 389 390 391 393 393 394 395 390 397 398 399 4i;o 401 403 403 404 405 EDUCATION REPORT, 1899-1900. LE 10. — Stat istics of expenditures of public schools of cities of overS,000 inhabi¬ tants in 1899-1900— CoritiTixxed.. City. Expenditures for the school year 1899-1900. Perma¬ nent in¬ vestments and lasting improve¬ ments. Teaching and super¬ vision. Current and inci¬ dental ex¬ penses. Evening schools. Total. NEAv YORK— continued. .Johnstown . Elingston: Kingston school district- Di.strict No. 1 . - . District No. 3 . . District No. 3 * . District No. 4 . Lansinghurg . . . . Little Palls . . . Lockport . . Middletown _ _ Mount Vernon . . Newburg--. . . New Rochelle _ : . . New York... . . . . Niagara Falls . North Tonawanda . Ogdensburg.. _ _ Clean * . . . . . Oswego * . . . . Peekskill: District No. 7 (Drum Hill) District No. 8 (Oakside)... Plattsburg . . . . Port Jervis . . . Poughkeepsie . . . Rochester . . . Rome . - . Saratoga Springs . . . . Schenectady . . Syracuse . . . Troy.. . . . Utica . . . . Watertown . . . . Water vliet . . . . Yonkers . . . . NORTH CAROLINA. Asheville _ Charlotte ... Greensboro . Newbern - Raleigh . Wilmington. Winston . NORTH DAKOTA. Fargo Akron _ Alliance . . . Ashtabula _ Bellaire _ Cambridge _ Canton . . Chillicothe . Ciuednnati _ Cleveland - Columbus . Dayton . . . East Liverpool. Elyria . . Findlay* . Fremont _ Hamilton* _ Iroutou * _ $8, 843 4,664 $21,694 39, 003 $5, 408 17, 409 730 32,337 1,000 7,148 49, 104 17,573 3, 590 .5,433,909 5,288 16,285 4,090 1,078 0,634 3, 540 13,139 5, 853 134,936 0, 335 4,300 13,874 4,168 3,851 77, 887 34, 061 11,370 08, 730 530 7,955 % 935 81,374 18,643 38, 973 38,907 06,428 57. 398 51.399 10,733.918 41,990 35,578 31,408 37, 791 38,943 10,331 8,000 ,31,395 33, 950 43, 000 431,454 33,635 33, 501 41,990 286,315 131,898 135,939 49,307 19,285 137,981 15, 705 535 1, 771 13, 847 5, .5,38 10. 838 13, 348 40, 718 16, 150 41,425 3, 643, 009 19. 839 13, 458 10, 484 19, 137 13, 4S0 6,280 2, 000 10, 760 9,934 34, 384 115, 289 0,100 11,401 10, 774 109, 250 15, 545 41,391 13, 119 7,073 70, 464 r,958 300 515 12,101 5, 770 1,000 4'j5 7,650 'i,'899 25. 052 1,073 23, 240 3;39, 131 75,083 41,905 19, 005 13, 773 5,303 90, 889 19,. 500 15 216 15, 906 15, 205 70, 340 33,998 790, 342 928, 993 308, .528 243, 475 25,3:21 19.144 31 5:25 18, 261 40, 172 21,039 8, 39, 8, 143. 272! 113: 80, $4i 584 :234, 789 440 4, 395 400 ;2,‘98i' 9J1 000 4, ,311 1,593 8,617 14.538 0,304 .5,-518 6,484 686 $35, 945 51, 196 8,490 0, 096 44, 841 56, 498 56, 801 49, 403 150, 789 91,130 97, 004 20, 093, 745 07, .557 51,521 30, 048 48, 000 58, 050 19, 0,57 10,000 45, 190 38, 730 77,384 660, 074 36, 000 48, 003 65, 044 402, 714 1.50,394 240,118 87, 087 37, 034 277,370 24,191 13, 401 6,090 140, 20, 24, 33, 23, 140, 43, 901, ,545, 497. 306. 08, 30, 55, 20, oo; 28. 085 702 7'22 034 887 808 871 780 407 .579 099 012 204 337 878 013 343 ^ Statistics of 1898-99. Ta: 4G6 407 408 409 410 411 413 413 414 415 410 417 418 419 430 421 423 433 434 425 43d 427 438 429 430 431 433 433 434 435 436 437 438 439 440 441 443 443 444 445 446 447 448 449 450 451 453 453 454 455 453 457 458 459 460 461 463 463 464 465 466 CITY SCHOOL SYSTEMS. 1839 iLE 10. — Statistics of expencliiures of puhlic schools of cities of over 8,000 inhabi¬ tants in 1899-1900 — Continued. Expenditures for the school year 1899-1900. City. Perma¬ nent in¬ vestments and lasting improve¬ ments. Teaching and super¬ vision. Current and inci¬ dental ex¬ penses. Evening schools. Total. 1 S 4 5 © OHIO— continued. $31, 594) $5,980 $27,570 39, 968 71, 139 23, 759 13, 008 35, 767 $i8, 735 39, 991 33, 998 83, 709 23, 720 39, 679 20,945 50, 558 1,000 24,247 7,908 33, 155 22, 895 38, 750 3,015 34,881 9. 848 47, 74-4 6, 290 23, 974 9; 083 38,347 36, 850 19,500 13, 705 60, 055 41,925 * 5.3, 363 85, 937 26, 283 112, .319 27,645 10, 195 $3.35 38, 165 Tiffin * - . 19,945 36, 596 Toledo. . 61,366 264,908 97,932 118 4,34, 814 39, 784 21,813 7, 954 59. 551 10, 404 * 15,016 Xenia . . . . . . 1,680 35,575 11, 487 175 38.917 ■12,480 86, 056 39, 915 138 ; 4,51 44, 530 21,593 66, 133 OKLAHOMA. Guthrie . . 18, coa 5, 060 33,000 Oklalioma City . 6, 000 6, 63.3 4, 176 16, 808 OKEGON. Astoria . . . . - . 1,100 16, 300 3,700 20, 000 Portland . . . 45, 098 207,386 74, 651 750 337, 785 PENNSYLVANIA. Allegheny . 105, ISO 345, 393 98, 773 (cO 449, .345 Allentown . . . . 59,033 51, 640 110, 663 Altoona . . . 1,811 66, 641 36, 077 104, 5,39 Beaver Palls . . . 865 19, 583 4, 356 34, 704 Braddock . . . . . 56,383 34, 843 10, 534 91,659 Bradford . . 45,000 k), 000 8,500 83, 500 Butler. . . . . . 718 33, 3,30 9’, 377 33, 315 Carliondale . . . 34, 793 43, 395 Carlisle . . . 18,110 16, 649 5, 554 40, 313 Chambersburg. . . . 154 14,193 5, 555 20, 501 Chester . . . 7, 377 64, 539 4^^, 379 114, 195 Columbia . 3,423 18,304 8, 609 700 30, 035 Da,nville . . 11,878 5, 573 17, 450 Dubois . . . 13, 641 23, 818 Duninore . . . . . 3,740 24, 875 11,090 39, 705 Duqiiesne . . Easton _ _ _ . 40,134 58, 693 33, 475 131,301 Erie . . . . . 19,381 90, 329 73,117 840' 183,567 Harrisburg 9,582 101, 3{-3 56, 878 167, 662 Hazleton . s’ 343 3'^. 313 ll,(i6l 39,615 Homestead * . 20, 704 .51,0.55 Johnstown . . . 17,510 75, 368 33, 930 115, 708 Lancaster . . . . . 30, 206 CO, 608 45, 960 136, 774 Ijebanon . . 36, 313 24, 234 23,313 73,858 McKeesport ■ . 39, 161 6:1, 163 34, 344 136, 567 Mahanoy City . . . 20. 540 15, 064 85, 604 Madville . . 4, 660 26; 639 8, 993 40, 381 Mount Carmel . . . . 3, ,320 14,455 8, 453 263 25,491 Nanticoke _ _ _ 1, 166 33,043 6, 418 430 30, 016 Newcastle _ _ _ 50, 280 47, 323 46, 454 143, 967 Norristown 37,926 40, 381 17,917 96, 324 Oil City* 35, 641 08. 251 Philadelphia . . . 1, 103, 603 3, 433, 910 557,337 ■80,000 4, 173, 856 PhfRuxville 1,873 13, 918 5, 640 31,430 Pittshu T’p' 43ti, 025 668, 738 401,346 1, 504, 099 PittstoiiT _ _ _ 1,979 14,913 5, 954 i, ioo 24, 006 * Statistics of 1898-99. a Included in other item.s. 1840 EDUCATION REPOKT, 1899-1900. Table 10. — Statistics of expenditures of puhlic schools of cities of over 8,000 inhabi¬ tants in 1899-1900 — Continued. 467 468 46U 470 471 47.-3 m 474 47,5 476 477 478 479 480 481 482 483 484 485 486 487 488 489 490 491 492 493 494 495 493 497 493 499 500 501 502 503 .504 505 506 507 508 509 510 511 512 513 514 515 516 517 518 519 520 521 Expenditures for the school year 1899-1900. City. Perma¬ nent in¬ vestments and lasting improve¬ ments. Teaching and super ■ vision. Current and inci¬ dental ex¬ penses. Evening schools. Total. 1 3 4 5 6 PENNSYLVANIA— continued. $464 1,712 S14, 894 25, 363 $5, 962 14, 250 $532 $21, 852 41 , 325 Potts ville *- . 29, 230 122, 568 m, 843 229, 608 363, 2;12 41,446 45, 576 23,339 41,093 97, 841 48, 108 58,504 428 174,0.52 28,691 31,. 594 1,944 1,447 258 10, 251 11,2.55 5, 492 16,0.53 8,948 7, 605 560 1,280 17, 589 774 24,266 21, 704 67, 189 2, 267 19,621 21,097 29,493 29, 772 78, 237 64 8,611 20, 022 890 22, 254 8 051 31, 195 154, 064 59, 756 867 101,. 535 26, (531 51,662 6,i(:h) 5, 673 57, 6(;0 23, 646 20,210 86, 979 103, 487 York *. . 42, 777 40, 500 KKODE ISLAND. Central Falls . . . 250 28, 720 10,216 1,089 40, 275 Cranston ( town ) . . 2,358 32, 101 11,881 5,882 46, 340 Cumhoriand ( totv n ) . . 17,979 950 24,831 40, 445 East Providence (town) 1 24, 474 15, 810 Lincoln (town) ISTe wport . 66, 585 85,116 4.56, -401 30, 425 i, 185 3), 083 29,500 98, 195 Pawtucket . . . . Providence . . . Vv’ ar wi ck (town) . 56, 108 21,623 38. 950 211,689 183, 257 719,213 V/ oonsocke b . . . 5, 427 46,189 lit, 727 1,859 73, 202 SOUTH CAltOLINA. Charleston . _ 23 315 ""’ll9 .54,517 14, 7!)1 8, 847 5,383 1,920 625 82,115 Colmnhifl, 16, 830 Greenville . 9, 472 Syarttinburg . . 1,664 9, 247 5, 0.50 15, 961 SOUTH DAKOTA. Sioux Falls.. . . 2, 498 26,207 16, 508 45,213 TENNESSEE. Chatta-noeiga . . . 40, 041 4, .531 44, 572 Clarksville _ _ _ 2-K) 12,044 1 1,269 13, ,503 Jackson . . . . . . Knoxville . . . 2,136 14.914 4‘», .564 3, 136 8,116 39,145 20, 186 51,680 Memphis . . 18, 888 97. 184 1 1,589 156, 801 Nashville . . . . 7,. 500 142,093 20,358 I 866 170, 817 TEXAS. Austin 47,819 44,344 9,. 337 101, 500 P>ea,u jnont 1 _ .. CoTSicflTl!^, 4. 098 1,298 18.319 3. 862 26, 279 TOa.lln.s 74 ; 924 9, 858 88, 080 Denison . . 21,511 2, 750 24, 261 El Paso 15, 761 30,441 49, 391 72, 239 4,653 3, 468 50, 855 Forth Worth . . ,52, 859 Galveston . 17, 356 89, ,595 Ponston 5, 000 250 79, 863 1,500 2, 800 86, 3()3 I^ai’edo 9, 594 10, .504 12, 644 Palestine . 1,213 3, 750 15, 767 pRi*is -- - - _ .......... ... _ San Antonio 24, 191 80, 745 12,217 117, 153 Rnaumn rt 20, .500 21, 810 15,000 4,988 47, 2i)8 Tvler’^L . - . . . 1 , 500 16, .51 10 Waco . . . — 1 43, 177 6,023 49, 200 * Statistics of 1898-99. CITY SCHOOL SYSTEMS, 1841 Table IQ.— Statistics of expenditures of public schools of cities of over 8,000 inhabi¬ tants in 1899-1000 .—CoritinViQd. 522 523 534 525 536 537 528 529 530 531 533 533 534 535 536 537 538 539 540 541 543 543 544 545 546 547 548 549 550 551 553 5r>i 554 555 556 557 558 559 560 561 563 563 564 565 566 667 568 City. Expenditures for the school year 1899- 1900. Perma¬ nent in¬ vestment si and lasting; improve¬ ments. 1 Teaching and super¬ vision. Current and inci¬ dental ex¬ penses. Evening schools. Total. 1 3 3 4 5 6 UTAH. S8, 776 143, 441 |26, 543 $77, 760 ' 35, 109 164, 490 95, 361 294, 960- VERMONT. 16 718 13, 988 5, 788 35, 493“ 33, 538 15, 489 27,824 8, 657 36, 481 VIRGINIA. 17, 300 *8,790 31, 09O.> 21,340 . 7, 143 28,483- 3, GOO 33, 654 5,941 40, 595 9,150 13, 639 4,365 15,411 4,047 23,833 TNinOollr * 103, 000 43, 130 4, 408 149, 538 993 18, 758 3, 733 23,473 13, 700 lb, 437 4, 313 34,439 9, 048 133,090 20,393 181, 631 Refill 3,000 25, 081 5,825 33,906^ WASHINGTON. 74, 177 163, 334 93,537 330, 04& 63, 857 103,239 67,983 234,068 _ _ 27, 033 95, 969 58,499 181,501 31, 135 14, 774 11,088 56, 991 WEST VIRGINIA. rtI 1,908 24, 701 13, 889 40, 498'- "pf w 71 f in 0*1, nn 7,873 19, 610 9,390 36, 873- "pc^ 23, 104 26, 034 7, 944 .57,082 AAlin O’ 9, 155 70,850 31, 468 111,473 WISCONSIN. J^ppIfAf.An 15, 301 37, 598 15, 971 68, 870- 14, 626 26, 488 7, 819 48,933. rn'f. 500 23, 377 13, 480 37,3.57 TTn.llsi ■ 875 17,540 3,935 23, .350 ^5^71 fllp.ii'A 11,735 48, 845 14, 178 74, 758 |7rv7']rl Hn T.fir» 30, 000 30, 000 5,000 65, 000 Rn.v 1,293 37, 347 16, 348 54, 988. .f ^ l-l <=l Q '^7 1 1 1 A 3, 000 23, 986 11,334 37, 210 W Ck'n A<;; h Q 15, 165 19, 678 9,265 44. 108 y I4vnQQA 1,803 69, 073 21,208 93, 083. '|\yfiY]iQnn 6, 439 36, 585 11,751 54, 765 Manitowoc. . . . 13,194 33,918 14,074 51,186 TVIsvin Altft 3, 495 39,043 9,837 41,. 364 Merrill . . . 1,292 14, 430 4, 939 . . - . 20,651 IXfi ] ■^7 n V A A 591,309 110,518 701,837 Oshkosh . 18,093 57, 615 14, 857 $360 90, 924. Pf^oin A 53, 000 59, 658 20,390 133, 048 40, 000 51,000 94, 000 Sliclioy ^clll - - - - ^1 Ay And PAinl, 4’ 536 21,531 6, 699 33, 746 ftTTTio vim* 34, 347 73, 684 40, 143 147, 174 ou.jYvriiL;i _ - - .. - -- -- - - -- -- - - , W £3 1 Ai'lAn/n 3,833 13,913 1,893 19, 637 VV d LC/ J. tW VVll - -- -- -- -- -- - - -- -- -- - — - - ^ 7*c:o ■^y 33, 675 36,985 9,698 60, 358' WYOMING. r^li ATTAn n A 19,447 8,898 28, 345 * Statistics of 1898-99. ED 1900 — VOL II - 36 Table 11. — School siafisiics of ciiieft and villages containing hcticeen 4,000 and S,000 inhahitanfs. 1842 EDUCATION KEPORT, i899"1900. •9.in;i:pn9clx9 1 s'" •SJ.9opgo Siitspv.iodns pui3 S.I9qbt!9a JO S9I.I'B['»3Q lilii S ii iiiiiis ^ I ili » 33 igsfgaW • s' a is'*-' •S9so(LiiicI jooqos .lOJ P9SU Aj.t9 -ao.icl bqqnd jo ohi'BA C® iiii § iilliiiii I ii gsns 8 tTaass'is'i^s' ?r ss af ■sjooips oqqnd qT3 ni Apiijs .ibj sjsutjjis' .xo sjixog a ISIS g lilliigis i s3?i ■s9soc[.in(I Tooqos .TOT p9sn sSuipiuig 2 cT O'! S'; IT c-r c'D ^ c cs oc — i oc 'in lO i- -:*■ c't --h -.s Regular teachers. •PJOL •ejnuio^i •SI13W « C'l ^ ^ CO 01 01 ^ 01 CO t- to L- LO 01 O 01 LO Ol CO •s.iaoipo Sui3iA.i9cIng t-IOIt-HOI r-i T- w T-H CO I-H 01 T-1 T-^ ^ 01 r-i r-i OZ 1 •eonupuoj -JU .^ll'Bp OSt3.19AY s iiisi 3 sagiiigsi i mil •spdnci JO OOXIUpiIOJllT p.^Up JO .leqranu eju3aaS.gY © siiS S iSsiliili s iiiS asiTs s mmmi s 3iss •UOISS9S ni Aqu ■naoH e.i9A\ siooqos oqi SAup JO .x9qain|>T Si 1 MM 1 SigliSlls ^ Iiii Different pupils enrolled in pub¬ lic day schools. Tejoq 5® Sifs i Siiisisii s iili •ojuxua^ §ii?l a sSsggllli S 3 3 1 •einpi 3iSi i SsSiiiliSs s 3 Mi •&[OOqOS puiOO.HTCl pur 9jr Ax.xci ut sqclnq 1 8 p. '-•O 11 in •9Sx? sns -U90 looips JO U9.ip[Tt{0 iiss I SSiSSSSs i i 3Pi r-T fHOl 01 01 r-i r-l i-( T-^ t“l oi 1-1 1 r4 r-H r-1 rH •ohu sns -U90 poqog ^ .-H -H 5., i, 1 _( O -H -.0 'TT'ITCi'T.T ^■T ^ ^ r-i 1 Ol — j tlAAit :A A O lb A >.1 »C d: A 1 -Jl 'll •OOfil JO snsxioo ‘uoTjuincioq | ! ?> ii§i I Siiiiiiii S iSii o' -b O lo" O jA ^ O O i-~ O O i' o City. AL.PBAMA. Bessemer . . . . Eufaula . Florence . . . Tuscaloosa . ARKANSAS. Helena . . . . CARTFOIXNTA. Plureka . Napa..-. . Pomona. . . Riverside . . . Santa Ana . . . Santa Barbara . . Santa Cruz . . Santa Rosa . . Vallejo . . COLORADO. Trinidad . . CONNECTICUT. Derby . East Hartford . Entield . . New Milford . i CITY SCHOOL SYSTEMS. I 1843 iSl as ii ilpi I o'oio'j^^OD C= M "35 la iiiifiilSISeiigiiiSi sa ;ass“a3=s2¥s3sg“'==‘'ss Si S3 Si S3 II i- o' rH ii “3 il ii s‘' a» iiliiiiiiiSiigiiii 23 32 23 i3 23 S s' j3 33 s' 23 Ills CD t~ CO -H Si 3S 11 ss sS 23 ill “is ii §i 'as? 8S; iilii lliiiiiiiiiiiiii ;8S!2^a |gS5's'|g‘i?fa3sgsfSKS if ;ss li s 1 1— ( ii li L- ^'' ipiiiliilpiiiei ggii r-' I5 ^5^ CO CO CO lO Cn cocomincoco-rHcO'iio'trH-^'rnnincoco CO CO CO t- CO w gji Si « « ?3 8 S gi rj 7h o> oj « CO « 8 SSS8 8Si g?. - CO S^ Ss 8 54 Si 23 S; 8 S S S?1 Si SS S S SI Si 88 r-H O CO CO r-H i-H 1-1 t-H ^ 00 0 CO O^ O’i CO T-.-CO 1-1 1-H 0^ CO O-J rHi-HT-HLO t-HlO C-JC-i cc OTr- 1 tH O'! rH CO r-I CO t-H :-! r-: T-i 01 ^ O'i CO O'; t-H 1—1 rH CO cool isi ii CO- iill L' r-r I Siiil iSiSiSiiSiiiiSiiii rnVl i r4 ii r-T 143,715 125,400 IS 1^ §SI§ sssi i 0 8 l-^ iiSii iiiSiiiisiiiai iSlI'lg iS-i2'S3'|S3S|gg| :iii3 iSgsT ii Si II g| mil ; g g| 1.173 1,007 §S co" iis ill L- ! 823 > OX iSSiSSSiiiSRliiiisilila ,_r^-',_r,_rr-r -r v-Tr-iL-'' r-r r-r ii T-i-r o 1 CO 1 mms i 13 smmmmmmmmmumi ,-r gs cc 0 i 1 8i iSaiS i ii |gigigSi3liiiiiiii3§3Si ii ii ; S12 ' 1—1 8 i is isss^ '§is i 11 i aS T-ir-r O t- rH tH i^i ' |.-rof ii cfrH I rH ill iiilliaiilliSilSili 1 io-lrH-' !,_lrHWrr''rr'rr'L-H'rr'oi^’'rr"rH-'r-rrr'of^^ s§ O to o o CO 00 ^ 30 X o o o o o I otw o in 8 l8oini5i5i?t5i?SS85iSioi I'SoiSSioioiSi Ko S lo 0 S 0 S 0 S S S 0 S 1 S S S CD 0 0 0 0101 S S il xo't- ii iiiii Si •tH IC'*’' sgigllSigiiisiliisiSSil ccTo o^i-n rjl t- -dl-iH o' ^'' in in 'hT t' cs idm rw Table 11. — School statistics of cities and villages containing between 4,000 and 8,000 inhahitants — Continued. 1844 EDUCATION REPOKT, 1899-1900. •o.in:}ipuaclxo aiiisiisiliil ii :il gilii i ill isaasisssfsssA' is :ss sssy'ss i i^Jf •S.I0OPJO SutsiA.iadiis pciu saatpt’aq. jo saiauiiag SysiSiiSsgii jiigi iiliiliil 3ss22’ss;5S3“ iaa's’s ss°'A'2's““s •b'asocl.ind xooqos .1 o j ® s n A x .1 a -do.id ai[qiid jo eiT-itJA ilgiiiiiiiiSillii giiiiiiii j53£!5|S|S|igSgS^3Sg SWgSIgiiS •sxooqos oijqud XT'S ui Ax^ii^s .ibj sSxiTXXXs'.io sx^’es i ilisailiisillpii ipiiliii ■sasod.ind xooqos .Toj pasn sSuipxing o CO ^ 1-0 1- o CC' CO iC i:- cc o I CO c; O'! CO iO i-o 'th CO ■:o |l II qnjox CJ •0[niu0g •axuH e* IC 1- ':*< O iCl- — CC S', ro r-( CO Cl lO S'! O S'! i-1 r-l rH IS •s.iaoiijo STiisTA.iadns e» H T-IClT-^CCr-^CS.'Or-^.-l'^!.-l'Ml-lClICr^CO eOrHClT-IClCCT-l>-Hr-l •eoci'Bx^ti?’^ •Xa? Axrep eS'B.iaAy pisiiililisSiigs Slisil|iBi •sxidud xX'e JO eDU'BX')n0XXB yA'ex) jo .laquinu oj'BSo.iSigY © SiliiisiSiilSigii iiissiiii 2illSgiiSiiS|3gS23 Sgg3g||agS •noissas ni Axx^ -iijo'S a.iaAv sxooq.is aqX sA'SX^ Jo .laqrati^ © Different i^upils enrolled in ijub- lic day schools. qnjox S5g2Bes§illi8SS ill SlllSgSil •axnuiag I iiilsilsilisS isB mssm m •oxni\[ O s isinigsISilsii isS hISSsS ill •sxootxos x'Btqoo.ind pun ax-BAT-id UI sxidng S'? ==siS=-=r=li ilii iPsli i= i School iiopu- lation. •aSn sns -U0a xooqos JO U0.ipiiqo PiiiiiiSfiilgs ie iSIs iiSBs I-lr-ICl,-il-rT-r'C4r-5'clr-(l-lr-lr-^rH I --l r-( Cl Cl r-l r-l Ir-HT-Irnr-I •aSn sns -U0O xooqog 0? ciclciciciciclcicicicicicicicicici ciciriciciciycicl o CO CO CO CO ID CO CO CO ci to CO 8 8 8 CO 8 »0 IC lA O ICC O lO lO o •00(51 JO snsuaa ‘uoijnxndog l•|grillssiii2S3i^i mmmm CO 09sn sSuipxtng; cX' t- xc o c:- 1— 1 ^ cC' cc t- cc c; o ^ L— CO oc i 00 ^ c: o cc L- o ‘ ^ ^ Regular teachers. 1-? •ojuraoj •oiujy 2 •s.i9oqjo SuTSTAjedug C'^ r-i ro rt c: T-i — cc X i-H CO 01 cc cc ».o ro rH cc cc ^ i r-i i-h •eou-epuax. -XU Ajiux) e.Su.ieAY SSYSSiiiii is! iiSii2iiiisiiil|g •sxidud xxu JO ooiiupuejju ^sAuj) JO .leqiunu 9jug0.xg.§Y isliS ill iili igg ig iifiiiii ggill iss iia ;g| i sasgsE sAAsiW •uoisses ni Ajj!? -iijou aABAisxooqos eqj sAup jo aaqmujq i isiil il§ islisl ii ilSiiil 1 1 'e ; Different pujnls enrolled in j)!!!)- lic day schools. •[UJOJ. » gliiig§gg|gS|s|ii|ssiiiSesSggSii A r4 .-A A r-T Ar-Tr-rr-T r-T r-irA A'rA'^’' •ejuiue^ 1 i p8 is 1 lii , iSsii i •9IUI.I i issi if I igi^isisssss ill i^iiiS i •sjooqos juiqoo.iHd -pun ejuAT.id ui sp.duj; O O ^3 O O O kO School popu¬ lation. ■eSu sns -1190 jooqos JO ue.ipiiqo ISiiiliii3SH|;Sgs||g|gai| psilg •eSu sns -U90 JOOlIOg -s tr: .At — :■< - - f -h L't -h (.t ut ut i-f: trt -h ift lAt u-t ^ -h l-: xrt »r; irt -h il ko lA i-l 4 tA jA lA lA uA tA kA kA kA lA t-i- lA kA vA kA kA kA kA tA lA kA kA tA kA kA lA ■0061 JO susuoo ‘uoijuxndoj 5^ siSili3iliiillsi5Siliias3Y|l3s| 1 kX -h uO kO -tH t- X X! sS £- kO -qr-riH ^ kX' -x kC -+ 'd kX kit X L' kS i ^ " MASSACHUSETTS— cont’d. Franklin . Grafton- . . Greenfield . Hingham . Hudson . Mansfield . . Methuen . . . Middleboro . Millbury . Milton - . Needham . . North Andover _ _ North Attleboro . . Northbridge . . Orange . Palmer . Provincetov/n . Reading . Rockport . . . . Saugus . . . South Hadley _ _ Spencer . . . Stonehara . . . Svvampscott . . Warren . . . . Wellesley . . . Westboro . . Whitman . . West Springfield . Williamstovvn . CITY SCHOOL SYSTEMS. 1847 si s 3' l§iiiilsi§iiiliS§ig SSSayy'3il'SSSi'33g = S3 gisgiiisii ssgslsssags isi 13, 500 31,868 iiili iilpMs mmmm 'a3asa*'‘'3 iiiSgliyii CC 3 8 M's * 3'8 3 ^ ill cT '^'jo ii IS liiiiiiii iiiiiiii iiii - g¥ss|3sss ;||fe¥ss¥ isss iiSliiiiii iS|gSasWgS pi, 8 8 8 11 if i liiilgii ; :,-r r-r^" .^'r-ir-r Iiili r-T ii lililiiiii ,_''rH'rl'r4rH'' rh.-ir-?' ill O CO !0 -j; -.o lO >C IS ijS ^ O CO COCO CS'+i 1 CO L- L- t- X-O to lO O I CO t-- si 8 8 « « 88 88^8838383 883 ^c§ 8888« S8 8888838383 383 01 ^ ^ r-i ^ r-^ oi CO CD ^ 01 01 CC i—i SJ t-h o cs i-HCO 1 O'; O'? CO o> CO o c> 1-1- i-H 01 COCO CO C t-H CO t-H rH r-^ -M CO r-iCO O’! OJ 0> CO T-H f— ■ 01 CO 01 rHCS^ Si giilSgSliSSiSliisSsi i ,_rr-r r-T ; ,_r^'' rh ,-r Hi Ii s¥ iiiisiiiiiiiiiiggiii ; 3S¥ls¥SiSiiWS&SSW iiSisSiiig s’sSiiiiis's" ill gsa §3 giSSi88||S||||SSg|gS| MSmSM333 83i 11 gssiiiiiiEiiliilSiilS ,_r-rr-r rn r-Tr-Tr-Ti-lr-r ,-lM''T-rr.lr4 t-T^'' iiiiisigis ill 4.4' m issiisiiiiii' i iiisisii ii isiiii ;i 8I§ u iisliiiiliigi i isiisii LsM ;883§8 ;8 gas 8 i-^ll iissi ii “■si'iiSsi ' ^3 sl Siiisiiiiisigiiiis is r4r-r iiSiiiii : rHi-lSlT-IT-ir-iCTr-i | isii s>8't4 L— i_— 85 (8 8 888888388 8. 5j8Jj 88 88 ^ 8 »c u4 8 us il 8 8 il lo 1C 8 8 us us 8 8 8 uo 888888888 8us88uSiCiCiCiC 888 8u¥8 s| piiisagsilililassIM 'T^IO ^ IS Y'# '5i^ {-- IS O ic ^ US t<. ISSiSIsSli ^ iO t- CO O lO t-* CO 33tt CO i'- I 1 I i •s .a ;|SS| llffill g f'S'S s|-§ 5 g g »1 °S ., . . llllllls 65m I a High school was in session 19± daj^s. hHigh school was in session ~0t) days. Table 1L — School statistics of cities and villages containing hehveen J^fOO and S,000 inhabitants — Continued. 1848 EDUCATION EEPOKT, 1899-1900. •ejLu^xpttacIxa © if iiii ill iisisiilsi mm ss ;s'sa“ ;iS= lasas'-A’a ffs¥a i 1 o « •s.ioo^TO 2uisla.i0cI'lT.s pui? sjeipuai JO s0i.i'B['Bg © IIS isii iiiiisSissi isll ij^odob ; jd=do6o<-3^iSt-r-HO 5^2^333 •sasodjixd jooqos .Toj pesii A j .18 cl -clojcl oqqnci jo oui'ba. Tj H $10,000 80, 000 50,000 50.000 70, 000 100,000 30, 000 114, 000 90,000 50,000 00,000 75,000 45,000 70,000 40, 000 20, 000 100, 000 40,000 129,500 130,000 104,000 210,000 2 1 3 ii •sjooqos oqqtxd tq Apnjs .TOT sSuijjis’.io sjueg ii :i i :l8 T— r |r-5 1 'CIt-T S R ■sesocLincI jooqos .loj pasu sStappiig o c-t o o cc lo iC ic lo CO O X- CO XC -O i- OO o cc Regular teachers. ^qujoj, 5888 ^88 iS8 5 •op.xxxxop ■3 5588 588 |871 5 •8IUK Q'l -O 'C:2 :.0 iO CO --O lo Cl. CO so COCO-O-O rH^'Ol jcox-i Cl •S.I0OPJO SnisiA.iocIns XX3_ rH 01 c: r-^ ;-l t-H 0> O rH ^ rH •0ou'cpn0j -ju Apup oSu.ioAY siiiSiiisi iggiiiiii lisSSi i ^'._J ^'r-T 1 r4 r-T r-T •^{uTnd pT? JO ©ouupuejju pAup JO .loqtunu 0ju20.i.22y © iiliiSsii iasassilg 2BSi§i i ssaissagfi iSIliisgS j •uop38s ux Apx? -xijou oa0A\ sjdoqos 8XJ j sAup JO .leqrau jq Different pxxpils enrolled in pxxb- lic day schools. qujoj^ GR Bmnmmmmmsm i asisii i p- p-p-p- p'p-,_r„-p_rofr-7^',-r • •ajuuiep (N 8i§8igiiaiii2isii ; gIJsiS 1 -4 1 r p' •OFW ?§ iiliiiiiiiligsiis i iisisi i ; •SJOOXJ.OS jxxxxjoo.xxxd pxxu ojuAi.id xxx sjxdnp 88 i-gaS 8 8 1 ♦ School popu¬ lation. •oSu sns -XI80 jooxros JO uojpiiqo I iiiiSialiililSiii i ^Ss P- !^'^'„'PP'co^“r4rqr-r^'cfr-rrH''^'r-r 1 C-Acf 2,235 1.050 •eSu sns -XX0.J looq.xg 8 Y 71 f* 8 8 8 ?> 51 8 ?x fx 8 7i ?i 01 57 cl 8 ■» as o o 8 8 8 8 o 8 8 8 8 8 8 8 8888 CO 8 8 •OOfiT JO SUSU80 ‘uoijujxicloj •ilgiisisiSSliiaSiiS aSSSil 1 lo -.o i-c ic "H uD 1C ic ic 1- -lA ic ^ X- 1- 1-' lA X- City. “ MlSSOUIil. Boonville . . . Brookfield. . . Cxipe Girardeau . Chillicothe.- . Clinton . . De Soto - . . . . . Fxxlton . Independence _ _ Kirksville . Lexington . . Louisiana . . . Maryville. . . Mexico . Nevada . . Poplar Bluff . . . Rich Hill . Ti'enton . Warrensburg . NEBRASKA. Fremont . Grand Island . Hastings . Kearney . . . Nebraska Citv . . Plattsmouth . NEVADA. 1 Reno . . sIslissSisSSsiSlil llilii i CITY SCHOOL SYSTEMS. 1849 I S i§g S Sf :S3 issisiii ill I iiigisii :ssii|s||s||g|,| sassssssR ;si2 “ s5“a‘'a=s3 ;ss‘'ssasassRas3 1.3,500 15,200 6,110 14,950 15,013 iiiiiSiiiit § iiiiiSisiiiigiiiiiiisgi * iC i;;; S Cl iz! ^ S P sf ^ 150, 000 100,000 20.0(10 37; 000 36,200 11 iiiiiiiii : iiliillgliiisiisiiliiii gg 'MSlsSSSSf, ; 5SS2SgS3gK8Sg|g3SSgggSa i i ifsiiilSisiigs 1—1 J r-l T— It— i rH i— 1 1 3 iiiisEiliii§i ! iiipisiis ,_r ,.4',-i ,_r ; : !- 01 o-j ^ in in rs e-i m m CO « CO t- O I— 1 CO 01 CO 01 1—I 0— 1 CO rH 'di 01 CO CO 01 -# i.O -ti CO t-h C'i c^'> 1-1 C':i ^ C''! i“t T-i lO rH 01 01 ^ rH CO O 01 I-H O' 01 — 01 O C' rH I-! 1-1 rM 01 O C' 01 rH O 1-0 01 i-H —I 01 01 1-! CO tH ^ CO Ol r-l ^ 0-1 r-l i-H irHOC'lt-HCCCO^'tr-HC'^ s isii r-T isiiisISSii 1 Slgilleeg igss iliigisiss : ; r-r 199,975 105.531 69, 753 185, 318 113,093 gillaiiSSii 8 igslislile iSSS i§si83S3§3 liiS13“"i2Ss’ SS|W|!gg'§ igss is¥3|gV|3g I sWMsmmmmm i mmm'mmmsmmMMs i iiiliilagSsSliSS S SilsHliiSSSigiirslisiiSI 1 I g ! i :=a| :§= j==s5sags||g-| S isSiigSiiii iasS i i SgisiSSsli iliiliiiiiii i r-7 i-Ti-r^- jrH^oirH'' : ,-r rH ^'i-ri-rr-Ti-Tr-i ,_r,_r ,-r ,-4oir4r4' ; CO S o irt o o to xc lO lo iO lO o lO lo u4 Js piiiiiiisiiiiig i ) 00 CO GO X) CO oc c j ao zo CO "/:> ‘lO CO CO cfD iCOUOOiOlOtCKljiClir^iAiOOOuOiOiiiOtOiiOOiAo Si3sggilsSiiipisplgp_ lo' iO iO in in in - I— II—I T-i r-ir-i' r-t .-J ^ p-T r-i J^T r-t — T r-i r-i •SGSodjud jooq-DS joj posn sSmppng cc i-H lO irr -tH c-t c-i cc co co -ai co -Ai ^ Regular teachers. pujox •9Jt?UI0p ■p. C : I-^ t-h c: c: Cl 05 51 O C 51 05 r-l 51 C5 05 Ol- 51 •sjooino SuiSTAjodug 51rH05 51rHu5 05 5151'!H05 05»-(r-l51'^C505T-l •0OUT!pU0J -IB Aprp 0gBJ0AY : ISaggi §sl§ i ii illilSsiSi t-h' rH ' ' T-H t—i I-H rH 1-4 rH rH r-H ; •siidnd pu JO eotiBpuBjV- ^sAup JO jeqiuiiu ej^'SejSSy liiiiis iiii i m lisrsiisii I'a'jiggg is¥* 1 33 ;|g|||A|8g •UOTSS0S ui Apt? -UJOt? 9 joAV STOOqOS eijj sAt?p JO aaquinj-j © iilDII gg|| I SssSSSsiSils Different pupils enrolled in pub¬ lic day schools. •IBjox ■ Siiitei liiS I IgiSiisiiifiis r4' r-i r-T r-t p4'.~i -r-r-rr-rrHVjr-:' ■0Jt?UI0g ' m%mM mm i issisiiisisss •ei'BK © ISI1SI %Bm s iiiiRiisssii •sjooqos p’lqoo.iBd put? 0jt?AiJd ui spdup ri==s i= ii 1 ="SSl° liirs School popu¬ lation. •0gi? sns -U0O jooqos JO uojppqo iiSsii iiig 1 iliisi iigiii .-i 51 i-ii-T 51 51 r-d rH 51 T-ir-i ,-d r- 51 1-1 ' 51 51 51 51 i-H •oSt? sns -U9D looqog ?5SSSSS Flpiclci 515ty5l5?51515!Jl5i^?i?? lA 4^ 1.5 A 4- L5 o Ao A oo A> ci o 35 A li o A -A -A lA yo A •OOfil ,fO SUSU0O -uoijttjndop igsisi isSS 1 Ipiiliigpi l-O-iiHy: 1- 35 05 1-1.5 >-5 City. w( NEW YORK— continued. Sing Sing . Tarry town . . Tonawanda- . Waverly . Whitehall . White Plains . NORTH CAROLINA. Concord . Goldsboro . . High Point . Salisbury - . . NORTH DAKOTA. Grand Forks . OHIO. Ashland . Barberton . . Bellevue . Bucyrus . Circleville . Coshocton City... . Defiance . Delaware . Fostoria . . Gallon . Gallipolis. . Grtenville . iiilll nil I iiSiiliiliii CITT SCHOOL SYSTEMS. 185 IS i I lifiiliisi liiSii ;s ; I isssassgss ja=*'a8sf Biiiiilesiiig 83 1 o''*' 1 o iiisS :SS333 gs ii iiiilliisg jiilii ipgip-iiiiis f- i- i,- cc 5- cT 2 co' CO o' -tg o iiiiiSSlil ^ ~ o' '* CO c'.' ^ o iiiiiiiiiiiiii iiiiii |l5SS8|i2|S|Sg>3| ;|S3S8 iiiiiSiiliiiiiiiiiifisi 8 S 8 S S g 3 g S S S S I'g 8 IS 5 S S 8 S S if iiiiiiiiii ills liiil ^Tr-TrH'r-r-S-'rH^rH'r^ | ^■'r-Tr-T | 1 fj8§ \mmsMmmm agSgi cc r-D c^5 « t- CO -th 04 lo « o ^ ^ ici CO i.-i ^ o o O'd^ClCO 1 -S 'rH CO CO -rf< CO I-H -jS CO ■ c:: O Ct -ti §1 ?3 § ^ 8 Ii ^ SS ^ 8 8115:3^3 ;;3 83282 c8 ^ o o ^ o CO CO 1-0 LO 'd^ (M S (:oococooO''-io''C^oti<:bo 333232 c^. i 0 j ijp.liisrJiiSiiiSilis r? sSBSBBSsaisiiSiiiiii M siigisiliisiiiiiiiiseis a High school was in session 200 days. Table 11. — School statisficfi of cities and villages containing hefiveen 4,000 and 8,000 inlialntanfs—Co-n.i\m\e(\.. 1852 EDUCATION REPORT, 1839-1900. •o.in:jipn0clx9 tT?:}ojr § Sliiillisii :sl IIS S3 = H--f;--‘SJi5Sg ;gs sag GO « I gs| ; ^ O co" ICO . •s.ieoTTjo SnTSTA.iadiis p\i'B s,i0r[b-BO^ JO S0T.n3[t;Q iiigiSiiliei iii lisil sgii t-v^t-ad'ofco'j-H 3^' |OSC oo'ioi.o'o' ■£03od.TiicI jooqos .1 o j p 0 s 11 A % .1 0 -do.icl oiiqucl JO oup.?^\ * iiiiiiiiisiiiii ii| SipS's«c5^S'oc::?d3o8?S Sc§5 i iiii g a a 2 a •SLOOtpS 0]Tqn mmimmmm ^ Si^ii nil •0IUK iiissIgSigiSs S iaiis eiiS •spoqos [unpociud pun 0juAuid ill spdu0|| V P. 2d o P •oSu sns -U80 jooips JO ua.ipiiqo ii3 iliaii ; :i 1 ■ isiil iii; •0Su sns -U0O jooqoQ r-H,— i— < trHCO 0i>0>0> 'Olr-H co CO '4 1 OC CO CO CO CO i CO CO ^ »r: lO *c CO 1.0 lO 1.0 1-0 8 88 8 •OOPd .lo susiiao 'uoTjupanoj 1 immmmmmM piss ips ^qi-O ^ t- lO City. d i 1 i I i ? 1 g S g t S S: Middletown . . Milton . . . Minersville _ _ New Kensington _ Punxsutawney . . Renovo . . St. Marys . . . . Scottdale . . Tamaqua . . . Towanda . . Tyrone . . . U'niontown . . Waynesboro . . . RHODE ISLAND. Bristol . . Burrillville _ _ Johnston . Westerly . . SOUTH CAROLINA. Anderson . Chester . . . . . Greenwood . . Orangeburg .............. iiiiS giSi CITY SCHOOL SYSTEMS. 185 115 I : 1 iiiiil ; ssiii :i si |S COOOi-l ills 1- ; 3 ;3S‘'2S ; =-‘3S!S® i>icr :ro?3?i IIS if iiisilii iiiiil ii Si ii ilii iiii «io' 25'S5!''3”“ jc3r^''r^«5CS'0 33 33 '*'»-'3 -jh’ aTo’ Cl ill ii iiiiliii Ii 11 iiii §3g;:^S ill Sss 1 ii i iiiiisi -H'r4 ^'' .4 ill i ’-''' 750 467 1,000 1 Ii 1,180 1,080 800 1,500 761 1,200 151, CO O O ic »0 CO m O UO O lO lO CC’l.-- CO IS COCKE'#^ cc ! CD CO to lO O o O' i4S§^ 15 Si c: CO c- lO ?T4 CD CD IS Si S32gl ;g§^:d§ lO ^ CO CO ^ 01 00 CO to O CDj-H coo CO L- CO o C■^':^^OCO rHOl eif- rH I— 1 ^ rO T-I CO --H - ^r- r-HOl : I'rHCO (CO < ! 0> -H IIS sg siiS ;i3 4' : ! isiig IS 4 i ipl iiii 4 4 s :g8 i^S 11 Ii ■ iSii iis i ii'si iSS s O'! §1111 SSS'iS Si sa i s' sisi PP laSS iail isg |g 1 SoSSs iSSS IS IS IIII s :sg| tr; 01 ■Si r |S T-i i ilisiisIsisiiSi .4.4 r-T ^'r4 r4 ,4^4 ii 44 ii 4 SSis 4 4 iiss T—l Oi rH i IIS is i illiiliSsSsiSSs Si 11 S ill iSii II i i issiSigsSiiiS Sic 15 S Ii iiii S| i ii 1 S O 1 1 ^ S o §5 4 ill 1 ii O IS SSii 1? i® Sii gi iSi ill ill r .44'r-r : 4" : oi SSI 4 4 Ii IS 44 iSii 45.i-._r4 : is ; lOOiC ) tIcOGOlIoOOOOOCOXOGCCOtIcOCOM CO GO 33 S5l SSSoi SSol iis CC IS ilplipiSil 'OlCCD ■OG^S r444 ss yo<:d ii 4in' IIP. ^o'"»o>4 s iiii r44o' Tai i,e 11. — School slat idles of cities and villages containing heln-een IifOO and. S,000 inhabitants— Continned, 1854 EDUCATION REPORT, 1899-1900. •0.in;ipue>rl:v8 SI I igs gigiiiiSii ■ Sf2 -■ ;SS 5fS2SSi£22S'3 i •s.iaDijgo SiristA.Todus pAy sjyqbye; lo seiay^ys Si 11 is ^mmiM \ •sasod.iucl {ooqos .1 o J p 8 3 n A .1 8 -clojcIoiiqncT jo 8nxy^\^ Tj 11 iiii iiiiiiiiii i gg *e¥;5S'|uW^'5 ; •s^ooips onqnci qy ui Apneas •ibj sSui^^is’.io S)y8g |g i=l3 Sill ii iisi a ■&830cLtticI xooqos .loj p8sn sSmppng O'! Cl CO O LO CO 01 cr; CO !'lo *— :o CO Regulai’ teachers. •8];yru8^ LO CO C: CO LO r-l 01 -H 01 -:J- lO r-H 1 01 O ■SJ8DPJO gniSlA.I8Clng 2 r-i r-. ^ r-1 01 01 01 i 01 ^ -n : •eDuypns:!. -ty 8Sy.T8A\-' «. si as ii isSipiSSS 1 •STuInd py jo 8.8uypurA;y .sAyp jo .Tsquiiia e^ySa.iSSY ii Si ii isSiSfiSiii s •as St? is 2S25p2S|'|' 1 •noiss03 III Apy -ti.joy 8.I8AVSpOq83 eq; sAyp jo .isqpiix 55 1 Ss |ss| gg|gs|||s| 1 cc ■p.5 C A si; ip ^ ? -6 ; ft ■moj. si issli memtus n •8iyni0j s| spi SB . ~ ■9I'«K ; m mm m s •syooqes xyiqoo.iyd piiy 8 }y Apid UI spdiip t't ia i iia is^i iiiS^ i ^ 1 s 11 •8Sy sus -U0O poqos JO u8appqo 1 1 iS filii |gii iilsii I .-1 „ r-, ^ . ^,1 ^ „ •8,§y sus -U88 xooqog " ! ?! 5"l 51 ?! ?1 ?"! ?} ?> 51 i •OOBT JO snsueo '■uoTqypidop ii Sill asisiiiiii 8 ft ft ft-i- -T t- L-riS to O tS tT ftl- s 1 i WASH ! NGTON- continued. 01vin])ia . - Vancouver . AVEST VIRGINIA. i B('nwoftd . - 1 Rluefield . Clarksburg. . j Martinsburg . i WISCONSIN. Baraboo . . I Beaver Dam . Berlin- . . Kaukauna . Menomonio . Menaslia . Oconto . Portage . Rhinelander . Waukesha . WYOMING. 1 j Rock Springs . . . MM MMMMM'i'i i CHAPTER XXXY. mSTITITTIONS FOR HIGHER EDUOATIOH. CHANGES IN INSTITUTIONS, Georgia Female Seminary, Gainesville, Ga. — Name clianged to Brenan College. Chaddock College, Quincy, Ill. — Changed to Boys’ Industrial School. Oswego College for Young Ladies, Oswego, Kans. —Closed, Keatchie College, Keatchie, La. — Changed to Louisiana Female College. Minden Female College, Minden, La. — Closed. Hamilton College, Watervalley, Miss. — Closed. Northwest Missouri College, Albany, Mo. — Changed to Central Acaclem}’. College of Montana, Deerlodge, Mont. — Closed. Lafayette Seminary, Lafayette, Oreg. — Removed to Dallas, Oreg., and name changed to Dallas College. Portland University, University Park, Oreg. — Consolidated with Willamette University, Salem, Oreg. Black Hills College, Hot Springs, S. Dak., — Closed. Nashville College for Young Ladies, Nashville, Tenn. — Closed, Norfolk College for Young Ladies, Norfolk, Va.— Closed. Colfax College, Colfax, Wash. — Closed. CHxVNGES IN COURSES OF STUDY. Athens (Ala.) Female College. — The course has been raised at least one year. Southern University. Greenshoro, Ala. — Requirements for admission to college classes raised to the amount of nearly a year's work. University of Alabama. — Pedagogy has been added and options have been extended so that now students in college courses have practically free choice above sophomore year. Central Baptist College, Conway, Ark. — The courses in French and German have each been changed from a two jmars’ to a three years' course. Hendrix College, Comvay, Ar7r.— Master’s degree will no longer be conferred. The college will devote its energies solely to undergraduate work. University of Arkansas. — Department of elocution and ph5^sical culture (for girls mainly) has been organized. California College, Oakland., Cal. — Henceforth to be a college only and strictly. After next year it will confer degrees of associate of arts and associate of letters for two years’ course, demanding very high entrance requirements. Trinity College, Hartford., Conn. — Established a complete department of natural history and appointed a professor and a‘=sistants in natural history. Yale University , New Haven, Conn. — The following statement, taken from the Yale Alumni Weekly for February 6, 1901, shows the changes recently made in the curriculum of the academical department: As a result of long and careful discnssOm by the academic Liculty, the following changes in the college curriculum have lieen sanctioned by the corporation at their 1855 1856 EDUCATION EEPORT, 1899-1900. meeting on January 80, 1901. They are embodied in the following general rules, which will go into effect with the beginning of the next academic year; I. A candidate for the degree of bachelor of arts must successfully complete courses aggregating 60 hours per week through a year, but under the following conditions: II. Freshmen shall take 15 hours per week, sophomores and juniors from 15 to 18 hours, seniors at least 12 hours. («) A student will be enrolled in the freshman class until he has completed at least 12 hours of work; he will then be enrolled in the sophomore class until he has completed at least 23 hours, including all requirements of freshman year; then in the junior class until he has completed at least 41 hours; then in the senior class until he has completed 60 hours. (5) A student who is enrolled as freshman a second year may, if he desires, take 18 hours. (c) A student in any of the three upper classes who desires to anticipate a course of the class in which he is enrolled by passing a special examination in it at the beginning of the year must apply to the dean, in writing, not later than Septem¬ ber 1, for such an examination. The privilege is not open to those who have defi¬ ciencies due to failure in courses previously taken. A course thus anticipated may, with the consent of the faculty, be counted as part of the requisite GO hours. In its place the student may take an equal number of hours from the courses open to his own or to the next higher class, if he is otherwise qualified to do so. The course or courses chosen in place of the one anticipated must be stated in the application for the special examination. Members of the incoming class desiring to avail themselves of this privilege must apply to the freshman committee, which is given power to carry these pro¬ visions into effect. III. Each student must complete or offer the equivalent of connected courses of Grades A, B, and C, aggregating at least 7 hours, in one of the following three departments of study, and connected courses of Grades A and B, aggregating at least 5 hours, in each of the two other departments: 1. Languages and literature. 2. Mathematics and natural science. 3. Mental, historical, and political science. IV. Each student must, in his freshman year, complete or offer the equivalent of courses in English, Greek, Latin, and mathematics, and in either French or German, aggregating 3X5 = 15 hours per week. V. English A, Greek A. Latin A, and mathematics A must be taken not later than freshman year. French A and German A not later than sophomore year. History A not later than junior year. Mental science not earlier than sophomore year. Political science not earlier than junior year. These rules are necessarily expressed in concise and technical language, and call for a general explanation, which is furnished by a member of the faculty. Hereafter, the requirements for the bachelor's degree are divided under three heads: First. Requirement as to quality of work. Second. Requirement as to quantity of work. Third. Requirement as to specific courses to be taken. First. Requirement as to cjuality of work. In view of the growing range of subjects of study open to students, the danger of their dissipating their energies among a number of elementary courses, and of their not following a consistent X)lan in the selection of their work, has led to the adoption of a general rule 'which requ'res a high attainment in the pursuit of one line of work, and a less attain¬ ment in the pursuit of two other different lines of work. For this purpose most of the important studies have been grouped under three departments; I. Languages and literature, which includes the ancient languages, the modern languages, and English. li. Mathematics and the natural sciences, namely, physics, chemistry, physi¬ ology, botany, geology, and mineralogy. HI. The mental, historical, and political sciences. Within each of these three departments the courses are arranged in successive grades, corresponding with the successive grade of advancement in the pursuit of that line; for instance, freshman mathematics is Grade A, sophomore mathematics is Grade B, and the present advanced elective courses in mathematics are Grade C. Sophomore mediEeval history is Grade A; junior American history. Grade B, and senior European history is Grade C. INSTITUTIONS FOR HIGHER EDUCATION. 1857 In the case of each course of study, the other course or courses which it pre¬ supposes are indicated. So, for instance, elementary physics presupposes fresh¬ man mathematics and itself is introductory to laboratory physics; elementary physiology presupposes the inorganic chemistry course, and is introductory to the course in biology; the large junior course in elem8ntar3/ economics must precede those in money, banking, and industrial history, and these open the way to more advanced courses. A student is required to have completed courses of the first, second, and third grade in one of these three general departments, and courses of the first and second grade in each of the other two, following the sequence of courses as far as that will be indicated. In the case of some courses, their sequence will not be laid down, and they will stand by themselves. Other courses will not be grouped under any of the three general departments, such as those in Biblical literature, art, and music. On the one hand, this rule will call for a certain degree of specialization on the part of each student, he being compelled to acquire a considerable degree of profi¬ ciency along a connected line of study. On the other hand, too great specializa¬ tion Vv^ill be prevented by the requirement that he also devote considerable time to two other lines of study not directly connected with his major courses. The rule is aimed, then, at correcting the tendency on the part of some men to spread their work too much and scatter their energies in a variety of elementary courses, and also at that small class of men v/ho devote all their energies exclu¬ sively to one line of study. The first class of students are the ones wTm, under the present arrangement, are in danger of not getting enough out of their college course; the other class of getting, so to speak, too much, in that they become fully equipped in one line to the exclusion of sufficient knowledge of other subjects. When the prospectus of courses for 1901-1903 appears, it will arrange all the courses of study under these three grades and indicate the years when the first grade may be begun. So, for instance, languages and literature will, as heretofore, form the bulk of the work of the freshman year. The natural sciences may b© begun in the sophomore year. Historical and philosophical studies may aiso be begun by sophomores, and political science, as heretofore, by juniors. The above quality requirement puts the emphasis upon the progressive character of the work done, not upon the amount of information accumulated by the student. It aims to educate him by developing his powers of reasoning and observation, instead of filling his mind with a mass of unrelated, though perhaps valuable, facts. Second. Requirement as to quantity of work. The unit of computation is an hour per week in the class room during one year. A candidate for the degree of bachelor of arts must have completed sixty of these hours, v/hich he will naturally distribute among the four years of his college course. He v/ill take 15 hours in freshman year, which will be devoted to five courses of 3 hours each, in mathematics, Latin, Greek, English, and in either French or German. A sophomore will choose between 15 and 18 hours of class-room work, taking five or six courses of 3 hours each, from among twelve oiTered him, in con¬ tinuation of his freshman courses, and in physics, chemistry, history, and mental science. A junior v/ill take from 15 to 18 hours a week of class-room v/ork, choos¬ ing from a wide range of courses, either in continuation of his freshman and sophomore studies, or in beginning political science, or in the minor subjects of study, such as art, music, Biblical literature, etc. A senior will choose from 13 to 19 hours from a still wider range of courses. * * Heretofore a number of men have been admitted to the freshmcm class who were especially well prepared in some subjects and quite able to omit the course in those subjects offered to their class, and pass on at once to the advanced course in the subjects offered to sophomores. Under the new' plan, these men 'would be encouraged to at once anticipate that part of their freshman 5-'ear’s w^ork by an examination, getting credit for so many hours toward the total of sixty, and be admitted at once to an advanced course, for instance, in one of the modern lan¬ guages or in mathematics. Another small class of men come^to college well pre¬ pared and able and willing to do more than the successive work of each class calls for, with a view of attaining their degree in less than four years. Under the new plan, these men are encouraged to anticipate a part of their freshman year work at once and enough of the work of later years, during subsequent summer vaca¬ tions, to enable them to complete the 60 hours within three years. This class of men is necessarily small, but made up of mature and earnest students to whom it is a matter of serious im.portance to complete their course in less than the four years. Heretofore the requirement as to specific courses to he taken has been the cen¬ tra,! one in the curriculum. In fact, as is well knov/n, up to 1884 ijractically all the curriculum was made up of so-called “ required ” courses. In that year one- ED 1900 — YOL II - 37 1858 EDUCATIOIT EEPOKT, 1899-1900, tlrird of the work of the college course was made elective, the choice being limited to a small range of subjects. The Iraction has grown by the dropping of natural science in 1894, and of mental and moral science in this year, and by the changes in sophomore year made a few years ago, amounting to the introduction of a limited choice of courses. The required courses that remain under the new cnr- rjL;uium are, as said above, exclusively those of the freshman year, the require¬ ment iio'sv covering only one-year courses in Greek, Latin, English, mathematics, and in either German or French, In the SheSield Scientific School a course iu sanitary engineering and a course in studies preparatory to the study of forestry have been established. The Yale Forest School \vas established during the year and has an endowment of $150,000 given by Mr. James W. Pinchot and his family. St. John's College, Washington, D. G. —Henceforth the classical course will be eliminated from the cuiTlculiim; modern ianguages will be substituted and the scientific and commercial courses will be enhanced. Our own language wdth its literature will receive very special attention. The aim is to make ii an English science school with a good business course. Florida AgrienJtural College, La.lce City, Fla. — Provision has been made for a classical course of study. St. Leo (Fla.) Military College. — Spanish has been made obligatory in the com¬ mercial course. Seminary VJest of the Suicanee River, Tallahassee, Fla. — Two years of Spanish and two years of Italian introduced into the curriculum. Four years in Greek and six years in Latin required for A. B. degree. Electives in senior class. A department for teachers was inaugurated last year. , Atlanta (Ga.) University. — The former subnormal class has b-een dropped, leaving no regular work of grammar school type. An English high school course of three years has been added. North Georgia Aigricultiiral College, Dahlonega, Ga. — The entrance requ'rements have been made to conform to those of the College Association of Georgia. La. Grange (Ga.) Female College. — The course of study has been changed so as to conform to the course adopted by the New England Association of Colleges, to go into full effect in 1901-1902. This is by order of the hoard of education of the Methodist Episcopal Church South. Mercer University , Macon, Ga. — Elective studies aHo’wed in junior and senior years. Emory College, Oxford, Ga. — Elective studies allowed in junior and senior years. Ewing (III.) College. — The classical and scientific courses have been rearranged and strengthened. More attention will be given hereafter to political science. Knox College, Galesburg, III. — The courses of study have been changed to the group system. McKendrree College, Lebanon, III. — The required mathematics ends with trigo¬ nometry at the close of freshman year. RoeJeford (III.) College. — Introduction of courses in Spanish, hygiene, and domestic science. For the coming y^ear new courses are offered in bacteriology, pedagogy, and geology. Union Christian College, Merom, IiwL — The curriculum has been strengthened and electives added in the junior and senior ymars. Henry Kendall College, Muscogee, Ind. T. — Normal and business courses have been added. State University of Iowa, loiva City,Ioiva. — The following additions to courses are to take effect in 1900-1901: Greek art and archaeology and Sanskrit added to courses in Greek; several courses in Scandinavian languages and literature added to courses in German; lectures on journalism and bookmaking added to English; a full course in public speaking. m INSTITUTIOINTS FOE HIGHEE EDUCATION, 1859 Graceland College, Lavioni, loiva. — The scientific course has been displaced by a philosophical course, owing to insufficient scientific aiDparatus and equipment. Tabor {loiua) College, — A larger us© of elective system. University of Kansas, Laivrence, Kans. — A two-year medical course, including only the scientific branches, first offered. Washburn College, Topeka, Creation of department of philosoi^hy, giving new courses in psychology, philosophy and logic. Drops degree and course lead¬ ing to bachelor of letters. Berea (Ky,) College. — Equipped domestic science building and employed a spe¬ cial teacher. Established courses in farm economy and home economy, two years each. Special teachers' normad course to fill six months of each year not occujoied by public schools. Georgetoivn (Ky.) College. — Added a new course, called the fine arts course, lead¬ ing to the A. B. degree. In this course musical study inlays an important part. Millersburg {Ky.) Female College, — A Bible course has been added. Centenary College, Jackson, io.— A course for the Ph.B. degree has been added. Bates College, Lewiston, Me. — The study of French has been introduced during the freshman year and may be continued either as required work or electives throughout the course. German may be taken for three j^ears. Chemistry has been strengthened by the addition of two courses and now has six courses. Botany has an additional course; also physics. Argumentation is represented by a course in English. University of Maine, Orono, Me. — The classical course was established in the fall of 1899. Colby College, Waterville, Me. — A course in books and libraries, one hour per week, one tei’m, is given to all sophomore students. Rock Hill College, Ellicott City,Md. — Greek was suppressed and eliminated from the course of study in sophomore and freshman classers, and the study of German was substituted in its stead. Woman's College, Frederick, Md. — Requirements for admission raised with a view to uniformity with that of colleges generally. Mount Holyoke College, South Hadley, Mass. — Established a department of pedagogy. Wellesley {Mass.) College. — An enlargement of work in archaeology. University of Michigan. — New courses established in marine engineering, in higher commercial education, paid in administrative law. Albert Lea {Minn.) College. — Established a chair of pedagogy. Gustavus Adolphus College, St. Peter, Minn. — Established a literary course with degree of B. Lit. , and raised the standard of admission into the academy course to be in full lino vfith requirements for entrance into high schools. East Mississippi Female College, Meridian, Miss. — The course of study has been raised one year, so as to correspond with that of the Association of Southern Colleges. University of Mississippi. — Introduction of courses in electrical and civil engi¬ neering and provision for their instruction. Central Christian College, Albany, Mo. — An English Bible course is provided for. The commercial course is extended to two years, making it a means of more thorough preparation for business life. Central College, Fayette, Mo. — A large part of the work in Latin, Greek, and English, formerly classed as freshman, was put back into the academy and the courses broadened by putting in more electives. The German course was length¬ ened one year. Missouri Valley College, Marshall, Mo. — Beginning May 31, 1900, this college follows the continuous sessions plan, dividing the year into four terms of twelve 1860 EDUCATION KEPOET, 1899-1900. weeks each, the summer term offering advantages to public-school teachers and irregular students. Christian Brothers College, St. Lonis, J/o.— French, German, and Spanish, six years' course, v;ill be substituted in the future for Greek and Latin. Drury College, Springfield, JMo. — Reduced requirements in mathematics in clas¬ sical course, so that only trigonometry following advanced algebra and solid geom¬ etry are required for graduation. Tarldo {JMo.) College. — The scientific course is being lengthened to four years. Montana College of Agriculture ami Mechanic Arts, Bozeman, Mont. — Estab¬ lished a course in civil engineering. Dartviouth College, Hanover, N. H. — Established the Amos Tuck School of Administration and Finance, a graduate school of two years’ course. Neicarl: {N. J.) Technical School. — A course in theoretical and applied electricity was opened at the beginning of the school year 1899-1900. St. Stephens College, Annandale, N. Y. — Abolished a three years’ special course. Do away v/ith i^reparatory course Vvdien those now taking it go into college. Extended the course in chemistry by 100 per cent, and require adequate laboratory work. Extended courses in philosophy. Established a four years’ course in oratory. Adel phi College, Brooklyn, N. 1". — Added a normal art course for students who wish to become teachers of dravving, and a school of musical art. St. John's College, Brooklyn, N. Y. — Raised the requirements for admission to the preparatory department and added one year to the Greek course in that department. Clarkson Schejol of Technology , Potsdam, N. 1'. — Established a civil engineering course. TUo/ce Forest {N. C.) College. — Laboratory work now recuiired in qdiysics. More English required for graduation. Kenyon College, Gamhier, Ohio. — A new course of study has been added in the collegiate department leading to the degree of bachelor of letters. The languages required for admission are three 5"ears of German and one year of Latin. The work emphasizes modern languages, English literature, and history. Western College, Oxford., Ohio.— The literary course of three years leading to the English diploma has been dropped. Lake Erie College, Painesville, Ohio. — New courses in Italian, history of music, and Anglo-Saxon. Heidelberg University , Tiffin, Ohio.— Changed from group system during junior and senior years to an average of eight hours of elective v/ork x)er week. The work of the lower classes is entirely required. Beaver {Pa.) College. — Course of study changed from seininaiw to full college course. Bryn Maicr {Pa.) College. — Solid geometry and trigonometry have been with- drawm from the subjects required for the A. B. degree. A graduate course in German literature is given for the first time. A course in law (law of contract) is given for the first time. A graduate course in constitutional law has been arranged. A department of applied mathematics has been organized, giving both graduate and undergraduate courses. Graduate work in archseology has been organized and added to the subjects which may be offered for the Ph. D. degree. Practice courses in connection with the graduate work in education have been organized. Franklin ami Marshall College, Lancaster, Pa. -^The course of study was changed at the beginning of the year so as to make Greek elective or allow students to begin Greek in the freshman 5"ear. The list of electives was also enlarged. Students who take Greek receive the degree of A. B. ; others receive Ph. B. INSTITUTION'S FOE HIGHEE EDUCATION. 1861 Lehigh Unwersity, South Bethlehem , Pa. — Added a corjrse in marine engineering. Sicarthmore (Pa.) College. — New courses offered in English, history, economics, and Biblical literature. Wayneshurg (Pa.) College. — Added a. number of electives in junior and senior years. Ershine College, Due West, S. C. — The doors of the litera,ry and scientific depart- ments will hereafter be open to women. Converse College, Spartanburg, S.C. — Abolished the preparatory department. University of South Dakota, Vermilion, S. Dak. — The B. L. degree has been dropped and the Ph. B. degree has been substituted. Grant University, Athens, Tenn. — The standard of requirement in English has been raised as established by the joint conference of colleges and secondary schools. Knoxville College, Knoxville, Tenn.— One year added to the normal course, mak¬ ing it erjiial to the x)reparatory course. University of Tennessee, Knoxville, Tenn. — The regular course in agricultural science was rearranged a.nd strengthened and tlie short course in agriculture of six weeks established, designed especially for farmers. Milligan (Tenn.) College. — The tendency is toward fewer studies and longer time on a study, leaving chemistry, electricity, and more elabora-te physical sci¬ ence to State schools and universities, and to make our own a fuller English, clas¬ sical, political or economical, and philosophical course. Fisk Universiiy, Nashville, Tenn. — One year has been added to the normal course. Greeneville and Tuscnlum (Tenn.) College. — More liberty for elective work in junior and senior years. Trinity University, Tehuacana , Tex. — All students required to take courses in English Bible to be credited on work for A. B., B. S., or B. L. degrees. Hampden- Sidney (Fa.) College. — Added courses in i)hysics and chemistry and doubled instruction in logic, history of philosophy, geology, German, and French. Randolph- Macon Womanis College, Lynchburg, Va. — Students granted three hours of free electives in junior and five in senior year; other electives are by gTon];)S. University of Waslmigton, Seattle , Wash. — Added a school of jAarmacy. Gonzaga College, Spokane, Wash.— A commercial course of three years was added. A complete course of i;)hiiosox)hy and theology established for disunity students. Whitman College, Walla Walla, Wash. — A development of scientific work through increased facilities afforded by new building and equipment. University of Wisconsin, Madison, TUbs, — Established a school of commerce. HIGHER COMMERCIAL EDUCATION. The movement for the establishment of courses or der)artments of instruction in commerce in connection with the higher institulioiis of learning in this country, a^ description of which was published in the Reiport of the Commissioner of Edu¬ cation for 1897-98, page 2441 et S0q.,has continued during the past fev/ years. In addition to the institutions mentioned in that report, courses in commerce have been established in Nev/ York University, Nev/ York City; Louisian a. State Uni¬ versity, Baton Rouge, La.; Dartmouth College, Hanover, N. H.; University of Vermont, Burlington, 'Vt, ; University of Wisconsin, Madison, Wis.; Ohio State University, Columbus, Ohio; University of Michigan, Ann Arbor, Mich. The puiqiose or aim of the courses in commerce is to jirepare men for the modern forms of business and for the consular, dixilomatic, or other service in which a knowledge of business is essential to a successful career. These courses in nearly all of the above mentioned institutions were established in 1900, and are therefore in the first year of their existence. This line of work being entirely new to the 1862 EDUCATION EEPORT, 1899-1900. institutions, the courses of instruction as outlined must be regarded as merely tentative, to be changed and enlarged as experience and the needs of students shall suggest. In order to show the nature of the work offered, the courses of instruc¬ tion ill commerce, so far as outlined by several of the institutions, are given in the following pages: Louisiana State University. FRESHMAN YEAR. First term. Hours per week. Second term. Hours per week. English . English . . Mathema tics . . . . 5 3 Mathematics . 5 3 Commercial geograihiy . . . Commercial geographv . . Spanish . Spanish . 3 Commercial arithmetic and penman¬ ship . . . 8 Commercial arithmetic and accounts.. 8 SOPHOMORE YEAR. English . 3 English . .. .. 3 Mathematics . . 3 Surveying . . . . . 3 Physics . 3 Physics . . . _ 3 Spanish . . . Spanish . ... Civics . O Civics . - . 3 Bookkeeping . . . . (5 Bookkeeping . . 6 Stenography a,nd typewriting . -1 Field work — surveying. . 4 JUNIOR YEAR. English . 3 English . . O French or German . . 3 French or German . 3 Spanish . 2 Spanish . . . 3 Industrial history of the United States. 3 Municipal and local institutions . 3 Commercial law . . . 5 Commei’ci.'^I la.w 5 Banking 4 Economics . 3 Economic literature and essays - . . 4 Economic literature and essays . 4 SENIOR YEAR. English . - . 0 English . . 0 FreTich or GeT’ma.n 3 French or German . 3 Psychology .... 3 Ethics . . . 3 Economics .. _ _ _ _ 2 Economics . . . . . Constitutional law . . . 3 International law . 3 Spanish ... 2 Spanish . . . . 2 Militarv science . . 2 Military science . . . 3 Hist, or 37- 0 History . . _ .. . . 3 The degree of B. S. is granted on the completion of the above coarse. Amos Tuck School, of Administration and Finance of Dartmouth College, Hanover, N. H. This school was established in 1900 on an endowment of $300,000 given to Dart¬ mouth College by Mr. Edward Tuck, a graduate of the college in the class of 1862. Candidates for admission who wish to obtain the certificate of the school must present a bachelor's degree or must have completed three years of an undergrad¬ uate course, including certain work in history, economics, political science, soci¬ ology, English composition and argumentation, and elementary courses in two of the three languages, German, French, and Spanish. The aim of the school, as stated in the catalogue for 1900-1901, is to give: First. A body of knowledge and principles applicable to any form of business organization and management — the training which is needed by the business man as such. mSTITUTIOKS FOE HIGHEE EDUCATION. 1863 Second. A more special preparation for banking, insurance, and railroad serv¬ ice, as well as for domestic and foreign commerce, tlie diplomatic service, and pnblic administration. Third. Such f arther teaching and training a,s will prepare men for journalism or for participation in civic affairs. The courses appropriate to the three interests are identical for the first year, and are as follows: Wloclern history. political history, 1789-1878; United States political history, 1783-1877. Economics. — American industrial development: Especial attention given to the period since the civil war, and a careful study made of modern industrial organ¬ ization, including the development of the great manufacturing industries, the growth of corporations, trusts, and monopolies; the history and problem of trans¬ portation; stock and produce exchanges; relations of capital and labor, and the effect of modern methods of business on producer and consumer. History and theory of money; development of economic theory. Political science. — American constitutional law. Sociology. — Anthropological geography; social statistics and applied sociology. Language. — Advanced study in two of the three languages, German, French, and Spanish. English composition and speaking. — Business forms and commercial correspond¬ ence; discussion of current questions. In the second year of the course the studies are assigned to students a-ccording to the career which they intend to adopt, and are selected from the following: MODERN HISTORY AND DIPLOMACY. 3. Modern history. — Lectures on the political history of Canada, Mexico, and the South American States, Asia and Africa, with special emphasis on recent developments and particular reference to the phases of their history which might bea.r on their relations with this country. Under the direction of the instructor the students will do constructive work in the political history of Europe since 1878, each student covering a given period, and profiting from the results of the work of other students. 4, Diplomacy. — Origin and evolution of modern diplomacy; qualifications and methods of typical modern diplomats; the course of certain specially noteworthy negotiations from the Congress of Vienna to the Venezuela case, including the evolution and history of the Monroe doctrine, the organization of American and foreign diplomatic and consular services, principles of diplomatic procedure, the duties laid down by the United States Government for its agents in foreign coun¬ tries. Constructive work in the history of Europe since 1878 will be done by the students. BUSINESS ORGANIZATION AND MANAGEMENT. 1. Corporation finance. — Forms of investment securities, metliods^ of corpora¬ tion “financiering,” consolidation, bankruptcy, receivership, reorgamza.tion. gen¬ eral principles of investment. See also course 1 {e) under “Transportation.” 2. Money markets and specidation. — Movements of money and rates of domestic exchange. Hew York as a financial center and the influences affecting interest rates. Note and bill brokers. Foreign exchange movements, including a study of the English money market. Panics, signs of their approach and the methods of meeting them. Detailed study of stock and produce exchanges, including a comparison of the exchanges of England and the continental countries. 3. Industrial resources and industrial organization. — Detailed study of the important raw products of the United States from the standpoint of costs, markets, and transportation facilities. Consideration of the more imjiortaiit manufactur¬ ing industries of the country, especially iron and steel. A study of the methods of business organization devised for the conduct of these industries. See also course 1 {a) under “Transportation,” and course 1 (b) under “ Finance ” for typical instances of the organization of great undertakings, • 4. Accounting and auditing.— Gemernl principles of accounting; nature of the balancesheet and determination of what constitutes a. profit. Accounting methods of corporations. General principles of auditing. Theory of depreciation or the writing off of diminishing value. Going concerns vs. those that have ceased^opera- tions. Economic value of location. See also course 1 under “Accounting.” 5. Investments. — A series of lectures by an experienced financier on the practical handling of investments. 1864 EDUCATION KEPORT, 1899-1900. FINANCE. 1. Banking. — (a) Laic: Detailed study of the bank laws of the United States and of typical States and of generally accepted banking practice. (h) Organiza¬ tion-. The organization of a bank for business, v>dtli the duties and liabilities of its oincers and employees. Comparative study of national, State, private, and sav¬ ings banks, and loan and trust companies; clearing houses, their functions and administration, (c) Operation: Practical methods of operation. Forms of credit transactions, note issues, domestic exchange. Comparative study of English and continental banks. 2. Public finance. — Methods of public administration. Public expenditure and revenue. Relation of the Treasury Department to the money market in the issu¬ ance of bonds and the placing of deposits. National. State, and municipal debt and taxation. Typical States and municipalities will be carefully .studied. THANSrORTATIOX. 1. Railroad service. — (a) Organization : The organization of a railroad for busi¬ ness, with a discussion of the duties of office s and employees, (b) Operation: Practical methods of operation, including a careful study of the regulations gov¬ erning all forms of railroad service. A study of the traffic department, including systems of car accounting. Theories of rates and methods of forming classifica¬ tions and rat© schedules. Fast freight lines, Joint rates, and various forms of railroad associations, (c) Accounting and auditing: See courses 1 and 2 under •‘Accounting ” and course -funder “ Business organization and management.” (d) Mechanics : Study of the elements of railroad construction and maintenance and their costs. Details of locomotives and cars, their use, construction, and repair. Modern mechanical and safety devices, including brakes, couplers, signaling sys¬ tems, and the like. Purchasing department, with consideration of properties of materials and railroad supplies. See also course 8 under “ Business organization and management” for railroad materials produced by iron and steel industries, (e) Management: Comiietition. discrimination, pooling, combination, consolida¬ tion, State ownersbip or control. See also course 1 under Business organization and management.” 2. Water transportation {inland). — (a) Lakes and, rivers: The service as a competitor of railroads. The development of lake traffic, with a study of modern facilities. The deep waterways projects. Decline of river commerce, (b) Canals: Their economic value and the extent of their use. 3. Foreign trade. — [a) Economic geography : A survey of the present economic condition of the different parts of the world, their products, re.sources, and routes of trade, and the inhuence of xffiysical and social causes in determining that con¬ dition. Economic phases of colonial development, (b) Foreign exchange : Theorj?- of foreign exchange and the causes that determine rates. Methods of international payment, movements of capital, monetary standards of foreign countries as they influence international settlements, (c) Foreign commerce of the United States : Development of ocean shipping. Export and import trade of the United States and its competitive relation to other countries. Tarih: conditions of the various countries and other forms of commercial interference. Commercial conventions and treaties. See also course 3 under “ Business organization and management” and course 2 under “Statistics.” 4. Legal conditions of international trade. — A series of lectures which aim to present the practical legal aspects of international dealing. ACCOUNTING. 1. Principles of accounting. — A series of lectures on the principles of railroad and industrial accounting as applied to financial and operating administration. Methods of corporation bookkeeping and forms of financial o^’ganization and man¬ agement briefly considered. 2. Theory and 2^ractice of railroad staii si ics. — (a) Revenue and expenses; why railroads are operated, how organized and administered, and the relation of accounting, auditing, and statistics to operation: general plan and technique of railroad accounting. (5) Revenue accounting, freight and ticket: how the money is collected and covered into the treasury; the safeguards provided, (c) Disburse¬ ment accounting, stages and methods of authorization; checks provided; signifi¬ cance of the different certifications; possibilities of fraud, (d) Stores and car accounting, various systems; watching balances; use of the car record in car distri¬ bution. car mileage, clearing bouses, the home record, the foreign record, the interchange record, (c) Statistics of operation, revenue disbursement, motive INSTITUTIONS FOE HIGHER EDUCATION. 1865 power, trausportation, and maintenance of way; use of statistics in handling a property. (/) General books, ledger, side ledgers, journal, journal entries, accounts current, general balance sheet, organization and methods of tiie accounting ollice, the diYision and general office, the shoj)S, the storehouse, the station agency. INSURANCE. A series of lectures designed to illustrate the practical workings of insurance as conducted to-day in all its important forms, with special reference to the United States. lif ter a brief discussion of the economic conception of insurance, its his¬ tory, development, problems, and social service, attention will be given to fire and casualty insurance, to employers' liability and corporate suretyship, but special study will be devoted to its most highly developed form in life insurance. ' This will involve consideration of nindamental assumptions, rate niading, j)olicy con¬ struction, varied benefits, field management, advertisements, compensation, solici tation, medical selection, practical accounting, investments, office work, corporate management, State supervision, insurance law, insurance by the Staten A critical estimate will be presented of the leading theories and different practices related to these questions, the object being to give a just estimate of the business and a com¬ prehensive knowledge of its present-day workings. STATISTICS. 1. History, clieory, and technique of statistics.— A course in statistical methods and results, with practical work in investigation and tabulation. An attempt to determine the laws that govern group actions of men. Sources and reliability of statistical data. The methods of distinguishing true and false inferences. 2. Studies in American statistics. — Critical study of the contributions of statis¬ tics to onr knowledge of production, banking, coinage, prices, wages, and particu¬ larly domestic and foreign commerce. LAW AND POLITICAL SCIENCE. 5. Commercial lau\ — An outline of the lav^ of real jiroperty, including deeds, mortgages, and wills; of the law of contracts (An.son on Contracts) ; of negotiable instruments (Bigelow on Bills, Notes, and Cheques) ; of personal property, includ¬ ing sales and bailments; of agency, carriers, insurance, and trustees. 6. Industrial and, commercial corporations. — A course of lectures treating of legal persons, natural and artificial; causes of the increase of artificial persons (corporations) since 1763 and the consequent development of corporation law; distinction bstween partnerships and corporations; modes of forming corporations; inviolability of charters; powers of corporations and their officers and agents; fiduciary relations of their offit’ers and agents; rights of stockholders; relation of stockholders to each other; issue of stock and rights of creditors; industrial trusts. 7. International law. — This course is historical and explanatory of present inter¬ national relations. It treats of the origin and development of the rules that gen¬ erally govern the intercourse of modern civilized States, and specified topics of present interest, such as the effects of annexation upon international obligations, recent cases of intervention, the Hague Conference, contraband of war, and con¬ tinuous voyages. 8. Politics and administration.— A study of American political parties since 1873; their organization and increasingly centralized control; their policies, and methods chosen for executing them; existing electoral machinery, its iiractical working and defects; some i3roposed remedies. ADMINISTRATION. 1. Municiped administration. — A series of lectures in vrhich the development of municipal policy will be traced with regard both to the forms and the aims of municipal government. The town meetings, the town council, the city system, and metropolitan administration will be considered in their constitiitiona.1 bear¬ ings and in their practical operation. A comjiarison of typical city charters, American and- foreign, will be made. The proper sphere of the municipality will be considered, first, in its traditional function as i)rotector of person and property; secondly, in the extension of its functions to include the control of public utilities, the education of the electorate, and the care of the dependent classes. The lec¬ turer will discuss the causes of municipal ccrriipticn, especially as found in economic conditions, and will trace the relation between municipal reform and social reform in general. 186(3 EDUCATION EEPOKT, 1899-1900. 2. Public adndnistraHon. — See course 4 under ” Modern history and diplomacy,” cours^e 2 under ‘"Finance,” and course 8 unler “ Law and X3oiitical science.” DEMOGRAPHY AND SOCIAL INSTITUTIONS. 5. Deinograpliy. — This is a study of population or the units of all forms of social life. It involves a consideration of the economic value of various nations and peoples as producers and consumers of commodities. This is followed by an inves¬ tigation of the social groups or classes into which population tends to fall, both those involved in the social division of labor and those which have a more natural basis. 6. Psychology of men in association. — Social phenomena are here viewed from the subjective side and interpreted as modifications of the individual mind due to contact. Human institutions are treated as an expression of the spiritual life of men. Public opinion is analyzed and an attempt is made to interpret sympatheti¬ cally trade unionism, mass and class feeling, and all important group aspirations and rivalries. Social iprobleins raised by racial contact are taken up, and the adaptation of i3olitical and social life to the peculiar psychic condition of each people. This is the study of the social environment, as expressing the mind of the individual and in turn modifying it. LANGUAGE. The work in language w^ill be a continuation of that of the first year. Students wnll be expected to pursue throughout the year the study of one of the three modern languages, German, French, and Spanish. A thesis may be reciuired embodying original research and representing work in the field of study which the student has been especially pursuing. The subjects of the second year have been assigned or classified as furnishing technical training for careers in general mercantile and commercial business, banking, railroad service, foreign trade, insurance, administration, journalism, and civic affairs. School of Commerce, Accounts, and Finance of New York University. The course of study extends over a period of two years. The following outline of the subjects embraced in the curriculum is announced, subject to changes: A. accounting. 1. Theory of accounts. — Principles of accounting; purpose of accounts; single and double entry; the different books of accounts. 2. Practice in aecoiuiffap. — Description and illustration of accounts of individu¬ als; accounts of partners; accounts of corporations —commeicial, financial, manu¬ facturing, transportation, etc. ; municipa! accounts; Federalaccounts; receivership; trusteeship; executorship; liquidation, etc.; statement of affairs. 3. Auditing. — Methods of procedure in examination of accounts of individuals, partners, corporations, municipalities, etc.; verification of balance sheets and statements of profit and loss; special reports. B. COMMERCE. 1. Foreign commercial relations. — Trade policies of foreign governments to one another and to colonial dependencies; foreign commerce of United States; theory of international trade; economic aspects of colonial development; foreign trade of America as affected by recent acquisitions of territory; consular service and regu¬ lations as afiecting commerce. 2. Domestic commerce and transportation. — of transportation and of railway policies; economic and social bearings of present transportation problems; railway construction— speculative management — stocks and bonds; railway fail¬ ures, receiverships, reorganizations, negotiations, profits; theories of rates, classi¬ fication, discrimination, competition, combination railway; employers’ liabilities. INSTITUTIOITS FOE HIGHEE EDUCATION. 1867 labor relief, insurance, State ownership and management; comparative study of interests of inventors, of employees, of iDublic, of State. C. FINANCE. 1. Money. — History of money; nature and functions; theories of money supply; stability of prices; commercial prosperity; debtors' and creditors' standard of deferred pajunents; Government paper money; bimetallism; monetary legislation of United States, ^ 2. Banking and credit. — History and theory of banking and credit operations; banking systems of principal foreign States; proposed methods of banking reform in United States; instruments of credit; classes of securities; stock and produce exchanges; current legislation upon banking. 3. Public finance. — Revenues and expenditures of the various political units in America (local, State, national) ; chief features of public financial administration; history of financial development (Federal, State, and municipal); recent problems of State taxation. D. LAW. 1. Contracts: 2 hours weekly. 2. Sales: 1 hour weekly. 3. Agency: 1 hour weekly, 4. Partnership: 2 hours weekly, 5. Bills and notes: 2 hours weekly. 6. Trusts (optional): 2 hours weekly, 7. International law (optional): 2 hours weekly. 8. Insurance (optional): 2 hours weekly. E. ADMINISTRATION. 1. General principles of business organization and management. 2. Administration of public business. Wharton School of Finance and Economy of the University op Pennsylvania. FEESHMAN YExAR. Subjects. Hours per week. First term. Second term. English comnosition... . . . . . 2 2 English la.ng’uage . . . . . . , 1 1 American history . . . . .. . . 2 o Solid e’eometry ... 2 Trigonometry _ _ _ 2 German or French . . . . . . . 3 3 Accounting. . , . _ _ ... 3 3 Physical and economic geogranhy . . . . . . . Q 2 Practical economic problems * _ . .. . _ _ . O 2 Constitutional law - . ... . _ 2 o SOPHOMORE YEAR. Modern novelists _ _ _ Modern essayists . . . . . European history _ _ _ German or French _ _ Practical finance and foreign exchange . Business law and contracts _ _ Theory and geography of commerce _ Political economy _ _ _ Legislative procedure and organization Public speaking (optional) . . . 2 3 3 2 2 2 2 1 2 3 3 2 2 2 2 1 For students who present solid geometry and trigonometry on admission. 1868 EDUCATION REPOET, 1899-1900. Wharton School of Finance and Economy of the University of Pennsylvania— Continued. JUNIOR YEAR, Subjects^, Hours per week. First Second term. term. English literature Economics- . . . Sociology* . - . . Americaii history * . . Modern European history* . . . . English industrial development* _ _ Money and credit* . . . Elementary common law * _ _ _ E Oman la^v * - . . . . Charities and correction * . . . . . . . Race traits and distribution* _ A.rb and history of newspaper making * _ Current topics* . . . Practical politics * . . Panics and depressions* . . American commerce . . . . Industrial development of the United States SENIOR YEAR. Public finance * . Public admini.stration * American history * _ _ _ _ _ _ _ English constitutional history* . . . . Development of English civilization * . . English legal institutions* . . . . Court decisions on the Federal Constitution ^ English industrial development* . . Colonial government . Practical politics = Panics am American commerce * . . . . . . Industrial development of the United States' Corporation finance . . . Social reformers * _ _ _ Principles of government* . . International lav/ * . . . . Local and municipal institutions* . . Panics and speculation * _ _ _ _ _ Commerce * . . . . . . . . Transportation * _ _ _ _ Newspaper law * . . . Current t )pics * . . . . . * Electives from which each .'student must choose 16 hours in each term. Central High School, Philadelphia, Pa. The department of commerce v/as inaugurated in September, 1898. It lias a four years’ coarse of study, as follows: FRESIIM.CN YEAR. English. — Composition v.’'riting with a study of classical literature in transla¬ tion, and of American literature. 4 hours. Latin. — Elements of Latin and easy readings, 4 hours. Mail-icmatics. — x^lgebra, 5 hours. _ History. — Greek and Roman history and European history to 800 A. D., 3 hours. Science. — Rav/ materials of commerce (animal, vegetable, and mineral products) , 4 hours. Economics, — Philadelphia history, government, and business interests (lectures and quizzes) , 2 hours. Business technique. — Business forms, with xienmanship. Practice, 2 hours. Il^STITUTIOlTS FOE HIGHER EDUCATION. 1869 SOPHOMORE YEAR. History of English iiteratnre, with composition writing, 3 hours. German, — Grammar, reading, and conversation, 5 hours. Mathematics. — Advancedcommercial arithmetic, including mensuration and the metric system, 2 hours. Elements of geometry and trigonometry, 3 hours. History. — English and modern European history, 3 hours. Science and cco?iomfc.9.— Commercial geography, 2 hours. Trade centers of the world — lectures in connection with the course on commercial geography, 1 hour. Business ifec7^n^gn^?.— -Bookkeeping, 3 hours. Stenography, 2 hours.’ Typswrih ing (optional). JUNIOR YEAR. English. — Readings from English literature with essay writing, 2 hours. German. — Reading, composition, and conversation, 3 hours. Romance languages.— or French, 4 hours. History. — American history, 2 hours. >S'c7eJ2ce. —Physics and chemistry, 4 hours. HcoRomfcs.— Political economy, 2 hours. Business technique. — Mechanical drawing, 2 hours. Observation of and report on office practice, business methods, etc., 3 hours. Stenography, 2 hours. Type¬ writing (optional). SENIOR YEAR. English.— Readings, from literature and thesis writing, 3 hours. German, — Advanced reading, conversation, and correspondence, 3 hours. Romance languages. — Spanish or French, 3 hours. History. — Modern industrial and commercial history (of the United States and England) , 3 hours. S'cfcjice.— Industrial chemistry, 2 hours. Economics and political science. — Transportation, banking, and tinanice, 4 hours. Statistics (in connection wdth thesis writing), 1 hour. Study of government (chiefly of cities), 3 hours. Business technique. — Ethics of business and commercial law, 2 hours. School of Commerce of the University of Wisconsin, This school was established in 1900 for the purpose of supplying facilities for the training of young men vtho desire to enter business careers, especially in such fields as domestic and foreign commerce and banking, or branches of the public service, like the consular, in vdiich a knowledge of business is essential. Tbe course of study extends through four years, and is as follows: (The figures indi¬ cate iininber of hours per week, ) FRESHMAN YEAR. First semester.— ’Econmnic geography, 4, or American history, 4;’ German, French, or Spanish, 4; English, 3; trigonometry, 2; chemistry, 3; drill and gym¬ nastics, 2. Second semester. — Economic geography, 4, or American histor}^ 4; economic history of England, 2; language continued, 4; English, 3; chemistry, 3; drill and gymnastics, 2. SOPHOMORE YEAR. First semester.— ELi^iovY of commerce, 2; mediieval history, 3; business meth¬ ods and accounts, 2; language continued, 2; English. 2; physics, 5; drill and gymnastics, 2. Second semester. — Business organization and maina,gement, 2; elementary eco¬ nomics, 3; modern history, 3; language continued, 2; physics, 5; elective, 2; drill and gymnastics, 2. JUNIOR YEAR. First semester. — Money and banking, 3; transportation, 2; generation and trans¬ mission of power, 3; language continued, 2; technical elective, 3; free electives, 5. 1 Students who take economic geography the first semester will take American history the second, and vice versa. 1870 EDUCATION EEPORT, 1899-1900. Second semeeiter. — Commercial law, 3; transportation, 2; nineteenth century history, 3; ''angnage continued, 2; technical elective, 3; free electives, 5. SENIOR YEAR. First semester. — Commercial law, 2; materials of commerce, 3; language con¬ tinued, 2; thesis, 2; technical elective, 3; free electives, 6. xS'econd sen?asfer.— Commercial law, 2; materials of commerce, 3; language con¬ tinued, 2; thesis, 2; technical elective, 3; free electives, 6. TECHNICAL ELECTIVES. The technical electives have been arranged in two groups, one of Vv^hich must be elected by each student. The group preparatorj" to the business of banking consists of the following courses: (n) Elements of money and banking; (b) his- tor}" of the currencies of the chief modern nations; (c) corporation finance and secnriiies; (d) commercial crises with especial reference to their influence upon the lianking business. The consular group consists of the following courses; (a) International law; (b) commercial geography of Europe; (c) history of diplomacy; (d) history and char¬ acteristic features of the consular services of the chief foreign countries; (c) con¬ sular service of the United States. OUTLINE OP COURSES IN ECONOMIC HISTORA", GEOGRAPHY, AND COMMERCE. Economic history of England. — Begins with a study of the economic life of England as depicted in the doomsday survey, and, with this as a basis, traces the most important changes in the agricultural, manufacturing, and commercial life of the country from that time to the present. Scott’s Syllabus of Lectures, and Gibbon's Industry in England, Repeated each semester. Lectures twice a week; quiz once a week. 11} e history of commerce: (a) The development of the woidd's commerce from ancient times to the Napoleonic era. — Special attention is given to the materials and the machinery of commerce, to trade routes, and to the relations between com¬ mercial development and other branches of the history of civilization. Lectures and assigned readings, tirst semester, twice a week. (5) Commercial policies. — Study of commercial treaties and tariff history since the Napoleonic era. A sketch of the histories of the commercial policies pursued by the chief modern nations previous to the present century will be given by way of introduction. Lectures, assigned readings, and topics, second semester, three times a week. Currencji history. — Systematic presentation of the currency history of England, France, Germany, and the United States. Second semester, three times a week. Commercial geography — fa) Introductory course. — A study of the technique of productive industry. Topical reports and lectures. Repeated each semester, four times a week. (b) Extractive industries of the United States. — A study of the natural and social resources of the United States and of the chief extractive industries for the purposes of determining their location, condition, and relations to each other. Lectures and required readings. First semester, three times a week. (cj Manufacturing industries of the United States. — The evolution, present location, and condition of the chief manufacturing industries, their relations to one another, to the extractive industries, to transportation, credit, and market agencies, and foreign trade. Lectures and required readings. Second semester, three times a week. {d) Commercial geography of Europe. — Natural resources and industries of the chief European colin tries, with special emphasis on their location, their present state of development, and their relations to the commercial interests of the United States. Second semester, twice a week. Business fomns and accounts. — Various methods of accounting and auditing actually employed bj" and suitable to great corporations. Also a study of business forms, such as invoices, sales, accounts, custom-house documents, ships’ reports and x>apers, bills of lading, warehouse receipts, charters, insurance policies, etc. First semester, twice a week. Transportation — (a) Railroad transportation. — History of its development in the chief modern nations, with a discussion of its economic and legal aspects. Lectures and assigned reaclings. First semester, twice a week. :i!TSTITUTIOKS FOR HIGHER EHUOATIOH. 1871 (5) ^Vater transportation. — Brief historical survey of the growth of inland and ocean navigation, followed by a description of the' leading water routes of the world and the industrial forces and geographical and political conditions deter¬ mining them. Lectures and assigned readings. Second semester, twice a v.^eek. Materials of commerce — (a) Vegetable. — Throughout the year two lectures per week and two hours per week of laboratory \vork. (6) Chemical. — OnQ lecture per week and two laboratory periods. Economic crises. — Organization of the market, causes and characteristics of economic crises from the point of view of the business manager and the banker, history of crises, concrete study of the mure important crises. First seme ter, 3 hours a week. Corporation finance and securities. — Methods of financiering employed in great corporations, with especial reference to the various sorts of negotiable securities which they issue and the circumstances which affect their value. A. technical study of stock and produce exchanges and of their relations to the business of banking. Lectures and assigned reading. Second semester, twice a week. Business organization and management. — Lectures, assigned readings, and topical reports. Second semester, twice week. Consular service — (a) Foreign consular service. — Brief outline of the growth of foreign relations, history of the consular services of the chief countries of the world, methods and wmrk of the consular officers of the chief foreign countries. First semester, three times a week. (b) Considar service of the United States. — Detailed study of the work and duties of the consular officers of the United States, combined with practical work in the in vestigation of existing industrial conditions and the making of such reports as are required of consuls. Second semester, three times a 'week. South American and West Indian commerce. — Courses of lectures by specialists on commercial geography of the chief South American States, their systems of banking, exchange, currency, credits, transportation, tariff commercial law, etc. Seminaries. Neiv buildings. Institution. Alabama Polytechnic Institute, Anljiirn, Ala. St. Bernard (Ala.) College . . University of Arizona, Tucson, Ariz . . . Ouachita College, Arkadelphia, Ark . . University of Arkansas, Fayetteville, Ark . . University of California, Berkeley, Cal . . Pomona College, Claremont, Cal . . College of Notre Dame, San Jose, Cal . . Leland Stanford Junior University Trinity College, Hartford, Conn . . Florida Agricultural College, Lake City, Fla, . . Seminary West of the Suvfanee River, Tallahassee, Fla ... Lucy Cobb Institute, Athens, Ga . . . Monroe Female College, Forsyth, Ga. . Brenau College, Gainesville, Ga . . . Young Harris (Ga.) Coliege . . University of Idaho, Moscow, Idaho _ _ _ _ _ St. Viateur's College, Bourbonnais, Ill . . University of minors . . . . Illinois Woman’s College, Jacksonville . . . . Lake Forest (Ill.) University . . . . . . . Monmouth (Ill.) College . . . Moores Hill (Ind.) College . . . . . University of Notre Dame (Ind.) Purpose. Cost. (Forge and foundry . . j ■j Chemistry . . . . . [ $3,403 (Greenhouse . . (General . 7,000 (Gymnasium . . .. 1,500 Dormitory . 12, 000 (Music 15,000 (President’s house . . (Laboratory . . . t. . . • 2,100 . - 700 -j Residence . . . (Root cellar and granary .. . 3.50 5,167 ■j Observatory _ _ _ _ 1, 575 (Gymnasium . . 13,387 5,500 Gymnasium . . (Music _ _ _ _ 20, 000 1,800 (Laboratory _ _ _ (Memorial arch . 75, 000 J Chapel _ _ 250, 000 jftciRnce 200,000 150, 000 1 Laboratory . . . Museum _ _ _ _ 70,000 8, 000 Dormitory . . Chaiiel . .. _ _ 1,000 General . - . . 2, 000 Dormitory . . General _ _ 3,000 10, 000 General . . . - (Main building _ 14,000 1,000 1,300 15, 000 •(Farmhouse . . (Barn . . . . Gymnasium _ _ _ Agriculture _ ... 1.50, 000 15, 000 60, 000 General . . . . Library and chapel Gymnasium _ _ _ 2, 000 1,700 80, 000 Gymnasium . . . . . (^Theolog V Cl _ _ _ _ j Gymnasium . . 40, 000 1 Dormitory . . . 45,000 60,000 [steam and water plant ... a At Washington, D. C. 1872 EDUCATION KEPORT, 1899-1900. New Imikiings — Continued, Institution. Purpose, Cost. Iowa Agricultural College, Ames _ Drake University, Des Moines, Iowa State University of Iowa, Iowa City Midland College, Atchison, Kans _ Baker University, Baldwin, Kans--. University of Kansas, Lawrence Bethany College, Linclshorg, Kans... Kansas Agricultural College, Manhattan. [Barn . . President’s house . [Engineering . . . Auditorium . Hall of Liberal Arts . Observatorj^ . fC-ymnasium . . . [Library . Chemistry . - . Ladies’ Hall . . [Agriculture . . . I Dairy barn . [Mechanics . . St. Mary’s (Kans.) College . . . . Bethel Female College, Hopkinsville, Ky . . . . Louisiana State University, Baton Rouge . . New Orleans (La..) University' . . . . University of Maine, Orono _ _ _ _ Westbrook Seminary, Woodfords, Me _ _ Maine We.sley an Seminary and Female College, Kents Hill- Rock Hill College, Ellicott City, Md . . . Lasell Seminary, Auburndale, Ma,ss . . . Smith College, Northamiiton, Mass. _ _ Mount Holyoke College, South Hadley, Mass . . . Tufts College, Mass . . . . . Wellesley (Mass.) College _ _ _ Williams College, Williamstown, Mass . . - [Heating plant /Observatory.. [Boiler house .. Music and art (Assembly hall t Laboratory ... [Engineering.. Drill hall . Gymnasium . . Dormitory . Social hall _ Gymnasium . rljibrary, etc . . . [Dormitory.. . ) Dormitory _ _ [Gymnasium _ Science . . [Dormitory _ [Observatory _ Social and religious V/omen's building Michigan Agricultural College Hairy Barn . $13,500 12,000 15-1,800 20,000 150,000 200 10,000 25,000 55,000 7,000 25,000 3,000 9,000 5,000 2,000 3,000 2,500 10,000 2,500 3,200 2. 000 25,000 7,000 10,000 2,000 2,500 102,000 30, 000 45,000 50,000 40,000 35,000 95, 000 15,000 University of Michigan . University of Minnesota [Medicine . [Engineering . Medicine . < Medicine - I Horticulture Mississippi Agricultural and Mechanical College _ Mississippi Industrial Institute aiid College ... . . . Alcorn Agricultural and Mechanical College, Westside, Miss. Clarksburg (%Io.) College - - - - - St. Louis (Mo.) University. _ _ _ _ _ Montana College of Agriculture and Mechanic Arts, Boze- Dairy _ _ (Dormitory _ _ Inlirmary . . . . Keating and lighting _ ! Residence - - - I ! General _ _ _ ! Theology . . j Gymnasium _ _ 70,000 10,000 15,000 15; 000 30,000 2,200 18, .500 7,500 7,000 4,000 10, 000 70,000 1,100 ma,n. University of Omaha, Bellevue, Nebr _ _ _ Dartmouth College, Hanover, N. H . . University of New Mexico, Albiaquerque . . . . New Mexico College of Agriculture and Mechanic Arts, Las Cruces. St. Bona%mnture’s College, Allegany, N. Y _ _ _ Hamilton College, Clinton, N. Y_ . . . . Colgate University, Hamilton, N. Y . . .' _ St. John’s College, New York City _ _ University of Rochester (N. Y.) . . . . . Syracuse (N. Y.) University. _ _ University of North Carolina, Chapel Hill . . . Kenyon College, Gambler, Ohio _ _ _ Oberlin (Ohio) College _ _ _ Lake Erie College, Painesville, Ohio _ _ Scio (Ohio) College. . . . . . . . . University of Wooster (Ohio) . . . . . Oklahoma Agricultural and Mechanical College, Still¬ water. I Dormitory. . . Dormitory . ! Laboratory . ! Corral _ _ _ I General . ■/Philosophy . [Swimming pool . . . I (President’s house . i [Athletic field . . . Ice-making plant . I Gymnasium . . Dormitory . . . (Dormitory. . . [Recitation . Gymnasium . . . (Chemistry. . . 1 Gymnasium . . . /Music . [Kitchen . - President’s house . Library . . . . [Library - - [Chemistry . . . Oregon Agricultural College, Corvallis _ Lebanon Valley College, Annville, Pa _ Blair sville (Pa.) College . . . Wilson Female College, Chambersburg, Pa. /Engineering- . [Heating plant Chapel . (Dormitory. - [Gymnasium 14, 000 4.5,000 17,500 2,000 75,000 25,000 4,000 25,000 6,009 7,000 25,000 26, 000 18, 000 17,000 17,000 65,000 50, 000 2,500 4,000 3,000 3.5,000 20,000 8,000 8,416 18,877 42,000 4,000 15,000 10,000 IlvrSTITUTIONS FOK HIGHER EDUCATION, 1873 Neiv b u ildings — Con tinned. Institution. Purpose. Cost. Lafayette College, Easton, Pa . . Kaverford (Pa.) College . . Franklin and Marsliall College, Lancaster, Fa. Bucknell University, Lewisburg, Pa . — /Library . (Dorniitories / G y in n a,si u m (Dormitory. . Science. . Dormitory _ . [Museum . University of Pennsylvania, Pbila,delphia - Swartliinore (Pa.) College..- - - Villanova (Pa.; College. A. . . . . . Erskine College, .Due West, S. C. . . South Dakota Agricultural College, Brookings - Grant University, Athens, Tenn - - - - - Sullins College, Bristol, Tenn . . . . . . . . Central Tennessee College, Nashville, Tenn . . . Vanderbilt University, Nashville, Tenn . . . . . University of the South, Sewaiiee, Tenn - Burritt College, Spencer, Tenn - - - - - - Agricultural and Mechanical College of Texas, College Station. Burleson College, Greenville, Tex . . . . . . Baylor University, Waco, Tex - - - - Paul Quinn College, Waco, Tex . . . . . Middlebury (Vt.) College . . . Norwich University, Northfield, Vt . . . Virginia Agricultural and Mechanical College, Blacksburg. Virginia Military Institute, Lexington _ Washington Agricitltural College, Pullman . . . . Gonzaga College, Spokane, Wash.. _ _ _ _ Lewisburg (V/. Va.) Female Institute . . University of Wisconsin, Madison. _ _ _ University of Wyoming, Laramie... . . . . t Dormitory and tower . [Law . . Gy mnasium _ _ . General _ _ _ . Dormitory . . . . [Gymnasium . . < Agriculture _ [Barns . . [Medicine . . . . . /Science . . . . General . Chapel . . . Dormitory . . j Dormitory . . . . < Infirmary . [store _ _ _ . Dormitory . . . (Dormitory _ _ '^Residences. _ _ [Agriculture. . . . . Dormitory. . . . . /Dining hall. _ _ _ (Heating plant . Dining iiall - (Library _ (Science . . . Drill hall . . (Y.M.C.A _ _ (Barn - - - General . . . . . /Science _ ! (Dormitory _ 1 General . . . Gymnasium . . I [Engineering _ _ 1 [Barn _ i) Heating plant . . j (Dairy.. _ _ Science _ _ 7,000 ;35,000> ED 1900 - VOL II •38 1874 EDUCATION EEPORT, 1899-1900. RATIO OP STUDENTS TO POPULATION, 1ST2-1900. The following tabular statement, giving the number of students in higher edu¬ cation to each 1,000,000 persons in the United States from 1873 to 1900, shows a very substantial increase for each class of students represented: Number of students in higher education to each 1,000,000 i^ersons, from 1872 to 1000 {based on the number of students in the colleges of the United States). Year. Under¬ gradu¬ ate col¬ legiate and tech¬ nical stu¬ dents. Gra,dn- ate stu¬ dents. Law stu¬ dents. Medical students. Theolog¬ ical stu¬ dents. Total. 1873. . . . . . 573 5 49 143 83 853 1873 . . . . 739 5 53 116 93 1.065 1874 ....... _ _ _ 749 7 61 183 103 1,101 1875 . . . 736 8 (il 196 130 1,131 187G _ _ 706 9 59 194 95 1,063 1877 . . . . 701 8 61 309 86 1,065 1878 . . . . . . . 781 9 6i 310 91 1.155 1879 . . . . . . . . 175 10 63 231 97 1,175 1880 _ _ 770 8 63 338 105 1,183 1881 . . . . . 755 9 63 243 93 1,163 1882-83 _ _ _ 731 10 57 237 93 1,137 1883-84 _ _ _ _ _ _ 741 14 49 230 96 1,130 1884-85 _ _ _ _ _ 74.3 15 49 197 103 1, 106 1885-86 _ _ _ 687 16 53 331 110 1,087 1886-87 . _ _ _ _ _ 690 31 54 308 107 1,080 1887-88 _ _ _ _ _ 688 33 61 231 109 1,111 1888-89 _ _ _ 739 22 64 245 114 1.174 1889-90 _ 850 27 73 366 112 1.327 1890-91 . . . . . . 901 33 83 384 115 1,415 1891-93 _ _ _ 980 39 94 384 115 1,513 1892-93 _ _ _ _ _ 1,037 43 105 398 118 1.601 1893-94 .... _ _ _ _ _ _ 1,087 51 107 320 113 1,678 1894-95 ... . . . . . 1, 138 58 130 331 116 1, 763 1895-96 . . . . . . 1. 158 63 139 346 114 1,819 1896-97 _ _ _ 1,1-13 69 146 343 115 1,814 1897-98 . . . 1,193 74 163 328 117 1,875 1898-9;).,. . . . 1, 196 74 163 327 111 1,874 1899-1900 . . . . . . 1,333 75 166 106 1,913 STATISTICAL REVIEW. Sfnd.enfs. —The total number of undergraduate and resident graduate students in universities and colleges for men and for both sexes, colleges for women, Divi¬ sion A, and in schools of technology for the year 1899-1900 is reported as 98,933, an increase of G,538 students over the number for the preseding year. The num¬ ber of stjeh students for each 3'ear from 1889-90 to 1899-1900 is as follows: Number of undergraduate and resident graduate students in universities, colleges, and schools of technology, from 1880-00 to 1800-1000. Year. Universities and colleges foi- men and for both sexes. Colleges for women, Division A. I ' Schools of tech- ! noiogy. Total nuinher. Men. gNYomen. omen. [ Men. VYo-nen. Men. W omen . 1889- 90 . . 1890- 91. . . . 1891- 93.. . . . 1892- 93 _ _ _ 1893- 94. . . . 1894- 95.... . . 1895- 96- . . . . 1896- 97 . . . . 1897- 98.... . . . 1898- 99 . . . 1899- 1900.. . . . Increase (percent) _ 3,°.. 056 40, 089 45, 033 46, 689 50, 297 52, 586 56, 556 55, 7.55 58. -107 58, 467 61, 813 8, 075 9,439 10, 390 11,489 13, 144 14, 298 16, 746 16,538 17, 765 18,948 20, 453 1,979 3, 265 2, 636 3. 198 3,578 3,667 3, 910 3, 913 4, 416 4,593 4,872 6, 870 6, 131 G. 131 8, 616 9,517 9, 467 8, 587 8,907 8,611 9, 038 10,347 707 481 481 813 1 , S76 1,106 1.06") 1,091 1,389 1,339 1,440 44. 936 46, 330 51,163 51, 305 59,814 62,053 65, 143 64, 663 67,018 67.505 73, 159 10,761 13. 185 13,567 15,530 18,0J8 19,071 31,731 31,543 33, 470 24,830 26, 764 63.4 153. 3 146. 3 50.6 103. 7 60.6 148.7 INSTITIJTIOI^S FOR HIGHER EDUCATION. 1875 These figures show that while the men students have increased during the period 60.6 per cent, the Vvmmen students have increased 148.7 per cent. The iiiimher of undergraduate students pursuing various courses, so far as reported, is as follows: Classical courses . . . . . . . . . . . 37, 658 Other general culture courses - , _ _ _ _ _ 19, 391 General science courses _ _ _ _ _ _ 10, 925 Agriculture _ _ _ _ _ .... _ _ _ 2, 852 Mechanical engineering _ _ _ _ _ _ _ 4, 459 Civil engineering _ _ _ _ _ _ _ _ 3,140 Electrical engineering . . . . . . . . . . 2, 555 Mining engineering _ _ _ _ 1,261 Architecture . . . . . . . .... _ _ 459 Pedagogy _ _ _ _ _ _ 9,524 Business _ _ _ _ _ _ _ .... 7,953 The number of students receiving instruction in military drill was 18,535. Degrees. — The number of degrees conferred during the year was as follows: Degrees conferred for ivorh done. De.grees. On men. On women. Degrees. On men. On women. A.B . . 5, 129 2,146 A.M 1 106 239 B.S _ _ _ 2, 473 591 M.S _ _ _ 140 17 Ph.B _ .. 824 521 C. E ... 164 0 B.L . _ _ 318 814 M.E . . . . 231 0 B.C.E . . . 27 0 E.E _ _ _ G1 0 B.M.E . . . . . . 37 0 M.L _ _ _ 15 11 B.E.E _ 19 0 E.M . - . 7.5 0 B.E.M _ _ _ 3 0 Ped.M _ _ _ ... 0 24 B.E _ . IS 0 Ph.M _ . G G B.Arcii . . . 9 1 Blus.M _ 1 G B. Agr - . _ _ _ 43 5 M. Arch 1 0 Mus.B _ 9 197 M.C.E . . . . 1 0 B.Ped _ ... 94 127 M.M. E - 4 0 B.O _ _ 1 6 Ped.D . . . . 4 1 B.P.A _ _ _ 1 0 Ph.D . . . . . 322 20 B.L. S _ _ 3 20 Sc.D . 2 0 B.S.P . 1 0 L’tt. D 2 0 B. Paint _ _ _ _ 0 40 S.T.D . . . . 18 0 1j. a 0 1 L.S _ ... 0 2 Total _ _ 11, 177 4,735 A.G _ _ _ _ _ 9 0 Honorary degrees conferred. Degrees. Number. Degrees. N umber. D.D . . 273 M.S . . . . - . . . LL. D . - IGl M.E . 1 Ph.D . .. . 23 C.E _ _ _ - . . 2 STD / G ! A..B . . . G D.C.L 2 Doc. Arch _ _ - . j L.H.D _ 0 Ped.D _ _ _ : _ 1 Litt. D 0 LL.M _ _ _ 2 Sc.D 10 LL.B _ _ _ - . . 1 Doe. Eng 2 : B.L _ _ _ - . 1 M. D 4 1 A. M 180 j Total . . . . 701 187G EDUCATION REPOKT, 1899-1900. liistitiitiojis conferring Ph. D. degree in 1S99-1900. Oil exarnination. Institution. On men. On women. 1. University of Californi.a. _ _ _ 2. Leland Stanford Junior University _ 3. Yale University _ _ _ _ _ 4. Columbian University, Washington, D. C. _ 5. Georgetown University . . . - . . . (3. University of Chicago . . . . . 7. Austin College, Effingham, Ill.. . . 8. Ewing (Ill.) College . . . . 9. Knox College. Galesburg, Ill _ _ 10. Chaddock College, Quincy, Ill _ n. Augustana College, Rock Island, Ill _ _ 13. Hanover (Ind.) College _ _ _ _ 13. Taylor University, Upland, Ind _ 14. Aniity College, College Springs, Iowa _ 15. State University of Iowa. _ _ _ _ _ _ 1(3. Kansas City (Kans.) University... . . 17. Tuiane University _ _ _ _ 18. Jolins Hopkins University _ 19. iNew \Yindsor (Md.) College _ _ 20. Bos ton University . . . . . . 31. Harvard Univer-sity. . . . . . 23. Clark University . . . . . 33. University of Michigan _ 34. University of Minnesota . . . 35. Southwest Baptist College, Bolivar, Mo _ 36. Westminster College, Fulton, Mo _ 37. Washington University, St. Louis, Mo _ 28. University of Nebraska . . 39. Princeton University _ _ 30. Cornell University _ _ 31. Columbia University. _ _ _ _ 83. New York University _ _ _ _ 33. North Carolina College, Mt. Pleasant, N. C 34. Hiram (Ohio) College . . 35. Lima (Ohio) College.. . . 36. University of Wooster (Ohio).. _ 37. Western University of Pennsylvania . 38. Moravian College, Bethlehem, Pa . 39. Bryn Mawr College . . . 40. La'fa3mtte College, Easton, Pcv . _ 41. Pennsylvania College, Gettysburg, Pa _ 43. Haverford (Pa.) College . . . 4-3. University of Pennsylvania . . . 44. Villanova (Pa.) College . . . 45. Washington (Pa,. ) and Jefferson College _ 46. Brown University. _ _ 47. Huron (S. Dak.) College _ _ _ _ _ 48. American University of Harriman (Tenn.). 49. Vanderbilt 'University . . . 50. University of Virginia _ _ 51. Barboursvdlie (W. Va. ) College _ _ 53. University of Wisconsin. _ _ Total . . . . . 1 o 31 4 o 39 0 0 0 0 5 0 51 0 1 3 0 35 3 35 8 4 3 0 1 2 1 3 17 30 6 0 0 0 15 0 1 0 ] 1 1 14 0 0 3 0 10 1 o (I 5 333 1 0 5 ] 0 4 0 0 0 0 1 0 1 0 0 0 1 0 0 0 0 0 0 0 0 0 0 0 0 1 1 0 0 0 0 0 0 1 0 0 0 1 0 0 0 0 0 0 0 0 0 Hon¬ orary. 0 0 0 0 0 0 3 1 1 3 0 1 0 1 0 0 0 0 0 0 0 0 0 0 1 0 0 0 0 0 0 0 1 2 1 3 1 0 0 0 0 0 0 3 1 0 1 0 0 0 1 0 23 Projjerfy. — The total value of riroperty possessed by institutions for higher education, including all colleges for women, amounts to $360,594,595, a gain of $17,706,234 over the amount for the preceding year. The endowment funds amount to $166,193,529, and the remainder represents the value of grounds, build¬ ings, apparatus, machinery, libraries, etc., used for instruction and research. Income. — The total income for the year, excluding benefactions, amounted to $28,558,463, derived from the following sources: Tuition and other fees _ _ _ _ _ _ _ $11, 171, 127 Endowment funds _ _ _ _ _ 7, 045, 479 State and municipal appropriations _ _ _ 4, 464, 405 United States Government _ , _ _ _ _ _ 2, 984, 177 From other sources . . . . . . . . ... _ _ _ _ 2, 893, 275 These figures show that students pay about 39.1 percent of the cost of their college education. INSTITUTIONS FOK HIGHER EDUCATION. 1877 Benefactions, — The value of gifts and bequests reported as having been received by the institutions for higher education during the year amounts to $11,995,408. The amounts reported by the institutions of the several geographical divisions of the country are as follows: North Atlantic Division _ _ .. _ _ _ _ $6,246,076 South Atlantic Division _ _ _ _ _ _ _ _ 642, 002 South Central Division _ _ 587,128 North Central Division _ _ _ _ _ _ _ _ _ _ 8, 950, 855 Western Division _ _ _ - . . . . . . . . . _ 563, 802 The institutions that received benefactions during the year amounting to $100,000 or over are as fol o\ys: Colorado College, Colorado Springs _ _ _ _ $203,000 Wesleyan University, Middletown, Conn _ _ 100, 000 Yale University _ _ _ _ _ _ _ _ 641,224 University of Chicago _ _ _ _ _ _ _ - - - 1 , 593, 695 Monmouth ( Ill. ) College _ _ _ - . . . . 100, 000 Drake University, Des Moines, Iowa . . . . 115,000 Berea (Ky.j College . . . . . . . ... 112,720 Massachusetts Institute of Technoiogy _ _ _ 462, 978 Harvard Univei sity ..... _ _ _ _ _ 835, 102 Tufts College (Mass. ) _ _ _ _ _ _ _ _ _ _ 110, 900 Alma (Mich.) College _ _ _ _ _ _ _ _ 180,000 Washington University, St. Louis, Mo., _ _ _ _ _ ... . .. 193,600 Dartmouth College, Hanover, N. H _ _ _ _ _ 350, 000 Princeton University _ _ _ _ _ 235, 753 Cornell University _ _ _ _ _ _ _ _ 139,350 Columbia University _ _ _ _ 973,915 New York University _ _ _ _ _ 352,363 University of Cincinnati _ _ _ _ _ _ _ 115, 000 Ohio Wesleyan University _ ‘ _ _ _ _ _ 105, 015 Oberlin (Ohio) College _ ... _ _ 159,000 University of Pennsylvania _ _ _ _ _ ... _ 530,654 Browui University, Providence, R.I _ _ _ 151,815 Converse College, Spartanburg, S. C _ _ _ _ _ _ 103,000 Vanderbilt University, Nashville, Tenn _ ... _ _ _ _ _ 150,000 Whitworth College, Tacoma, Wash _ _ _ 100,000 1878 EDUCATIOI^ EEPOKT, 1899-1900. Table 1. — Number of undergraduate and graduate students in public unit'ersi- ties, colleges, and schools of technology. Colleg iate depart- Graduate departments. Total number of undergraduate and graditate stu¬ dents. State or Territory. Resident. 1 Nonresident. ! Men. Women. Total. Men. Women. Total. Men. Women. o S Women. Total. United States . 2o, 08u 7, 333 32,419 1,061 487 1,-548 1.53 i 210 26,300 7,877 .34, 177 N. Atlantic Division 5,2.59 193 5,452 28 4 32 0 3 3 5, 287 200 5, 487 S. Atlantic Division. 3, 782 256 4,038 151 12 163 13 0 13 3, 946 268 4, 214 S. Ceuti'al Division . 2, 820 567 3, 387 67 32 99 20 4 24 2. 907 603 3. 510 N. Central Division. 10, 682 4. 605 15, 287 626 296 922 107 47 154 11,415 4,948 16,363 Western Division... 2, 548 1,712 4, 2.55 189 143 332 13 3 16 2, 745 GO i ^ j 4. 603 N. Atlantic Division; Maine . . . 299 16 315 8 0 0. 0 0 307 16 i 323 Nev/ Hampshire IIG 9 125 3 0 3 0 0 0 119 9 128 Vermont . . 230 48 278 4 1 5 0 0 0 234 49 283 Massachusetts .. 1,289 54 1,343 11 1 12 0 0 0 1,300 1 55 1,3.55 Rhode Island .. . 58 21 79 0 2 3 0 3 3 58 1 26 1 84 Connecticitt _ 48 27 75 0 0 0 0 0 0 48 27 1 75 New York . 1,368 0 1.368 0 0 0 0 0 0 1,368 0 1,368 New Jersey - 195 10 205 0 0 0 0 0 0 195 10 205 Pennsylvania - .. 1.656 8 1,664 o 0 Q 0 0 0 1,658 8 1, 666 S. Atlantic Division: Delaware . . . BJ: 8 102 4 0 4 0 0 0 98 8 106 Maryland _ 374 0 374 0 0 0 0 0 0 374 0 374 Dist. Columbia.. 80 37 117 4 o 6 0 0 0 84 39 123 Virginia _ 990 0 990 54 0 54 0 0 0 1,044 0 1,044 West Virginia .. 177 106 283 31 7 38 0 0 0 208 113 321 North Carolina . 658 14 672 26 1 27 13 0 13 697 15 712 South Carolina. . 641 21 662 25 0 25 0 0 0 666 21 687 rtenrpin, 693 18 52 711 I 5 0 o 5 0 0 0 0 698 18 716 131 ' Florida - - 75 127 2 4 0 0 54 S. Central Division: 1 Kentucky - 255 51 303 5 4 9 0 0 0 260 55 315 Tennessee. . 269 90 359 f) 5 10 0 0 0 i 274 95 369 Alabama - .... 50(5 30 536 19 3 22 0 0 0 I 525 33 .558 IMississippi . 442 40 4S2 7 2 9 18 4 22 467 46 513 Louisiana _ _ _ 231 0 231 3 O.i 1 3 0 0 0 ! .234 0 234 Texas . 749 167 916 24 17 41 0 0 0 773 184 957 Arkansas... . 204 87 291 0 0 0 1 0 1 205 87 2d2 Oklahoma . . 164 102 266 4 1 5 1 0 1 169 103 272 Indian Territory 0 0 0 0 0 0 0 0 0 0 0 0 N. Central Division: Ohio . 1. 241 587 1,828 52 48 100 11 17 28 1,-304 652 1,956 India,na - 1,316 342 1.6.58 70 23 93 20 0 20 1,406 365 1,771 Illinois _ 615 283 '898 33 3 36 3-2 4 36 680 290 970 Michigan _ 1,467 709 2,176 59 .32 91 2 1 3 1,-528 742 2,270 Wisconsin _ 1,410 390 1,.S00 72 24 96 b 1 1 1 , 482 415 1,897 Minnesota . . 718 532 ! 1.250 124 53 177 0 0 0 842 535 1, 427 Iowa . . 1.039 334 1,373 47 15 62 oo 16 38 1,108 365 1,473 Missouri . . ' 694 192 i 886 29 6 35 "o 0 0 723 198 921 North Dakota... 228 46 274 3 3 6 4 0 4 235 49 284 South Dakota. .. 302 125 427 10 5 15 0 1 1 312 131 443 Nebraslta _ 573 498 1,071 87 53 140 4 4 8 664 555 1,219 Kansas . . 1, 079 567 1,646 40 31 71 12 3 15 1,131 60] 1,732 Western Division: Montana - 67 54 121 0 o 2 0 0 0 67 56 123 Wyoming _ 33 35 68 3 1 4 1 0 1 37 36 73 Colorado . . 565 220 785 27 6 .33 0 0 0 592 226 818 New Mexico .... 45 22 67 2 1 3 o 0 2 49 23 72 Arizona . . 31 53 3 1 4 b 0 b 34 23 57 Utah _ 104 74 173 o 5 7 0 0 0 106 79 185 Nevada . . 91 85 176 ly 4 11 0 0 (j 98 89 187 Idaho _ _ 59 47 106 0 0 0 0 0 0 59 47 108 Washington . 307 162 469 17 8 25 4 2 6 328 172 500 Oregon . . 277 172 449 10 16 26 3 0 3 290 188 478 California _ 964 819 1. 783 118 99 217 3 1 4 1.085 919 2,004 mSTITUTIONS FOE HIGHER EDITOATIOISr. 1879 Table 2. — Number of undergradiioie and. grcid.uode students in private universities, colleges, and schools of technotogy. Colleaiate depart- Graduate departments. Total number of underg r a d u a, t e and graduate stu¬ dents. State or Territory. ments. Resident. Nonresident. Men. ' Women. Total. Men. Women. 1 Total. Men. Women. Total. Men. Women. Total. Gnited States - 42, 981 28, 718 71,679 3,051 1,233 4,283 702 71 773 46, 714 30, 021 76, 735 IST. Atlantic Division 19, 302 7, a54 26,956 1.641 539 2, 170 253 23 276 121,196 8, 206 29, 402 S. Atlantic Division. 4, 525 5,518 10, 048 378 81 459 45 0 45 4,948 5,599 10, 547 S. Central Division . . 4, 954 11,289 73 93 165 57 () 63 1 5,083 6,4:34 11,517 N. Central Division. 12, 188 8, 139 20,327 899 462 1,361 337 4] 378 113,424 8, 642 22, 066 Western Division... 1,992 .1,072 3,064 61 67 138 10 1 11 2,063 1. 140 3,203 N. Atlantic Division: Maine _ 540 211 751 0 r 5 0 0 0 540 216 756 New Hampshire 640 0 64i> 5 0 5 0 0 0 651 0 051 Vermont . 140 5<5 202 0 0 0 0 0 0 146 16 202 Massachusetts . . 4,144 3,224 152 7,368 4-59 123 582 14 0 14 4, 617 3, 347 7, 964 Rhode Island.... 631 783 36 48 28 9 37 685 183 868 Connecticut _ 2,115 58 2, 173 309 48 257 48 0 48 2,372 106 2, 478 New York. - 5, 018 2, 185 7,303 633 320 853 65 6 71 5, 716 2,411 8, 127 New Jersey . 1,628 5 1,633 132 1 133 13 0 13 1,773 6 1,779 Pennsylvania . . . 4,434 1,763 6, 197 177 110 287 85 8 93 4, 696 1,881 6, 577 S. Atlantic Division; Delaware _ 0 0 0 0 0 0 0 0 0 0 0 0 Maryland . . 800 733 1,533 186 5 191 3 0 3 989 738 1,7'27 . Dist. Columbia .. 418 107 5.25 163 13 176 6 0 6 587 120 707 V irginia _ 813 937 1,750 4 8 12 13 0 13 830 945 1,775 West Virginia... 30 120 156 4 0 4 0 0 0 40 120 160 , North Carolina . 1, 086 1,019 2, 105 30 9 29 13 0. 13 1,119 1, 028 2, 147 South Carolina.. 572 1,094 1,666 1 21 22 10 0 10 . 583 1,115 1,698 Georgia _ 735 1,472 2,207 0 22 22 0 0 0 73.5 1,994 2, 229 Florida . . 65 36 101 0 ~3 3 0 0 0 65 39 l!)4 S. Central Division: Kentucky _ 937 988 1,925 8 20 38 5 1 6 1,069 1 , 959 Tennessee _ 1,448 643 1,878 3, 326 4-2 21 63 45 2 47 1,535 1.901 3, 436 Alab?<,ma . . 823 1,466 6 22 28 0 0 0 i 649 845 1,494 Mississinpi _ 326 1,262 1,588 3 3 6 0 0 0 329 1,265 1, 594 Louisiana _ 506 362 888 7 17 34 0 0 0 513 379 892 Texas. . . 825 720 1,545 ■ 6 10 16 7 3 10 838 733 1, 571 Arkansas - 253 285 538 0 0 0 0 0 0 253 285 538 Oklahoma _ 0 0 0 0 0 0 0 0 0 0 0 0 Indian Territory 16 17 33 0 0 0 0 0 0 16 17 S3 N. Central Division: Ohio . 2, 386 1,593 3, 979 56 33 88 83 1 84 2, 475 1,626 4,101 Indiana _ ... 1,437 4J0 1,853 47 14 61 153 4 157 1.637 484 2,071 Illinois _ 3, 015 2,240 5, 255 697 365 1,062 37 5 42 3, 749 5bl 2, 610 1 6. 359 Michigan . . 561 356 917 5 2 7 15 9 :14 367 948 Wisconsin _ 600 223 823 10 7 17 33 1 33 642 231 873 Minnesota . . 553 267 820 0 0 0 13 4 17 566 271 837 lovv'a. _ 1,255 790 2, 045 32 12 31- 13 5 18 1,290 807 2,097 Missouri _ 1,282 1,512 2, 794 60 17 77 24 0 24 1,366 1,529 2,195 North Dakota... 18 16 34 0 0 0 0 0 0 18 16 34 South Dakota . . 85 45 130 0 0 0 0 0 0 85 45 130 Nebraska . 313 214 527 0 3 3 0 0 0 313 217 530 Kansas _ _ 683 467 1, 150 Q 10 12 17 12 29 702 489 1,191 Western Division: Montana _ 8 o 10 0 0 0 0 0 0 8 2 10 Wvom.iug . 0 0 0 0 0 0 0 0 0 0 0 0 Colorado . 295 271 566 0 0 0 10 ]. 11 305 272 577 New Mexico _ 0 0 0 0 0 0 0 0 0 0 '"o 0 Arizona . . 0 0 0 0 0 0 0 0 0 0 0 0 Utah _ _ 15 5 30 0 0 0 0 0 0 15 5 20 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 _ 179 20 199 1 0 1 0 0 0 180 20 200 Oregon _ 150 132 273 2 1 3 0 0 0 152 1.23 275 . California _ 1, 345 653 1.997 58 66 124 0 0 0 1,403 718 2,1.21 1880 EDUCATIOj^ E1:P0RT, 1899-1900. Table 3. — Xumber of undergraduate students in universities and eolleges for uten and for both sexes {Table 29). Colleges for men. Coeducational colleges. State or Territory. Institu¬ tions. Under¬ graduate Institu¬ tions. Under gradiiate students. students. Men. Women. Uinted States . . . - . . 13a 23, 738 344 34, 148 19, 199 48 14, 768 3, 485 1,828 3,071 586 37 43 66 163 35 7,045 2, 924 4,825 16,236 3, 118 3, 675 978 3,533 10, 620 2 393 South Atlantic Division _ _ _ _ - . 31 South Central Division _ _ _ _ _ 19 33 Western Division . . . - . 6 Xortli Atlantic Division: 1 241 646 79 3 0 o 598 0 297 329 631 265 3,287 0 2, 638 12 205 0 104 417 152 58 853 o 1 Massaclinsetts _ 6 3, .565 0 3 0 ] 2 1 1,850 ! 3,520 I 1,406 3, 4,52 S3 747 1S2 923 1 6 New Y ork _ _ _ / . . . 17 5 1) 0 14 21 1 886 g Soutli Atlantic Division; 1 7 4 146 316 319 213 800 631 381 106 878 1,380 501 315 255 1,000 457 23 16 3, 107 1.219 2; .587 1,411 1,776 1, 077 1.476 1,528 67 133 127 144 36 135 173 77 190 88 District of Columhia _ _ _ 4 3 Virginia _ _ 4 3 10 West Virginia _ _ _ _ - . 0 0 623 North Carolina _ _ _ .. . 5 South Carolina. _ _ _ i) 147 Georgia . . . 4 747 r- Florida . . - . . _ _ 1 34 1 314 337 321 190 4 South Central Division : Kentucky ... 4 9 353 879 223 33 Tennessee . . - . 4 20 3 Alabama . . . . . . . . _ 3 Mississippi _ _ _ _ _ 1 3 5 Louisiana _ _ _ _ _ 3 482 187 491 3.32 Texas .... 4 181 0 12 8 Arkanscis . _ _ _ _ .. _ _ _ _ 0 Oklahoma . . . . . . (1 0 1 19 17 1,933 685 2.399 956 573 785 1,005 837 Indian Territory _ _ _ 0 0 2 North Central Division: Ohio - - - - - Indiana .. . 4 4 293 688 30 9 Illinois _ _ _ _ 743 24 Michigan _ _ _ _ _ 1 83 8 W isconsin . . . . . . 3 234 Minnesota - . . 194 7 Iowa . . . . - 3 313 22 Missouri _ _ _ _ _ 5 448 21 North Dakota 0 0 ~3 36 89 South Dakota _ _ _ _ _ 0 0 5 Nebraska ... _ _ 1 61 9 825 712 711 Kansas . - . . . . . o 116 18 1, 030 38 Western Division: Montana . . 0 0 o 40 Wyoming . . _ 0 0 1 33 35 Colorado _ _ ... _ 1 30 3 446 406 New Me’^ico _ _ _ Arizona _ _ _ _ Utah _ _ _ _ 1) 0 0 0 0 0 1 1 4 13 31 57 2 22 44 Nevada . . . . . 0 0 1 91 85 Idaho _ _ _ _ _ _ _ _ _ _ 0 0 1 59 47 Washington . 2 135 5 243 1,50 Oregon . . . 0 0 7 220 157 California . . . . . . 3 421 9 1,888 1,405 INSTITUTIONS FOE HIGHEE EDUCATION, 1881 Table 4. — Classification of universiiies and colleges for men and for hoiU sexes {Table SO) according to the number of vmdeifradnate students. State or Territory. Institutions having Less than 10 students. cl o 4-> 0 0 )C L- 0 C: AO 0 0 0 iO ICO to 140. 0 O' 0 0 01 0 0 0 Ci 0 0 -P 0 Cl' 07 CO 0 0 0 CO 07 Cv 0 •P 0 cc 07 07 Af.’' 0 0 5^ 0 'p 0 0 0 C2 0 0 0 0 0 C7:> CO 0 P CO 0 CO c:> c? 0 0 p 0 s> LOGO to 1,199. 0 os 0 0 0 U 0 S s 1> 0 United States - 22 57 73 72 51 80 43 16 ir> |A 3 5 3 1 3 3 2 4 3 7 Norfii Atlantic Division . . 1 4 10 7 8 13 12 A. 7 0 1 1 1 3 i... 2 9 |T South Atlantic Division . . 2 12 12 <) 8 14 8 3 4 2 L.. 1 1 South Central Division ... 7 8 12 14 10 12 12 3 2 3 '1 , f ! North Central Division. .. G 2o 83 35 23 SG 8 6 2 4 ,v 0 1 i'l" 3 3 1 i' '3 G G 2 , 5 3 Q 1 1 _ ' 1 North Atlantic Division; i i j i 1 1 1 ! 1 1 1 1 1 1 1 1 .... 1 1 1 1 i 9 ] 1 1 ■ 1 1.... I 1 1 4 .... 4 1 1 1 ' 1 1 1 1 1 1 1 o 4 2 7 5 ' 9 4 9 1 1 : 1 South Atlantic Division: j j 1 1 i ! 1 1 2 2 1 3 1 District of Columbia, . 1 3 1 1 1 l... Virginia _ _ _ ""3' :::.\ 0 1 I... .. . West Virginia . _ 1 ’i’ 1 North Carolina _ ... . 2 1 3 4 0 1 1 1 I South Carolina . . 1 1 3 1... Georgia . . . . . . 3 1 1 0 3 1 i Florida . . . . 1 "i’ South Central Division: i 1 Kentucky . 1 3 1 3 1 1 Tennessee . 3 5 '5 5 3 0 i 1 1 1 i Ala'oaina . . . 1 1 1 4 1 1 i" " 1 Mississippi . 1 1 1 1 i 1 ! Louisiana . . . . 1 ] 1 1 1 1 i - - Texas . . ] 1 "'I 5 2 1 1 i 1 i Arkansas . . . 1 0 .... 0 1 1 1 Oklahoma . i"' j... Indian Territory . 2 North Central Division: 1 Ohio . 1 4 7 1 7 Tj 2 0 1 1 2 ! ! 1 1 Indiana . 2 1 4 i 1 1 1 Illinois _ . 5 4 r. 11 1 1 1 1 Michigan . . <7 3 >) 1 i 1 Wisconsin . . 3 ‘2 T 1--. 1 Minnesota, _ _ 1 1 3 .... 1 ■■'i 1 Iowa . . . 2 5 1 7 0 4 .... 1 1 j Missouri . 4 5 4 4 i North Dakota - 1 1 1 South Dakota 1 1 1 1 1 - - - Neljra,ska . 3 0 2 1 K a,n sa.s 1 4 5 4 2 1 9 1 ! Western Division: M on tn.T t a, 1 1 W y oniing . 1 Col m’a.d o . 1 1 0 New Mexico . 1 --- AinVona, . 1 i Utah . 3 1 ---! N e vad a, 1 1 T d a.h o 1 1 Washington . 2 1 2 1 1 1 Oregon ] 2 2 1 1 Ca.lifornia 1 3 1 2 1 ... 1 1 1 1882 EDUCATION KEPOKT, 1899-1900. Tadle 5. — Classification of universities and colleges for men and for both sexes {Table 29) according to amount of endoinnent funds'. State or Territory. Institutions having - No endowment funds. 1 s o i 1 a o i s i o I o 1 1 s I s s 1 1 i 5 1 I sf St 3 1 ISO 1 1 i i 8 i 1 1 o 1 1 i 3 1 1 i i 3 1 i 2? 0 0 ■=; i s'? II 0 ' C •P ,-w oc t $1.000, IMP to $1,249,999. 1 C5 i St $2,000,000 to $2,990,999. 1 cri c-o 0 ci c? si, 0 ' 2' 3 0 0 s 0 i ^4 (D 5 United States _ 171 11 19 10 1.5 1 41 EG 38 13 11 4! 5 2 1 8 5 3 4 4 1 2' 3 Korfh Atlantic Division - 1 4 3 i 7 4 9 3 1 3 9 2 3 3 ■-! 1 1 1 2 South Atlantic Division _ 2 3 G 10 ' 12 6 2 1 i 1 1." 1 ;; South Central Division . ■15 3 3 1 3 5 l! 8 5 3 "'l 1 'h ‘i i North Central Division - 69 9 4 8 19 21! .24 19 3 4 \'i 1 1 5 1 2 i Western Division . . . 16 o 6 1 6 7 1 1 'i i _ _ _ _ North Atlantic Division: 1 1 1 1 1 1 1 1 1 1-' 2 1 1 1 1 9 i" 1 1 1 1 1 New Yorh _ _ _ 8 i 1 1 1 1 3 1 1 1 i i i 3 1 i ... 1 1 3 2 1 5 2 4 1 1 1 i 1 Souih Atlantic Division: 1 Delaware . 1 1 Maryland _ _ _ 1 ] 1 1 District of Columbia _ 3 1 1 1 1 Virginia . . 1 1 1 3 1 1 1 West Virginia- . 1 1 1 North Carolina _ 5 1 1 »> 2 South Carolina _ _ 4 1 ] 1 Georgia . . 6 2 1 o 1 Florida _ 1 1 1 i 1 "l South Central Division: ; Kentucky . . 3 1 ] 4 3 1 1 - - Tennessee _ _ 10 1 1 1 2 2 1 .) 1 'i' Alabama _ _ 7 1 1' ’l ?.lississii')pi _ _ _ 1 1 1 i Louisiana . . . 4 1 1 1 i 'T'eva.s . -- _ 1.3 . - 1 1 1 Arkansas - . . i... 2 1 Oklahoma 1 Indis n Territo'i’v . . 1 1 North Central Division: Ohio _ _ 6 1 1 4 6 *7 1 1 1 1 2 1 IndiaiiCu . . . 4 1 1 2 3 1 I’l Illinois _ _ '2 "2 1 3 'l 5 2 ^'l 1 'i 1 1 Michigan _ _ 1 1 1 5 1 Wisconsin _ _ 3 ... 1 1 1 2 1 1 Minnesota ... 4 1 2 3 1 Iowa . - . . 5 2 2 4 4 4 1 1 Missouri _ _ _ 11 1 1 1 2 2 o 4 0 N orth Dakota . . 2 1 South Dakota . 4 1 Nebraska _ _ . 3 1 1 2 ] 1 1 Kansas . . 9 ~2 1 '"i 2 2 1 Western Division: Montana . . . Q Wj’oming-- . 1 Colorado 1 1 1 1 New Mexico _ _ .. . 1 Arizona . . 1 Utah . . . 1 1 2 N e vada . ... 1 Idaho . . . . . 1 Washington . 5 1 1 Oregon . 1 2 Caliroriiia . . 3 1 i 3 2 1 1 1 ' 1 INSTITUTIONS FOE HIGHEE EDUCATION, 1883 Table 6. — Professors and instructors in universities aval colleges for men and for both sexes. State or Ten-itory. United States - North Atlantic Division _ South Atlantic Division . . - . South Central Division _ North Centi’al Division - Western Division . North Atlantic Division: Maine . . . . . New Hampshire _ A^erniont - - - Massachusetts . Rhode Island.. . Connecticut . . . New York.. . . . New Jersey . . . Pennsylvania . . South Atlantic Division: Delaware . Maryland . . . . District of Columbia _ AUrginia . . . . AVest A^irgiiiia . . North Carolina.. . South Carolina . Georgia . . . Florida . . South Central Division: Kentucky . . Tennessee . . . . Alabama . . . . . r _ Mississippi . . Louisiana . . . Texas . . . Arkansas _ _ Oklahoma _ _ _ Indian Territory _ North Central Division: Ohio . . . . India,na . . Illinois _ Michigan _ _ AVisconsin _ Minnesota _ _ Iowa, _ Missouri . N orth Dakota . . South Dakota . Nebraska . . . Kansas . . . . Western Division: Montana . . AV3roming _ _ _ Colorado. . . New Mexico _ Arizona . . . . Utah. . . ISi eva,da . Idaho _ _ _ AvAshington . . . Oregon . . California _ Niiniber of in¬ stitutions. Preparatory departments. Collegiate departments. Professional departments. Total number (excluding duplicates). Men. AA^o- men. Men . AVo- men. Men. AAm- men. Men. Av'o- men. 480 2, 323 9S0 7,346 857 4,298 65 12,664 1.816 85 74 85 195 41 374 240 253 1,203 252 IsgSlij 1 2,443 813 731 3,729 631 76 80 IGO 454 87 1,419 392 587 1.570 330 G 2 5 4,5 4.044 1, 333 1,425 4, 780 1,082 184 179 355 929 1G9 4 0 0 95 4 32 0 124 4 8 0 56 0 16 0 80 0 3 0 0 54 0 29 0 83 0 9 35 2 440 4 388 5 816 14 1 0 0 70 2 0 0 70 3 0 0 230 0 97 0 317 0 23 182 50 797 23 538 1 1,441 81 5 26 5 131 0 5 0 1.56 5 35 123 40 570 43 314 0 957 78 O 3 1 23 0 0 0 24 1 11 76 8 180 13 55 1 276 16 7 34 4 140 7 223 1 405 15 11 26 9 118 3 48 0 168 9 3 13 4 49 9 1 0 59 11 15 28 21 123 13 41 0 169 32 9 16 21 68 3 4 0 86 24 11 20 23 71 30 17 0 95 40 5 25 16 36 13 3 0 51 31 13 34 32 93 14 111 1 250 52 24 65 58 220 55 304 1 514 114 9 13 13 91 6 26 0 119 21 4 12 5 36 3 9 0 51 6 8 24 30 86 14 42 0 143 43 16 64 19 130 36 (55 3 232 70 8 26 19 54 17 26 0 93 29 1 11 1 10 1 4 0 15 1 2 4 8 6 14 0 0 8 19 34 201 76 466 71 C02 1 902 154 13 77 23 206 15 9 0 260 39 31 198 70 576 74 429 27 1. 107 187 9 47 28 192 27 119 3 298 55 iO 64 16 207 32 48 0 272 42 9 73 17 183 28 212 4 381 45 25 160 78 258 74 101 3 372 124 26 135 80 237 32 106 0 444 110 3 21 9 23 , 9 17 0 44 10 5 38 21 38 16 0 0 48 26 10 GO 31 140 35 118 1 290 54 20 129 43 204 41 109 6 362 83 o 13 10 13 9 0 0 16 13 1 13 3 13 3 0 0 13 3 4 49 10 85 10 124 5 241 23 1 10 3 13 2 0 0 12 2 1 6 7 13 4 0 0 15 7 4 39 11 33 5 0 0 52 12 1 5 4 31 4 0 0 21 4 1 3 2 12 4 0 0 15 6 7 43 11 68 10 8 0 83 13 7 16 14 51 11 59 0 129 28 12 55 29 313 25 139 2 485 58 1884 p:DUCATIOI>r KEPORT, 1899-1900. Table 7. — Students in iniivcrsit les and colleges for men and for both sexes. Preparatory Collegiate Graduate departments. Professional State or Teri'itory. depart¬ ments. depart¬ ments. Resident. Nonresi¬ dent. depart¬ ments. Men. Wo¬ men. Men. i Wo¬ men. Men. Wo¬ men. Men. Wo¬ men. Men. Wo¬ men. United States _ 33, 399 15, 359 57,886 19, 199 3,936 1,253 830 124 29,334 1,021 ISTorth Atlantic Division 6.091 1,103 31,813 3,675 1,653 375 253 23 8,894 255 South Atlantic Division - 3. 639 1 . 519 6,4!i9 978 475 31 58 0 2,987 66 South Central Division _ 5, 757 3, 580 6, 6.53 3, 533 117 59 75 10 4, 617 126 North Central Division - 14. .337 7. 160 19,307 10, 6;:0 1,453 103 431 87 11,838 499 Western Division. . . 3,683 1,837 3, 704 3, 393 339 185 23 4 998 75 North Atlantic Division; Maine . . 0 0 839 305 8 0 0 0 200 3 New Hampshire - 41 0 64) 0 5 0 0 0 120 0 Vermont . . 0 0 376 104 4 1 0 0 191 0 Massachusetts . . . 447 2‘i 3. 894 417 456 34 14 0 i 3,413 114 Rhode Island . . . 0 0 631 153 36 •>2 38 9 0 Connecticut - - 0 0 3,115 58 309 48 48 0 430 0 Hew York _ 3. 6(^3 470 5, 816 853 ()33 118 65 6 3, 983 126 H ew Jersey - 313 45 1,406 0 133 0 13 0 33 0 Pennsylvania . . 1,C91 63;) 6, 090 886 179 53 85 8 2. 537 12 South Atlantic Division: Delaware . . 10 15 94 8 4 0 0 0 0 0 Maryland . - . - - 606 88 893 137 186 0 3 0 380 42 District of Columbia _ . . 566 36 498 144 167 15 6 0 1,437 19 Virginia.-- . . 303 110 1, 343 36 36 0 13 0 519 0 West Virginia - 343 54 313 135 35 7 0 0 154 5 jN orth Carolina - 656 338 1,433 173 33 4 36 0 388 0 South Carolina _ 553 399 778 77 8 0 10 0 63 0 Georgia . . . . Florida _ — 481 365 1 . 138 190 5 0 0 0 130 0 307 334 ' 140 88 O /V 5 0 0 17 0 South Central Division: Kentucky - - - 1,106 841 1, 193 353 13 7 5 1 694 0 Tennessee . . 1,645 981 1,717 879 47 13 45 2 2,149 21 Alabama _ 333 355 833 333 10 1 0 0 256 0 Mississippi . . . . 195 134 505 33 5 O 17 4 63 0 Lonisiana - - - 516 378 737 187 10 17 0 0 543 8 Texas _ _ 1,169 487 1,184 491 34 30 7 3 708 93 Arkansas.. - - '581 365 457 333 0 0 1 0 156 0 Oklahoma . . . . 117 5l 33 19 2 0 0 0 44 4 Indian Territory - 105 85 16 17 0 0 0 0 0 0 North Central Division: Ohio.. . . 3, 671 1,307 3, 399 1,933 99 7 V 44 18 1, 716 38 India.na. . . . 737 334 1,907 6.85 93 2'4 153 4 260 12 Illinois . . . 3.363 1.334 3, 330 3,399 730 3J5 69 9 3, 773 207 Michigan . . . 545 330 1,494 956 59 34 17 10 1,697 84 Wisconsin. . . 7'03 304 3,010 573 83 31 33 3 300 5 Minnesota. - - 955 37'6 1 , 371 785 134 53 -13 4 1,251 46 Iowa . . . 1,537 1,034 1,688 1, 005 50 33 35 31 1,116 50 Missouri . . 3,009 1,013 1.976 837 89 To 24 0 '730 4 North Dakota . . 137 61 67 36 2 3 4 0 19 0 South Dakota . . 341 383 133 89 3 3 0 1 0 0 Nebraska . . 954 619 886 713 87 56 4 4 571 33 Kansas . 1,385 776 1,146 711 30 30 26 14 395 20 Western Division: Montana . . 73 75 38 40 0 2 0 0 0 0 Wyoming . . 08 47 33 35 3 1 1 0 0 0 Colorado . 43z 388 476 406 17 5 10 1 341 18 New Mexico . . . 38 104 13 2 3 0 3 0 0 0 Arizona . . . . 71 33 31 33 3 1 0 0 0 0 Utah . . . . 410 4.53 57 44 3 3 0 0 0 0 Nevada . . . 67 70 91 85 7 4 0 0 0 0 Idaho . . . . 83 37 59 47 0 0 0 0 0 0 Washington. . 388 173 378 150 15 5 4 3 71 5 Oregon . . . . 403 383 330 157 4 6 3 0 116 8 California _ _ 657 375 3,309 1,405 176 158 3 1 570 44 mSTITUTIONS FOE HIGHER EDUOATIO.H, 1885 Tabi.e 8. — Students ijursiiing various courses of study in universities and colleges for men and for both sexes. State or Territory. Classical course. j Other general culture courses. 1 1 General science courses. Agriculture. 1 ! Mechanical engineering. I Civil engineering. j i I Electi'ical engineering, j Mining engineering. Ped¬ agogy. I Commer¬ cial course. Military drill. j Architecture. Men. Women. Men. Women. United States - 30, 600 16, 544 8, 726 1, 066 3,213 3, .300 1, 409 744 331 1 4,030 4, 609 6, 080 1^77 ,12, 325 North Atlantic Division. 13,398 3, 207 3,081 159 1,191 1,169 597 197 232 783 405 810 74 3,2‘30 South Atlantic Division. 3,945 1,041 617 68 80 99 12 7 606 1 58,8 416 120 1, 249 South Central Division.. 3, 781 1, 405 1,116 131 306 218 28 '"i 15 844 I 981 1,289 278 2, 643 North Central Division.. 9,094 8, 683 3,118 684 439 660 658 313 75 1..535 :1, 982 3, 284 1,107 4,945 Western Division - 1,383 2, 308 794 44 197 154 114 333 2 263 ,^653 251 98 1,3.59 North Atlantic Division: 698 91 46 11 37 77 84 9 .1 258 347 126 15h og 13 0 114 131 og ! 23 95 ! 23 14 1 16 275 3 067 13 333 33 68 G7 i 13 19 39 1 Rhode Island . ' 334 295 15 2'6 17 i 25 ' . . __ 1, 468 113 568 i New York . . 3, 906 811 1,002 88 706 3b9 152 90 130 535 1 21:8 1 238 0 1,1.33 861 356 3 116 ! 18 13 0 129 Pennsylvania _ 2. .573 1,627 622 11 343 396 247 "88 ‘ 63 195 115 : 5.59 74 435 South Atlantic Division: Delaware ... 7 47 1 5 7 14 ' 8 0 3 67 Maryland _ 649 149 1,29 12 38' 8 4 40' 41 0 255 District of Coluinbia. 230 74 26 17 69 100 70 Virginia . . . 623 6 27 1 _ 108 8 21 6 West Virginia . .. 223 4 33 15 36 ! 23 21 ! 33 18 144 North Carolina _ 823 332 162 1 196 160’ 102 6 107 South Carolina .. 503 313 95 1 111 55 8 0 93 Georgia . . 840 90 167 L... 10 4 3 124 139 72 3 342 Florida . 103 33 12 ,20 4 4 24 93 69 17 343 South Central Division: Kentucky . . .587 235 371 5 95 43 1 223 181 426 48 643 Tennessee _ _ _ 1,182 3.53 89 79 84 65 362 587 399' 140 553 Alaha.ma . . 446 83 124 13 "i "i6 no 87 69 3 265 Mississippi . 2.6,2 104 160 33 1 5 65 LiOiiisiana . 284 186 114 35 116 35 5 13 40 i 116, 0 304 Texas . . 813 400 201 33 67 1 41 1 363 74 313 Ari 47 45 132 9 304 Illinois . 1,664 1,866 647 "‘2i 78 98 89 51 300 302 597 190 534 Michigan . ... 804 863 390 71 40 ,28 73 60 67 24 Wisconsin _ 739 789 303 381 91 119 117 173 112 118 30 588 Minnesota . 427 739 365 :23 53 57 64 77 51 56 1.52 13 471 Iowa . . 1,137 797 473 70 O 182 416 461 158 468 Missouri . 870 582 206 185 21 54 53 101 13 150 no 309 61 648 North Dakota . 36 37 36 8 15 64 37 no South Dakota, 80, 93 28 31 117 136 47 90 Nebraska, 297 662' - 273 10 5 33 86 52 199 101 47 485 Kansas . 944 466 149 10 70 80 7 244 288 765' .339 487 V^estern Division: 1 M on tan a, _ 40 10 18 8 4 5 7- 6 35 Wyoming . 9 5 14 2 1.3 0 0 H U 0 14 31 25 66 Colora.rl o 358 76 89 38 36 1 16 31 New Mexico 0 19 iOj i6‘ A vi7.nir\fi. 20 5 90 Utah i.s r- 1 130 274 Nevada . 60 43 o 7 6 ,58 1 156 T fl n li o 31 16 29 9 6 13l 1 128 Washington . 1,26 249 50 4 16| 20 39' 13 4-4 52, 7 207 Oregon . 120 73 43 < 1 . - 17' 10 57 64' 27 California . 725 1, 7.59 501 "31 "165 1 86 58 195| 2i i ''1 209 87i 17 j 587 1886 EDUCATION EEPORT, 1899=1900. Table 9, — Degrees conferred on men by universities and. colleges for men and for both sexes. State or Territory. cc Ah :q K d S W d d M d A) , B. Arch. 3) 1 1 3 r" 34 2 21 1 149 2 42 iUO 30 1 11 5 2 1 4 4 43 7'5! 0 18 3 151 23 13 1 3 18 1 7 South Atlantic Divi.sion: Maryla,nd _ _ _ 28 3 District of Columbia .. 25 8 6 2 1 6 Virginia _ 30 1 West Virginia _ 9 1 North Carolina _ 34 South Carolina _ 4 1 1 _ 1. Georgia _ _ _ 3 |... South Central Division: Kentucky . . 17 35 1 3 3 Tennessee . 11 1 1-- 14 Alabama . . . 5 3 i Mississippi . . 4 1 Louisiana _ . . . 7 Texas . . 9 4 4 4 1... Arkansas . . . _ 1 1 Oklahoma _ _ 1 1 . 1 1 1 North Central Division: Ohio . _ 45 G 3 20 ' 1 15 Indiana, _ _ 51 '2 1 1 51 o 4 Illinois . . 49 11 3 2 1 1 3 1 1 ■44 Michigani . 17 4 1 1 4 W isconsin 3 2 3 ' 5 i Minnesota, 6 1 4 4 9 8 1... i... Iowa _ _ 18 6 1 1 1 3 Missouri _ _ _ 39 9 1 1 1 ! r 8 1 1 South Dakota . 2 1, 1 . i 1 . N cbraska _ _ 28 1 1 1 Kansas . . 14 3 ! 3 1 1 Western Division: W y orning _ _ _ 1 1 i 1 1... Colorado . . . 1 I i... New Mexico _ t I L Nevada . . . 1 1 . 1 1 1 .. 1... Washington . 2 1 1 .i 1 .1 1 . Oregon . . . 3 1 1... i... California . . . 11 5 i 1 1 1 3 i i 1 1 1 1 1 1 i 1 1 ■ 1888 E13UGATI0N REPOST, 1899-1900. / Table li. — Degrees conferred on women hij universities and colleges for both sexes. State or Territory. CQ ai P4. pq Pi A pq Pi E. Paint. Ah pi crj A PA d pq B. Arch. d N S d a: u-l 1 Cl 0 11 Q d o, United States _ 1,054 349 507 350 63 8 133 30 3 1 150 14 6 11 8 1 18 North Atlantic Division _ MO 45 109 35 18 4 1 37 0 8 1 9 1 South Atlantic Division - 16 17 3 4 "i' 10 3 South Central Division _ 65 57 14 13 4 i 78 'i' 10 3’ ifl i 1 6 North Central Division _ 600 195 364 353 35 3 33 ’30' 1 k'd 91 4 7 Western Division . - 133 35 17 53 11 33 1 13 •1 3 1 _ North Atlantic Division: Maine . . . 41 1 Vermont . . 7 11 3 Massachusetts _ 53 17 1 2 Rhode island . 18 19 Coniiecticut _ _ 4 9 1 1 g New York _ _ _ 46 33 45 8 9 4 1 19 1 8 1 3 38 12 15 36 8 6 1 South AAlautic Division: 0 0 District of Columbia _ 4 3 3 6 1 V irg’inia . . 1 1 West Virginia . . 8 1 1 1 4 1 0 North Carolina _ 8 3 0 1 Rou til Carolina, - . 1 6 Georgia _ 12 2 1 Florida _ _ 3 o 1 South t'eutral Division: Kentucky - . . 8 9 3 1 Tennessee. . . 34 30 "(V 4 1 78 1 3 1 Alabama . >> 0 Mississippi . . 3 1 1 0 Louisiana . . - . 13 6 ■■'i T 2 1 Tesas _ _ 8 8 1 9 4 ’1 1 Arkansas _ 6 6 Indian Territorv . . . 1 5 North Central Division: Ohio . . . 116 37 81 50 1 13 1 Indiana . . . 57 ”3 35 8 3 8 1 Illinois . . . 117 44 66 33 3 30 : 19 4 3 5 Michigan . . . 45 33 56 44 9 14 Wisconsin . . . 17 13 34 43 3 2 Minnesota . . . 17 18 13 46 5 1 3 Iowa . 50 30 71 1 10 () 1 13 1 Missouri . . 37 IS 6 39 3 .... .... 1 North Dakota _ _ 5 2 South Dakota . . 3 1 4 Nebi'aska., .. 68 14 3 6 9 Kansas . . 78 4 6 3 4 3 3 6 1 1 Western Division: Montana O 3 Wyoming . . O 7 Colorado 8 1 3 1 0 Arizona . . . Utah 3 1 Nevada 10 Idaho - . 1 3 Wash i n fj^ton 11 3 14 0 Ore con 8 0 3 5 1 California . 74 33 46 ”8 1 3 1 IKSTITUTIO^JS FOS HIGHER EDUCATION 1889 Table 12. — Honorary degrees confei'red by universities and colleges for men and. for both sexes. State or Territory. Q P P P P p p p S. T. D. P d p p M P P P P p d W &X) a P 8 p p A. M. PP Doc. Arch. 1 Fed. D. P P p p p‘ w 273 IGl 23 6 8 9 10 1 4 180 7 g 1 1 O 1 1 78 84 6 6 5 8 1 84 3 o South Atlantic Di-vision... - 47 20 3 1 20 1 39 10 3 1 29 1 6 104 46 16 1 2 4 42 2 1 1 1 1 5 1 5 _ _ North Atlantic Division: 5 7 1 6 3 2 1 4 9 1 3 7 11 2 4 1 8 6 13 17 25 3 3 2 30 1 3 1 TsTew .lersey _ . 4 6 6 2 Pennsylvania . 30 18 5 1 1 1 4 18 South Atlantic Division: Dela-ware . . . 1 Maryland _ _ _ 4 4 7 District of Colurahia _ 2 3 1 |.... 8 1 Vir£?inia . . . . 6 o West Virginia . 2 1 1 North Carolina . 16 1 1 1 South Carolina 10 3 Georgia . . . 6 2 South Central Division: Kentucky . . . . 4 1 6 1 Tennessee . 18 6 3 1 17 Alabama . . . 2 1 Mississipoi 5 1 T. on i si an a. o 1 6 Te-^as.. . . . 7 Arkansas . . 3 1 1 North Central Division: Ohio . . . 27 17 6 1 o 8 1 1 Indiana 12 r, 1 8 Illinois . 18 3 9 6 1 d 4 11 1 1 1 Michigan . . . 8 Wisconsin.. . 1 Minnesota, 4 1 lov.^a. 10 1 1 3 : ■ -> “1 Missouri . . . 10 4 1 3 South Dakota . . 1 1 Nebraska . 1 1 Kansas . . . . 11 1 3 Western Division: Color axlo _ _ _ 1 1 i 3 Washington . 2 California . . 3 1 3 1 ! ED 1900 - VOE II- 1890 EDUCATION EEPOET, 1899-1900. Table 13. — Property of unh'ersiiies and colleges for men and for both sexes. State or Territory. 1 Number of iellowships. '11 - *5 Vol¬ umes. Librarie Pam- Xjhlets. s. Value. Value of scientific appa¬ ratus. Value of grounds and buildings. Produc¬ tive funds. United States . 470 7,619 7,876,073 1,878,933 .$10, 688,398 S15. 1.26, 181 11136,336,871 S147, 385, 821 North Atlantic Division. 306 3,886 3, 565, 351 975.896 4,834,059 6, (5,38, 613 60,390,497 72, 6.56, 021 South Atlantic Division. 50 1, 133 869,930 239, 713 1, 313, 880 909, 377 13,925,0-33 9,643,033 South Central Division. . 37 848 633,437 130, 671 745, 050 1, 095, 347 11,026,718 8,322,104 North Central Division.. 174 1,454 3,418.518 394,038 3,357,024 5.110, 118 41,093,926 34, 071,300 ^Yestern Division . . 9 299 398, 787 139, 134 538, 485 1,382. 737 9,900,697 22,693,363 Noi ch Atlantic Division; Maine . . . 8 314 143, 9C4 27,. 500 194, 600 120, 500 1, 230, 900 1,709.2.53 New Hampshire _ 5 250 88, 000 30, 300 88, 000 115, 000 900, 000 3,800,000 Vermont . . 0 88, 933 36, 500 1.31,000 ?7,500 785, 000 825, 500 Massachusetts . 43 653 799.261 464, 833 956, 000 1, 939, 800 8,818,946 18, 649. 883 Rhode Island . . 1 10(1 1]0,0C(. 35, 000 240, 000 90,6.50 1,177,967 1,297,328 Connecticut . So Hi 407.336 26,335 490, 000 667, 935 6.731,300 7,071,349 New York . 68 1,584 i.G.56. 154 167, 668 1,796,389 1.867,791 23,142,067 27, 077, 4.50 New Jersey . . 11 115 . 319,581 10, 000 235, 800 6S0, 000 4, 016, 500 2,816,517 Pennsylvania _ 45 569 653. 333 197, 371 713, 170 1, 079, 436 13, 557, 817 10,908,841 South Atlantic Division : Delaware . 0 0 11, 9,5( 3, 650 30, 400 49,000 95. 500 83,000 Mar viand . . oo 299 301.000 105, 080 265, 840 207. 2(.;3 2, 004; 326 3,405,000 District of Columbia. 7 130 .1.55, 186 61, 354 156, 000 172,555 4. .548. 107 1,396.982 Virginia _ _ _ 8 137 I 178,550 16,575 243. 640 175. 600 2, 691. 300 1,860,926 West Virginia _ 10 ! 0 1 18, 850 3, 900 33, ().50 3i; 000 495, 000 169, 750 North Carolina - 3 i 348 1 120,934 31,4.54 2.26, 200 103. 700 1,422,000 884, 988 South Ca'-’clina. . 0 i 189 ! 80. 55(. 9,000 135,100 54. 900 819,000 6'. 8, 000 Georgia - - 0 i 33 i 80, 400 9. 300 89,0.50 67. (53(1 1,419,000 809, 087 Florida _ 0 1 7 : 23. .500 i; 509 43, 000 47, 800 433, 000 435,3(j0 South Central Division: 1 ! Nentucky . — 6 ' 144 i 89, 369 23,834 83, 700 ni,7i:0 i 1.597,8,50 1,063.000 Tennessee . . . 14 ’ 313 1 183. 353 44, 348 3.59, 150 376, 280 3. 613, 568 3,603,8.35 Alabama _ 5 21 115,650 4, 0.50 133, 4(j0 117, 000 1,107,500 350, 000 Missisrsippi . 3 10 28, 000 5,000 S9, .500 80, 300 535,000 901,250 Louisiana . . . 0 3.33 1 81, 009 13,000 98, 500 171, 650 1,823.300 1,919,313 Texas. . . . 10 9 85, 065 33, 840 100. (K.iQ 158, 050 1, 694, 000 719, 716 Arkansas _ _ 0 33 33, 500 15. .599 33, 250 73,017 530, 500 16.5,000 < )kl a,1"i mu a, 6, 000 3, .500 1 6,r*oo 7. 000 60, OH) Indian Territory . 0 8 3, 600 500 950 1; 3.50 65, 000 1,000 North Central Division: ' Ohio . . . 34 045 478. 337 67,230 667, 100 709, 550 8,505,361 9, 413, 307 Indiana _ _ J 13 318, 160 6,800 ,396. 000 373, 000 3, 067. 000 2, 155, 405 Illinois _ _ 73 069 586, 893 70, 644 574. 021 1.070,231 9, 211. 065 11,478,068 Michigan . . 8 97 243, 137 47,130 397. 452 987, 819 2,008,630 1,872, 897 ■\ 'Wisconsin . 14 G9 149, 0.53 33, 335 313, 704 47] , 925 2,397.445 1.514, 791 Minnesota... . . 3 35 1 15, 900 14, 3(X» 143, 667 215, 436 2, 739, 7G0 1,657.572 Iowa... . 13 84 178. 308 I 35. 050 388, 350 399, 810 2,574,325 1, 504; 181 Missouri . 13 1041 306. 317 i 48, 425 383, 850 409, 175 ! 5, 269, 500 8,588,819 North Dakota _ 0 (1 10,131 ! 3,(i0ti 24. 430 13,283 1 202. 000 40. 000 South Dakota - - 8 11 23, 753 1 4, ('00 S3; 350 39, 900 i 389, (LO 100,000 Nebraska . 2o 19 79, 784 ! 17. 430 160. 200 381,500 1.815,000 336, 357 iCa.nsa;S _ _ 0 19 131,000 ! 46. 1((4 177,000 339,500 3, 355, 0( 0 410,000 Western Division: 1 1 Montana _ . 0 0 7, 335 ' 3, ()31 7. .500 41 , OtM) ! 170, 000 Wyoming . 0 0 9. 300 5, 500 14,009 77, .500 125, 000 7, 000 Colorado . 2 48 68, 800 30,450 86,000 134, 992 1, 505, 300 620,000 New Mexico . . 4, 000 4, 000 3, -500 75, 000 0 Arizona . . 5.000 7, 000 44, 747 102. 600 0 Utah-... . . 0 ICO 25, 100 ”Ti,’67() 35, 653 39, 596 569, 468 257; 000 Neva.fla, 7,640 6. 231 13. 500 68, 542 170, 975 Iflelio 4, 200 1,700 4; 5(j0 45. 000 200, 000 VAshington. . 0 25 44, 588 16, 700 74,900 50, 000 1,233,000 188, 500 Oregon . . . . . 0 38 30, 086 6, 953 53, 200 a5, 8.50 536, 500 444, 909 California . . 7 98 193, 738 57,289 240, 333 863, OCO 5,333, 854 31,175,954 mSTITUTIONS FOR HIGHER EDUOATIOH, 1891 Table 14, — Income of universities and colleges for men and for both sexes. State or Territory. Tuition and other fees. From prodttc- tive funds. State or municipal appropri¬ ations. From United States Govern¬ ment. From other sources. ^ Total income. Benefac¬ tions. United States _ S8, 375, 793 $6,110,663 13, 401,031 $985, 009 $1,964,002 120, 836, 488 $10,840,084 Uorth Atlantic Division 4,028.976 3,176,628 424, 435 188. 500 717, 898 8,531,437 5, 407, 806 South Atlantic Division. 690, 408 428. 867 300. 700 247.267 197. 046 1,864,288 433, 597 South Central Division.. 696, 603 459, 778 246, 525 136; 664 278, .563 1,818,133 566,828 North Central Division. 2,69,3,161 1,567,920 1,895,320 217, 578 720,728 7,093, 707 3,868,5.51 Vv^ estern Division . 267,645 477,460 534,0.51 200,000 49, 767 1,. 528, 923 583, 302 North A tlantic Division: Maine . . 78,337 78, 479 20, 000 40,000 14, 808 231,624 56, 537 Nevf Hampshire - 44,350 60. 000 10, 000 0 0 114, 3.50 350, 000 V ermont - 17, 754 45,246 15, 600 25,000 7,727 111,327 143, 320 Massachusetts . 926, 797 794,971 0 0 188, 240 1,910,008 1,117,040 Rhode Island - 97, 266 78, 393 0 0 1, 265 176,924 151,815 Connecticut . .534, 456 .348, 648 0 0 23,469 911, 573 782, 182 New York . . 1,237,896 1,224,420 201,571 38,. 500 327,262 3, 029, 649 1,754,895 New Jersey . 186, 111 133.828 0 40.000 0 3.59.939 235, 7.53 Pennsylvania . . . _ 906. 009 412,643 177, 284 4o;ooo 150, 127 1,686; 043 818,264 South Atlantic Division: 1,592 4, 980 0 40, OfiO 3, 0.56 49, 628 Maryland _ 181 ; 645 80;2.59 56, 200 40,000 28 922 386, 026 1,000 District of Columbia. 171, 321 73, 401 0 103, 100 73’ ^5 421,477 72,802 Virginia _ 131,977 97,248 63, 750 0 18,242 311.217 77, .531 AVest AT-ira’inia. . 11,235 8,918 108,300 35,000 8,496 171,949 50, 000 North Carolina . 98. 947 53.037 25,000 0 32, 254 209,238 88,473 South Carolina . 32, 221 33,332 29, .500 0 11,9.57 107, 010 48,100 Georgia . . . . 38,811 50. 675 8, 9.50 16, 687 20, 464 1.35, 567 78, 083 Florida _ _ 22, 659 27, 017 10, 000 ]2,.500 0 72, 176 17,308 South Central Division: Kentucky . 88.838 85, 1S3 30, 780 36,375 37, 503 278, 679 1.35, 524 Tennessee . . . . 227, 099 132, 766 23, .525 40,000 1.36, 877 560, 267 281, 706 Alabama . . . .54,327 27, 000 12,250 0 15,500 109,077 8,500 Mississippi . 18,000 41,600 34,000 0 6, 725 100,325 1,000 Louisiana.. . 77, .500 123, 134 15, 7-10 27,107 8,433 251 , 914 14,900 Texas _ _ _ 178, 722 37, 895 78, 0(J0 0 64, 1.35 358, 752 96,660 Arkansas . . . 44. 973 12, 200 33,230 33, 182 4, 190 127, 775 19,548 Oklahoma . 1,200 0 19. 000 0 0 20, 200 Indian Territory _ 5, 944 0 0 0 5,200 11,1-14 8, 990 North Central Division: Ohio . . . 3r2,800 418, 9.59 296, 851 25,000 124,028 1,237,6-38 645. 994 Indiana . . 154, .392 115, 066 87, 395 0 25, 895 382, 748 61. 475 Illinois . . . . 901, 673 480, 745 267,450 I 40, 000 142, 279 1,8.82, 147 1.922, .585 Michigmi . 249, 902 96, 448 293, 583 0 53, i 57 692, 690 ',284,087 AVisconsin . . . 75, 289 69, 918 274, 200 40. 000 21,117 480, 524 52, 192 Minnesota . . . 169,. 334 76, 875 135, 628 4o;ooo 42,363 464, 100 49,214 Iowa . . . 241,9.50 94, 670 75, 000 0 157, 830 569, 456 258, 049 Missouri . 280, 940 163, 049 74, 479 32,578 34, 695 585, 741 311,0.52 North Dakota _ 4, 940 3,200 45, 734 0 0 53,874 24, COO SoiithDakota.-.. _ 23,009 4,000 S3. COO 0 5, .329 65, 338 95, 779 Nebraska . . . 68,551 19, 2.36 192, OCO 40, 0[I0 21,779 341,, 566 47,013 Kansas. . . 149,481 25, 748 120, 000 0 92. 656 387, 885 117, ill AYestern Division: Montana . . . 9 642 10, 000 21 590 0 0 41 232 Wyoming . 401 0 14, 845 40, 000 467 55, 773 0 Colorado . . 40,127 36,922 72,000 0 11.000 160,049 233, 020 New Mexico. . 435 0 11,000 0 0 11,435 13, 500 Arizona,.. _ 0 10 000 40, OCO 2, 295 52, 295 Utah.- . 14,5.55 6,374 6i;3i8 0 14, 507 96, 754 4, 184 Nevada . 17, 000 40. OfiO 110 57, 110 Idaho . 200 0 10,000 40, 000 0 .50, 200 100 Washington . . . 55,180 12,510 50, 000 0 2,300 119, 990 227, G90 Oregon. . . 25, 975 22,219 30, 000 0 4, 684 82,878 28,208 California . 121,070 389, 435 236, 298 40, 000 14, 404 801,207 56, GOO 1892 EDUCATION KEPORT, 1899-1900. Table 15. — Professors and students in colleges for tcomen, Division A, Professors and instructors. Students. State. Number of institutions Prepara¬ tory de¬ part¬ ments. Collegi¬ ate de¬ part¬ ments. Total number (exclud¬ ing du¬ plicates). Preparatory. Collegiate. Graduate. Purs conn 6 C O o 53 .o m 25 O uing ses oi * 0) fn CC © ^ S o 950 95 72 : 568 1,2;56 "3 2, 153 98 544 1 41 175 0 261 21 46 : 327 396 82*5 52 113 1 • 60 40 0 lOiJ 5 10 t 167 248 ! 8 498; 48 85 ( .244 177 1 465 33 . 50 ) 175 40 0 215 1 8 ) 46 14 0 85 1 14 431 867 13 1,518 146 87 . 64 34 0 124 10 34 i 20 44 4 81 5 0 Pursuing various courses of study. IWSTITUTIO^fS FOS HIGHER SDUCATIOH, 1895 Table 20. — Degrees conferred hy colleges for u-omen, Division B. State. A.B. M.E.L.or B.L. B.S. A. M. Mus.B. B. Paint. L.A. c/} 03 ffl P-; W W Ph G o Ph iS d w 399 333 141 1 131 33 i ' 1 2 4 4 ' O 16 3 33 18 17 4 20 11 1 2 1 19G 74 49 13 49 13 4 4 South Central Division . 135 178 I 57 11 29 ,5 o 10 3 North Central Division . . 41 63 i 13 6 33 ! ‘5 1 1 North Atlantic Division: Maine . . . 3 1 1 3 O 1 e? New Jersey . . 5 Pennsylvania . - . . 30 13 17 18 11 South Atlantic Division: Maryland . . 21 8 9 3 Virginia . . . . 36 3 5 11 5 West Virginia - . . . 6 1 North f^a,ro!itia 30 13 2 3 8 4 South Carolina . 47 28 11 3 6 3 4 Georgia . . . 70 23 19 23 6 South Central Division: Kentucky . . . 36 23 27 3 Tennessee . 30 34 11 4 9 3 3 AlabaTna . 19 36 1 5 Mississippi . . 41 45 3 9 3 16 Louisiana 9 5 6 Texas . . . . 8 33 9 5 i Arkansp.s - . 3 3 North Central Division: Ohio . . 16 11 4 3 Illinois . 5 V/'isconsin. _ _ 1 Minnesota . 1 1 Missouri . . . 11 50 9 6 29 2 Kansas _ _ 8 Y/estern Division: California . 5 1 1 1 1 1896 EDUCATION REFOET, 1899-1900. Table 21. — Property of colleges for iromen, Division B, Libraries. Vahie of Value of grounds and buildings. Produc¬ tive funds. State. Volumes. Value. scientific apparatus. United States . . 259, 605 $285, 705 $1,39, 720 $8,766,971 $810,050 ITortli Atlantic Division . 41,178 52, 800 4.3,633 1,237,047 228, 200 South Atlantic Division . 81, 750 94, 465 33, 702 •3, 192, .500 164, COO South Central Division . 76,249 71, 240 17, 935 1,994,000 51, 100 l^orth Central Division . 53, 928 57,200 29, 450 2,085,424 368, 750 Vfestern Division . 6,500 10, 000 15,000 258,000 0 North Atlantic Division: Maine . . 11,000 11, 500 3. .500 195,000 180, 000 Massachusetts . . 2, 300 3. 000 2, 000 140.000 0 New York . . . . . 7,878 13. 500 13,033 222. 047 48,200 New Jersey _ _ 3.000 4,000 200 25; 000 0 Pennsylvania . . . . 17,000 20, 800 24, 900 655, 000 0 South Atlantic Division: Maryland _ _ _ 14,300 18,300 4, ,3.50 685, 000 30, 000 Virginia . . . . 8, 100 7, 975 6, 900 483, 000 0 West Virginia, . . 1,750 2, 150 400 38, 500 0 North Carolina . . . 21, 700 27, 580 4, 940 6,38, OCO 10, 000 South Carolina . . . 9,900 11,500 6, 660 5(X), 000 11,000 Georgia . . - . . 26, 000 20, 960 10, 452 8.50, 000 113,000 South Central Division: Kentucky . . . 15, 400 11.800 5,500 375, 000 100 Tennessee - . . 20, 449 21.4(X) 4,4iJ0 485.000 31.000 Alabama . . . 7,500 7,275 1,675 272; 000 0 Mississi’opi . - . - . 16,400 13. ,525 2, 4,35 494, 000 0 Loiiislana . . . 2, 750 2,-500 2,4,50 83.000 20, 000 Texas _ _ _ _ _ 12.250 14.240 1,400 255, 000 0 Arkansas _ _ _ _ 1, 500 500 75 30, 000 0 North Central Division: Ohio . - . - . . . 23, 800 28, 000 15, 000 589, 424 94, 000 Tilinois . . . 5,200 3,500 4, 750 250, 000 4,000 Wisconsin . . . . . 4,228 2,500 2,000 150, 000 155, 000 Minnesota _ _ _ _ 2, 000 1,200 400 35, COO 6,000 Missouri . . . . 16, 700 20,000 6,300 711,000 97, 750 Kansas _ _ _ _ 2,000 2, 000 1,000 3.50, 000 10,000 Western Division: California . . . . . 6,51X1 10, 000 15, 000 258, 000 0 mSTITUTIONS FOE HIGHEE EDUCATION, 1897 Table 23. — Income of colleges for vcomen, Division B, State. Tuition and other fees. i From ! produc¬ tive funds. State or munici¬ pal ap¬ propri¬ ations. From other sources. Total income. Benefac¬ tions. United States . - $1,503,097 $41,448 $34,318 $428,633 .$3,007,496 $264, 314 ISToj’tl'! Atlantic Division . . . 338, 120 11, 193 3, 318 83.400 i 335. 030 30, 355 South Atlantic Division... . 483,387 8, 430 1, 400 120, .574 613, 781 135, 005 South Central Division . . . ... 424,591 3,906 30, 600 135,713 594,810 20,300 North Central Division - 337,999 „ 17, 930 0 85,946 431,875 78, 654 Western Division - - - 3(J, 000 0 0 3,000 1 33, 000 0 North Atlantic Division: Maine . 9, 750 9, 106 1,(X)0 0 i 19,8.56 13, 755 Ma.ssachnsetts . . . . 15, 000 0 0 60, 000 75, 000 1,000 New York . . . . . 68,370 2, 086 1,318 800 73, 474 3, .500 New Jersey _ _ 13, 000 0 0 0 13, 000 155, 700- Pennsylvania . . 133,100 0 0 23,600 14, 000 South Atlantic Division: Maryland . » . . . . 59, 600 1,000 0 13,000 j 73, 600 5,200 Virginia. . . . . 85, 1,55 9, 100 0 0 33, 976 108, 131 West Virginia . . . . 0 0 9, 700 18,800 800 North Carolina ... . ..... 91,. 565 500 0 25, 400 117,465 South Carolina - - 86, 300 670 0 37,055 1 11-4,035 104,005 Georgia - - - - - 1.50, 667 6,3.50 1,400 23, 443 180, 760 ,35,000 South Central Division: Kentucky . . . . 79,500 6 0 11,300 i 90,806 1,800 Tennessee. . . . 133, 750 1,900 0 31.400 ! 157, 050 13,100 Alabama - - - - - 47, 360 0 0 14, 600 i 61,960 3,000 Mississippi . . 101,193 0 30,600 33, 473 i 165.365 100 Louisiana . . . . 13, 500 3,000 0 0 18,500 300 Texas . . . . . 51,389 0 0 40, 940 i (j2 OOf) 4, 000 Arkansas . . . . . 5, 000 i 0 4, 000 "o’, ooo 0 North Central Division: 1 Ohio. . . . 83,006 4, .557 0 7,471 95, 034 33, 100 Illinois . 74,800 1 300 0 13, 000 87,000 3, 000 Wisconsin . . . . , 3a4 1 6, 485 1 0 0 1,403 3,000 46,, 343 Minnesota . 7,000 0 9, 000 26, 979 Missouri . 104,839 1 5,988 0 . 63,(!73 173,899 26.075 Kansas . — ...... 30, 000 ; 7(.0 0 0 30, 700 '500 Western Division: i California . . . . :10, 000 i 0 0 3), 000 .33,000 0 1898 EDUCATION REPOKT, 1899-1900, Table 23. — Professors and students in schools of technology. State or Territory. United States. . iNortli Atlantic Division . South Atlantic Di\nsion. South Central Division. . North Central Division.. Western Division . . North Atlantic Division : Nev/ Hamp.shire . Massachusetts — - Rhode Island _ Comieeticut . . New York . . . New Jersey.. - . . South Atlantic Division: Mar viand _ Virginia . . . North Carolina. . South Carolina . . Georgia . . South Central Division: Alabama _ _ Mississippi . . . Texas . . Oklahoma. . . . . N or til Central Division: Ohio _ _ Indiana . . . Illinois _ _ Michigan . Iowa _ _ North Dakota . . South Dakota _ Kansas _ _ _ Western Division: Montana . . Colorado.- . . Nev/ Mexico . Utah _ _ Washington . . Oregon . . . XT. \ Professors and instructors. Students. Number of institutio Prepar¬ atory depart¬ ments. Collegi- ! ate depart¬ ments. Total number (exclud¬ ing’ dupli¬ cates). Prepara¬ tory. Coilogiate. Graduate. Resi¬ dent. Non- resi¬ dent. Women. S Women. S Women. Men. Women. Men. Women. Men. 16 0 di 0 47 0 4-43 1 263 13 0 1 0 1 0 0 34 0 34 0 0 0 390 0 6 0 0 0 1 1 1 1 14 *> 15 3 105 33 1 ''' 83 3 1 1 0 1 0 0 33 0 23 0 0 0 1 323 0 9 0 0 0 0 0 0 85 7 85 7 0 0 1 846 73 19 13 20 0 1 17 5 30 3 47 8 353 35 i 300 0 0 0 0 0 "7 0 0 57 5 57 5 0 0 ! 534 109 5 0 0 0 1 45 17 45 17 1.50 06 606 119 19 5 0 0 1 10 i 3 33 3 33 2 61 ira 36 1 0 0 0 0 9 3 35 5 31 7 141 51 354 81 7 3 0 0 1 0 1 36 ; 16 38 17 123 ' 39 616 289 13 11 3 1 1 0 0 13 4 13 6 26 39 37 16 0 0 0 0 3 40 3 40 3 74 34 384 85 10 1 0 0 2 3 4 19 3 33 8 117 6-3 33 3f) 0 1 0 0 1 10 3 14 3 34 4 373 117 63 35 0 3 0 0 1 10 0 34 4 35 5 170 70 108 33 3 3 0 0 1 4 31 6 33 6 33 9 307 137 8 11 0 0 RTSTITUTIONS FOS HIGHEE EDUCATION 1899 Table 2i:.~~Students pitrsiiing various courses of study in schools of technology. 2 1 S a; . 1 (B . 1 •a s.. 5) s .• Peda¬ gogy. Busi- State or Territoi^y- I General cu i coitrses General sci courses 1 1 Mechanical neering Civil engi] ing. Electrical neering .2S s 1 d OJ % Women. Men. Women. i 61 776 1, 785 2,346 840 1,146 517 138 0 13 133 64 6,210 Nortli Atlantic Division - 50 341 266 495 309 153 61 53 1 9 910 30 174 454 125 303 51 1,695 1,100 138 731 343 95 69 334 519 763 358 585 195 34 66 14 1,613 Western Division . . 11 43 106 193 53 34 261 0 13 65 41 893 North Atlantic Division: 23 5 40 15 ,3 85 IVIa^^sacbusetts _ _ 3 165 238 137 141 60 53 i.... 363 Rhode Island . 41 25 20 7 I-... 1 9 78 (Connecticut .. . _ _ _ 18 36 1. 48 New Yoi’k . - . . 3 173 1 I.... 336 Nev/ Jersey . io 189 223 6 South Atlantic Division: Maryland . . . 381 Virginia . . 30 68 123 33 89 553 N orth Carolina _ _ 51 114 86 73 51 South Carolina - 55 118 6 40 589 Geornia _ _ _ 100 100 South Central Division: Alabama _ _ _ _ 138 57 13 61 344 Mississippi . _ 367 3 1 366 Texas . 1 190 243 83 390 Oklahoma - . 138 86 44 6 N orth Central Division : Ohio . . 3 41 34 18 39 O Indiana,- . . . 153 138 233 135 335 5 Illinois . ioo 25 165 10 Michigan . . . 198 245 131 340 Iowa . . . 154 81 74 164 31 1 544 North Dakota . . 24 3 7 101 South Dakota . . 145 86 56 5 24 7 66 14 164 Kansas . . 563 Western Division: Montana _ _ _ 21 14 11 5 0 13 19 13 Colora,d.o . 16 66 34 221 214 New Mexico . . 11 23 1 7 3 6 11 8 Utah . . 9 4 8 244 W ashin gton . . . . 18 5 8 23 34 35 20 195 Oregon . . . . 48 99 6 240 . 1900 EDUCATIOIn EEPOET, 1899-1900. Table 2o. — Degrees conferred on men by schools of technology. State or Territory. 1 B. S. M. S. C. E. 1 M. E. 1 W A. C. B. M. E. H cq B. V. S. Honorary. Doe. Eng. M. E. C. E. 741 29 25 69 41 23 5 2 3 15 5 1 1 1 2 I'Tortli Atlantic Division - Son til Atlantic Division - South Central Division .. iNorfch Central Division \\est8rn Division . 252 95 100 239 55 11 5 5 7 1 19 4 1 1 54 5 o 8 13 1 1 2 22 19 15 5 1 1 3 15 5 1 .... Islorth Atlantic Division: _ 8 230 9 9 1 IvJ assaciiusetts . 1 Rhode Island . Connecticut . . . 13 Neiv York . . 5 18 New Jersey . . 53 4 1 1 South Atlantic Division: Virginia . . 28 29 28 10 47 23 25 5 30 78 33 35 20 9 9 32 3 2 4 North Carolina . South Carolina . (Georgia . . South Central Division: Alabama _ _ 4 1 1 O 2 Mississippi. _ _ _ Texas . . . Oklahoma _ _ _ North Central Division: Ohio . 1 4 1 4 4 1 4 Indiana . 4 1 Illinois . . Michigan . . 22 Iowa _ _ _ 11 3 15 5 North DaAota . South Dakota Kansas . . . Western Division: Montana . 1 Colorado ... _ 10 13 6 19 1 .... New Mexico . . Utah . Wa,sliington . 1 Oregon . . . . ... i 23 1 1 1 mSTITUTIOl’^S FOR KK4HER EDUCATION, 1901 Table 26. — Degrees conferred on women hy schools of technology. State or Territory. A. B. Ph. B. B. S. B. Agr. M. S. B. L. 1 13 94 5 3 3 13 7 49 36 5 1 3 13 1 3 North Atlantic Division: New Hanijishire . . . . . . . 4 4 4 Massachusetts . - . Rhode Island . . . . . . . - . Connecticut . . . . . 5 Soixth Central Division: Aiaha,ina . . . - . 4 3 1 5 4 5 9 36 3 10 3 1 Mississippi . . . . Oklahoma)- . . . . . North Central Division: Indiana . . . . . . . 1 Michigan . . . . . . Iowa . . . . . 13 South Dakota . . . . . Kansas _ _ _ _ - . 1 Western Division: Montana . . . Colora-do . - - . Utah . . . . . . Washington . - . . . 1 3 Oregon . . . 13 1902 EDUCATION EEPOET, 1899-19C0„ Table 27. — Property of schools of technology. State or Territory. N n m her of ' fellowships. * ’ N 11 in b e r of scholarships. ! 1 Volumes. Libraries. Pam¬ phlets. Value. Value of scientific appa- ' ratns. | : Value of grounds and buildings. Produc¬ tive fund.s. United States. . 9 470 431,117 125,483 1 11 83,407,197 $10,987,628 $13,361,028 Nortli Atlantic Division. 4 197 162,678 i 41, 123 262,826 1,146,275 4,400,672 5,303,346 South Atlantic Division. 5 205 69,989 9, 100 135,500 370, 258 1, 536, 165 585, 212 South Central Division.. 0 1 37.297 19,368 48, 327 288,2,26 887, 258 659, 650 North Central Division.. 0 67 122, 934 40, 376 247, 470 1.200,242 3, 174, 684 6, 445', 626 Western Division - 0 0 38,219 15,516 58,402 1 342, 196 988,849 367, 194 North Atlantic Division: ! New Hamnshire _ 0 105 6, 800 4. 453 8,000 55,500 84, 016 41,800 Massachusetts - 3 65 77, 724 17; 672 139.000 1 415,337 1,461,817 4,159, 781 Rhode Island. . . 10,000 3, 000 14;000 1 93, 239 182, 650 50, 000 Connecticut _ 0 0 7,409 3.000 20,000 1 13,2.50 90, 000 135,000 New Y'ork . 1 3 50,278 12,998 62,228 ^ 501,949 2,257,189 441, 765 New -Jersey 0 24 10, 467 19,600 67,000 325,000 475, 000 South Atlantic Division: Maryland . 41,000 85,000 21,432 377, 550 0 Virginia. . . . 5 204 14, 140 6, 600 32,000 100. 600 -141,250 364,312 North Carolina . 0 1 4,149 1,000 4,500 39, 226 166, 085 125, 000 South Carolina _ 9. 200 1, 500 12, 000 109,000 351. 280 95, 9U0 Gooruia , 1.557 2 71 13 106 60 50 21 0 0 0 0 104 10 24 0 0 4 o 22 23 5 2 0 0 0 0 0 0 25 0 0 13 10 126 52 12 4 0 0 0 0 0 0 26 0 0 23 0 114 0 191 0 0 0 0 0 0 0 27 0 u 18 0 22 0 198 0 0 0 0 0 0 0 28 0 0 4 4 23 12 10 9 0 0 0 0 0 0 29 121 10 0 0 744 473 58 56 0 0 30 47 o 94 9 154 201 181 135 17 5 0 0 98 9 31 0 0 32 4 92 60 204 191 0 0 0 0 0 0 32 0 0 18 0 133 0 30 0 0 0 0 0 0 0 33 77 3 97 10 48 27 61 80 0 0 10 1 143 9 34 0 0 23 0 0 0 131 0 4 0 2 0 0 0 35 0 0 36 0 0 0 265 58 11 5 0 0 0 0 36 97 0 258 0 0 0 1, 719 0 194 43 46 0 430 0 37 0 0 5 1 16 15 12 8 0 0 0 0 0 0 38 0 0 19 0 0 0 82 0 4 0 0 0 0 0 39 16 0 33 0 0 0 0 0 58 0 0 0 122 0 40 95 0 148 0 0 0 236 107 86 13 0 0 651 0 41 0 0 14 G 20 6 44 1 30 4 o 1 0 0 0 0 42 ED 1900 - VOL II- 40 1906 EDUCATION RErORT, 189&-1900. Table 29. — Statistics of universities and Location. 1 DISTRICT OF CO- I LUMBIA— COnt’cl. 43 U W ashington - .. do . . 46 _ do... . FLORIDA. A7 De Ijand . 48 Lake City... - 49 St. Leo . 50 Tallahassee - 51 Winter Park . GEORGIA. 52 Athens... . . 1 53 Atlanta - 54 ... do . 55 _ do . . . — 56 Bowdon . . . 57 Dahlonega . 58 Macon . . 59 Oxford. . . . 60 South Atlanta _ 61 Wrightsville . 62 Young Harris _ IDAHO. 63 Moscow _ _ I LEI XO IS. 64 Abingdon . . 65 Bloomington . 66 Bourbonnais _ 07 Carlin ville . 68 Carthage . . 69 Champaign i.or Ur- 1 bana). 70 Chicago . . . 71 _ do . . 72 Effingham . 73 Elmhurst . . 74 Eureka . . 75 Evanston . 76 Ewing _ _ 77 Fulton . . 78 Galesburg - 79 _ do . . 80 Greenville . 81 Jacksonville . 82 Lake Forest . . 83 Ijebanon . . 84 Lincoln _ ... 85 Monmouth . . 86 Naperville _ 87 Peru - . 88 Quincy . . . 89 - do _ _ 90 Rock Island . . 91 Teutopolis . . 92 Llpper Alton . Name. Year of first open¬ ing. Religious or non secta¬ rian con¬ trol. 3 ! 4 ! Georgetown University Gonzaga College _ . . . Howard University . St. John's College . 1791 1821 1897 1866 R C-. . R. C _ Nation _ R. C . John B. Stetson University - Florida State Agricultural College St. Leo Militaiw College - - Seminary West of the Suwanee River. Rollins College _ _ 1887 1884 1890 18.)7 18S5 Bapt . . State . R. C . State . Nonsect ... University of Georgia . . . . . Atlanta .Baptist College . Atlanta University . . Morris Brown College . . Bowdon College . . . North Georgia Agricultural Col¬ lege. Mercer University . Emory College . Clark University _ . . . 1801 1897 1869 188.5 1857 1873 1837 1837 1870 Nannie Lou Warthen Institute . .. 1888 Young Harris College. i 1885 State . Bapt . . Nonsect ... A.M. E _ Nonsect ... State . Bant . M.E.So.... M.E.. . M. E... . M.E.So.... Univeiasity of Idaho 1892 State Hedding College . . Illinois Wesleyan University St. Viateur's College . . . Blackburn University _ Carthage College . . . University of Illinois . . 18.53 18.50 1868 1859 1872 1868 M. E _ M. E . R.C _ Presb . Luth . . State . St. Ignatius College . . University of Chicago - Austin College . . Evangelical Proseminary , . Eureka College . . Northwestern University . Ewing College . Northern Illinois College .. Knox College . . . Lombard College. . . Greenville College _ Illinois College . . Lake Forest University.... McKendree College _ Lincoln University _ Monmouth College _ Northwestern College _ St. Bede College _ _ Chaddock College a _ St. Francis Solanus College Augustana College . . St. Joseph’s College . . Shurtleff College . 1869 1892 1891 1871 1855 1855 1867 1 865 1837 1852 18i)2 18,29 1876 1828 1858 1861 1891 1857 1860 1860 1862 18.27 R.C . ... Bajit _ Nonsect _ Ger.Evang. Christian .. M.E... . . Bapt - . Nonsect _ Nonsect _ Univ . . Free Meth. Nonsect - Presb . M.E _ Climb. Pres Un. Presb.. Ev.Ass’n... R.C . M.E . . R.C . Luth R. C - Bapt Professors and instructors. Prepar¬ Collegi¬ atory ate de¬ depart¬ part¬ ment. ment. s S 3 a s o S 0 5 : 6 7 S 11 1 0 28 0 8 0 7 0 3 1 8 1 6 0 6 0 17 13 9 4 1 1 12 4 2 0 4 0 5 1 5 1 0 1 6 3 0 0 21 0 4 4 3 3 4 6 4 4 4 4 5 1 1 3 o 1 '7 2 1 0 10 0 3 0 10 0 2 3 4 i 3 0 2 1 1 3 1 1 4 i 3 b o 12 4 4 5 r 3 1 o 9 0 4 0 16 0 4 3 6 o 4 2 7 0 4 3 103 15 24 0 14 0 8 1 179 8 2 1 8 3 2 0 6 0 5 o 8 0 13 6 50 2 8 6 7 0 2 2 3 1 9 7 18 5 6 1 11 9 6 3 4 1 15 0 15 0 18 - 11 18 12 8 0 7 0 2 1 4 1 3 10 8 9 1 7 1 3 0 10 0 1 1 9 9 4 1) 7 0 11 0 12 0 0 0 10 0 4 2 6 1 a Changed to Bovs’ Industrial School in June, 1900. TNSTITUTTOISrS FOR HIGHER EHUCATIOH, 1907 colleges for men and for both sexes — Contiimed. Professors and instruct¬ ors. Profes¬ sional de¬ partments. Total num¬ ber (exclud¬ ing' dupli¬ cates). Prepara¬ tory de¬ partment. Collegiate department. Graduate department. Professional depart¬ ments. Resident. Nonresident. Men. Women. Men. Women. S Women. Men. Women. S Women. Men. Women. Men. ci a o 9 lO 11 13 13 14 15 IS 19 i 29 2i 22 65 0 135 0 0 131 0 19 0 i 6 1 0 357 0 0 0 13 0 134 0 25 0 0 0 0 0 0 0 47 1 61 9 135 20 36 7 0 0 0 0 307 19 0 0 13 0 108 0 36 0 0 0 0 0 0 0 0 0 18 17 83 127 18 31 0 0 0 0 8 ! 0 0 0 13 5 40 11 60 21 o 2 0 0 0 0 3 0 6 0 8 0 34 0 0 0 0 0 9 0 0 0 5 1 40 63 15 31 0 0 0 0 0 0 0 0 9 8 37 33 13 5 0 3 0 0 0 0 5 0 36 0 0 0 O CC 0 5 0 0 0 53 0 3 0 6 8 24 0 17 0 0 0 0 0 33 0 0 0 5 7 60 25 21 9 0 0 0 0 0 0 5 0 10 8 10 4 13 1 0 0 0 0 23 0 0 0 3 3 80 70 55 45 0 0 0 . 0 0 0 0 0 7 3 44 13 113 18 0 0 0 0 0 0 4 0 15 0 32 0 i 205 0 0 0 0 0 34 0 1 0 14 0 44 0 345 0 0 0 0 0 3 0 0 0 4 3 44 11 13 6 0 0 0 0 0 0 0 0 1 5 71 78 43 31 0 0 0 0 0 0 0 0 5 4 60 65 135 80 0 0 0 0 0 0 0 0 15 6 83 37 59 47 0 t) 0 0 0 0 0 0 8 61 50 35 25 0 0 r- 1 0 0 11 0 35 13 99 60 80 45 0 0 0 0 68 1 4 0 34 0 40 0 130 0 0 0 0 0 30 0 0 0 7 3 29 32 13 13 0 0 0 0 0 0 0 0 9 3 30 18 31 23 0 0 0 0 0 97 3 303 31 163 64 615 283 1 33 8 33 4 773 . 49 0 0 31 . 0 339 0 104 0 i 0 0 0 0 0 0 15 0 303 9 113 52 723 1,078 j 647 343 0 0 355 38 0 0 8 3 125 100 75 50 0 0 0 0 0 0 0 0 8 0 4 0 85 0 ! 0 0 0 0 0 0 3 0 13 4 39 60 18 37 i ^ 0 3 0 22 0 304 31 363 33 308 199 290 383 36 11 3 2 1,479 128 0 0 8 7 58 24 13 4 ! 0 0 0 0 0 0 0 0 5 3 63 63 15 5 0 0 0 0 0 0 0 0 31 15 104 43 168 137 4 0 0 0 0 6 o 11 3 23 11 40 26 ! 0 0 0 0 7 0 3 0 8 7 16 9 5 9 0 0 0 0 7 1 0 0 15 0 79 0 100 0 0 0 0 0 0 0 79 1 105 18 129 143 73 71 1 3 1 0 925 0 2 0 13 3 77 25 29 13 0 0 2 0 5 0 0 0 6 4 29 24 29 17 0 0 1 0 0 0 0 0 10 8 63 46 83 65 0 1 0 0 0 0 • 3 0 14 5 97 26 79 34 0 0 0 0 39 0 0 0 13 0 15 0 90 0 i 0 0 0 0 0 0 0 0 3 3 15 17 17 13 i 0 0 0 0 0 0 0 0 14 0 10 0 104 0 18 0 0 0 0 0 4 0 25 6 54 18 103 8 1 0 0 15 2 63 0 0 0 10 0 0 0 130 0 0 0 0 0 0 0 0 10 3 59 51 23 25 1 3 1 5 0 , 0 0 43 44 45 46 47 48 49 50 51 53 53 54 55 56 57 58 59 00 61 03 04 05 66 07 68 69 70 71 73 73 74 75 70 77 78 79 80 81 83 83 84 85 86 87 88 89 90 91 93 1908 EDUCATION KEPORT, 1899-1900. Table 29. — Statist ich of universities and 93 91 95 9(i 97 100 101 103 103 104 105 100 107 L08 109 110 111 113 113 114 115 116 117 118 119 130 131 133 133 134 135 136 137 128 129 130 131 133 133 134 135 136 137 138 139 140 141 143 143 144 145 146 147 Location. Name. Year of first open¬ ing. Religious or nonsecta¬ rian con¬ trol. Profe.ss instrt Prepar¬ atory depart¬ ment. iOrs and ictors. Collegi¬ ate de¬ part¬ ment. c Women. d D s Women. 1 3 4 5 6 7 S ir^LTNOlS— cout'd. I Westfield College . . . 1865 U.B 5 1 5 1 1860 Cong 9 6 9 6 ! 1 INDIANA. 1834 State .. 0 0 65 2 Crawforclsville - W abash College . . 1833 Nonsect ... 3 0 13 0 Fort Wavne_ . Concordia College _ 1839 L util - . 7 0 8 0 1834 Bapt . .5 3 7 2 De Pauw University _ _ 1837 M. E . 6 4 14 2 183:1 Presb 6 3 10 1 1855 Christian 8 3 15 o Merom . . Union Christian College _ 18.59 Christian . _ 4 5 6 3 1856 M. E 6 1 5 0 1843 R. C _ 34 0 34 0 1847 Friends 0 1 13 1 1857 R. C 0 0 11 0 1846 M. E. 8 4 6 3 INDIAN TERRT- j TORY. I Bacoiie _ _ _ Indian Univei'sity . _ ! 1880 Bapt 0 1 3 5 Muscogee . . Henry Kendall College . . . 1 1894 Presb . 4 3 9 lOlVA. 1 Cedar Rapids _ * Coe College . . 1881 Presb 7 3 12 4 Charles City Charles City College _ _ 1891 S Ger. M. E .. 4 >> 1 Clinton _ _ Wartburg College . . . . 1868 Luth . 9 0 9 0 College Springs _ Amity College _ _ _ _ 1855 Nonsect ... 6 5 6 5 Decorah Luther College ... . 1861 r^ntli - 13 0 13 0 Des Moines . . Des Moines College . . 1 1865 Bapt _ 5 5 5 5 do . . Drake L^iiversitv . . . 1881 Christian 23 8 32 3 Dubucpie . . . St. Joseph’s College . . 1873 R. C _ 6 0 6 0 Fairfield . Parsons College . ' 1875 Presb 6 1 14 2 Fayette . Upper Iowa University . 1857 ME. 15 11 15 11 Grinnell _ Iowa College . . 1 1848 Cong 5 9 23 6 Hopkinton - - _ Lenox College . 18.59 Presb 3 2 4 4 Indianola . . . Simpson College _ _ _ 1867 M.E 7 8 6 6 Iowa City.. . State University of Iowa . _ 18.55 State 0 0 43 4 Lainoni . Graceland College 1895 L. D. S _ 2 3 Legrand _ _ Palmer College . . . 1889 Christian ?} 0 3 1 Mount Pleasant _ German College _ _ 1873 M.E 3 0 8 1 do _ _ Iowa Wesleyan University _ 1844 M.E . o 8 2 Mount Vei non _ Cornell College . . . . 1857 M. E _ 13 5 14 1 Oskaloosa . . Penn College . . . 1873 Friends _ 2 2 Pella _ _ _ Central University of Iowa . 1853 Bapt . . 5 2 5 2 Sioux Citv Morningside College . .. . 1890 M. E 7 4 10 4 Storm Lake . . Buena Vista College . . . 1891 Presb 5 3 5 3 Tabor . . . Tabor College . . . 1866 Cong . 3 3 8 4 Toledo . .... Western College _ _ _ 18.56 U. B o 1 ,5 1 KANSAS. 1 Atchison . Midland College 1887 Luth 2 2 6 0 ' do-. St. Benedict’s College . . . 1858 R. C . 13 0 13 0 ' Baldwin . . Baker University . . . . 1858 M.E . 7 4 11 5 ' Dodge City Soule College ... 1894 M.E 4 3 2 1 1 Empoi’i'a . . - College of Emporia . ! 1883 Presb . 4 3 6 1 ■ Highland . . Highland University . . i 1857 Presb . 1 3 3 2 j Holton . Campbell University 1883 Nonsect _ 12 5 13 5 1 Kansas City . . Kansas City University . . 1896 Meth. Prot. 2 3 10 1 Lawrence University of Kansas 1866 State . - .. 0 0 53 7 Lecoinpton .. Lane University - . ! 186.5 U. B . 5 1 7 0 Lincoln . . Kansas Chi’istian College _ 1883 5 3 5 3 Lindsborg Bethanv College ... ^ 1881 Luth - . 10 2 10 2 1 Ottawa . . Ottawa'University _ _ ' 1865 Bapt . 9 3 8 1 * Statistics of 1898-99. INSTITUTIONS FOR HIGHER EDUCATION, 1909 colleges for men and for both sexes — Continued. Professors and instruct- Profes¬ sional de¬ partments. Total num¬ ber (exclud¬ ing dupli¬ cates). Prepara¬ tory de¬ partment. Collegiate department. Graduate department. Professional depart¬ ments. Resident. Nonresident. Men. Berea _ _ 157 Bowling Green _ 158 Danville _ 159 Georgetown . . . 160 Glasgow . . 161 Hopkinsville _ 16:^ Lexington . . 163 .do . 164 Richmond . 165 Russellville _ 166 St. Marys _ 167 Winchester . . LOUIST.4NA. 168 Baton Rouge . 169 Convent . . 170 Jackson _ 171 New Orleans . . ! 173 . do . .. 1 178 _ do . . . 174' _ do... . 175 _ do . . ! MAINE. 176 Brunswick _ 177 Lewiston . . 178 Orono _ _ 179 Water ville _ MARYLAND. 180 Annapolis _ _ 181 ! Baltimore.. . 183 . . do _ _ _ 183 _ .do . 184 Chester town . 185 College Park . 186 Ellicott City. . . 187 _ do _ _ 188 Mount St. Marys .. 189 ' New Windsor _ 190 Westminster _ MASSACHUSETTS. 191 Amherst. . 193 Boston . . 193 _ do . 194 Cambridge ... _ 195 Springfield . . . 196 Tufts College _ St. Mary's College . Kansas Wesleyan University* .... Cooper Memorial College... . Washburn College... . . Fail-mount College . . St.John’s Lutheran College - Southwest Kansas College. . . Union College . . Berea College . . . Ogden College. . . . Centre College _ Georgetov/n College _ _ Liberty College . . . South Kentucky College* . . Agricultural and Mechanical Col¬ lege of Kentucky. Kentucky University _ _ Central University . . Bethel College . . . . St. Mary’s College . . . Kentucky Wesleyan College * _ Louisiana State University . Jetferson College _ _ Centenary Co.llege of Louisiana... College of the Immaculate Con¬ ception. Leland University _ _ New Orleans University. . . Straight University... . Tulane University _ _ Bowdoin College _ Bates College _ University of Maine Colby College. . . St. John’s College . . Johns Hopkins University _ Loyola College . . . . Morgan College _ :... . Washington College . . . . Maryland Agricultural College . . . Rock Hill College . . St. Charles College _ Mount St. Mary’s College . New Windsor College _ _ _ Western Maryland College . . Amherst College . Boston College . . . Boston University . Harvard University . . French- American College Tufts College . . . Year of first open ing. Religious or nonsecta¬ rian con¬ trol. Profess instri Prepar¬ atory depart¬ ment. ors and ictors. Collegi¬ ate de¬ part¬ ment. S 5 d a; a o G d 0) tn 7 Women. | 4 S 1869 R.C . 23 0 10 0 1886 M.E _ 4 2 4 3 1887 Un.Presb.. o o 5 2 1865 Cong. . 1 13 6 1893 Cong . 6 3 9 o 1893 Luth . 5 3 4 b 1886 M.E . 13 4 8 1 i 1886 M.E.. . . 3 0 0 1855 Nonsect . .. 3 10 7 2 1877 Nonsect ... 4 0 4 b 1833 Presb _ ;> 0 12 0 18.39 Eapt . 3 10 5 1875 Bapt . 0 3 4 4 1849 Christian . . 0 o 5 1 1866 State _ 4 b 11 0 1836 Christian .. 0 0 8 1 1874 Presb . 10 11 10 0 1854 Bapt _ 0 0 (_5 0 1831 R.C . . 3 0 5 0 18(56 M. E. So _ 3 3 10 1 1860 i State . 3 0 18 0 1864 1 R.C _ 3 0 11 0 18,35 M. E. So _ 2 0 7 0 1817 R.C . . 4 0 11 0 1870 Bapt - 3 3 3 1 1873 ME . 6 2 5 0 1869 Cong _ 3 19 3 1834 Nonsect ... 0 (5 26 10 1803 Cong . . . 0 0 20 0 1863 Free Bapt.. 0 0 14 2 1867 State _ 0 0 43 b 1818 Bapt . 1 0 0 18 o 1789 Nonsect ... 2 0 9 0 1876 Nonsect ... b 0 84 0 ! 1853 R. C _ 13 0 10 0 i 1876 1 M.E . . 3 2 2 2 ! 1783 j N onsect . . . 6 3 6 o 1859 State . 1 0 15 0 1857 R.C _ 10 0 16 0 1848 R.C.. . 13 0 16 0 1808 R. G . 35 0 15 0 1843 Presb _ o *> 2 3 1868 Meth.Prot. 1 11 6 1821 Nonsect - 0 0 37 0 1861 R.C . 19 0 21 0 1873 M.E _ 0 0 26 o 1638 Noinsect _ 0 0 361 0 1885 N onsect _ 1 - 2 1851 ! Univ . . 4 0 1 31 0 * Statistics of 1898-99. INSTITUTIOJ^S FOR HIGHER EDUCATION, 1911 colleges f or men and for both sexes — Continued. Professors and instruct¬ ors. Students. Profes¬ sional de¬ partments. Total num¬ ber (exclud¬ ing dupli¬ cates). Prepara¬ tory de¬ partment. Collegiate department. Graduate d Resident. epartment. Nonresident. Professional depart¬ ments. Men. Women. Men. Women. Men. Women. Men. Women. Men. Women. S S Women. Men. Women. 9 li 1 s S3 J4 S.3 17 IS 19 SI 0 0 29 0 181 0 68 1 0 0 \ \ 0 0 0 0 0 0 0 5 2 31 11 15 0 0 0 0 0 0 0 0 7 4 60 68 37 13 0 0 0 0 0 0 0 0 13 7 69 36 86 65 0 2 0 0 0 0 0 0 15 5 33 46 19 43 0 0 0 0 0 0 0 0 5 3 33 31 11 0 0 0 0 0 0 0 0 ' 0 13 4 135 91 33 13 0 0 0 0 0 0 0 0 3 0 17 6 6 3 0 0 0 0 0 0 0 0 13 15 311 236 31 13 0 1 0 0 0 0 0 0 4. 0 36 0 33 0 0 0 0 0 0 0 4 •0 17 0 80 0 164 0 5 0 4 0 21 0 0 0 13 ■8 103 65 99 86 0 0 0 0 0 u 0 0 4 7 28 43 40 67 0 0 0 1 0 0 0 0 6 ;') 16 11 80 55 0 0 0 0 0 0 0 0 30 0 95 355 51 5 4 0 0 0 0 50 1 69 2 0 1 0 136 47 8 3 1 0 286 0 57 0 77 11 380 277 1.50 13 0 0 0 0 387 0 0 0 6 0 0 0 93 0 0 0 0 0 0 0 0 0 8 0 64 0 35 0 0 0 0 0 0 0 0 0 11 4 97 194 101 18 0 0 0 0 0 0 0 0 21 0 137 0 231 0 3 0 0 0 0 0 0 0 14 0 40 0 76 0 0 0 0 0 0 0 0 0 9 0 86 6 59 5 0 0 0 0 0 0 0 0 18 0 88 0 175 0 0 0 0 0 0 0 0 0 3 3 47 63 5 1 0 0 0 0 0 0 7 0 11 2 17 3 8 5 0 0 0 0 38 2 3 0 8 <>o 101 218 3 0 0 0 0 0 6 3 33 0 59 16 0 89 180 176 7 17 0 0 498 3 18 0 36 0 0 0 341 0 0 0 0 0 131 0 5 0 19 2 0 0 175 118 0 0 0 0 28 2 9 0 51 0 0 0 299 16 8 0 0 0 41 1 0 0 18 2 0 0 134 71 0 0 0 0 0 0 0 0 11 0 40 0 100 0 1 0 0 0 0 0 46 1 130 1 0* 0 176 0 185 0 0 0 243 42 0 0 15 0 140 0 70 0 0 0 0 0 0 0 2 0 4 3 43 18 7 1 0 0 3 0 12 0 0 0 6 3 25 40 33 24 0 0 0 0 0 0 0 16 0 30 0 93 0 0 0 0 0 0 0 ! 0 0 26 0 96 0 53 0 0 0 0 0 0 0 0 0 18 0 80 0 173 0 0 0 0 0 0 0 7 0 35 0 97 0 83 0 • 0 0 0 0 26 0 0 0 2 3 10 6 16 17 0 0 0 0 0 0 0 0 13 46 24 91 85 0 0 0 0 0 0 0 0 37 0 0 0 364 6 4 0 0 0 0 0 0 0 35 0 377 0 230 0 0 0 0 0 0 0 98 0 117 5 " 0 0 135 317 75 29 0 0 693 48 193 0 448 0 0 0 2, 424 0 313 0 13 0 1,353 0 0 0 5 4 46 23 15 1 0 0 0 0 0 0 97 5 103 5 4 179 99 3 5 1 0 367 66 U8 149 150 151 153 153 154 155 156 157 153 159 IGO 11)1 163 163 164 165 166 167 168 169 170 171 173 173 174 175 176 177 178 179 180 181 183 184 I 185 ! 186 187 188 183 189 190 191 193 193 194 195 196 1912 EDUCATIOI^' REPORT, 1899-1900. Table 29. — StatistiCH of universities and Location. Name. Year of first open¬ ing. • Religious or nonsecta¬ rian con¬ trol. Profess instrr Prepar¬ atory depart¬ ment. lors and ictors. Collegi¬ ate de¬ part¬ ment. d © Women. d Women. 1 4 5 6 7 JilASSACHUSETTS— continued. 197 Williauistown _ W'illiams College . . 1793 Nonsect _ 0 0 30 0 198 1889 Non sect _ 0 0 11 0 19;) do 1843 R.C . ... 11 0 19 0 -AIICHIGAN. 200 Adrian . . Adrian College - - 1859 Meth. Prot. 3 o 7 5 201 1843 M.E _ 7 5 11 1 202 1887 Presb . . 4 8 4 203 1837 State . 0 0 118 8 201 1877 R. C 8 0 40 0 205 Hillsdale _ Hillsdale College _ _ 1855 Free Eapt.. 2 o 7 1 20u 1865 Reformed 12 1 1.2 1 207 18f5'5 Bapt 4 4 9 4 208 1859 Cong . .. 4 8 10 3 .UI'xNESOTA. 209 Collegevillo.. . . St. John’s University _ _ 1857 R.C . . 10 0 20 0 210 Minneapolis . . Augsburg Seminary _ _ 1869 Luth . 5 0 f) 0 211 , do _ _ _ University of Minnesota . . 1868 State . a 23 f(4 103 16 212 Northfield . . . Carleton College _ _ 1870 Cong . 4 10 3 213 _ do _ St. Olaf College. _ 1874 Lutii . 12 2 8 0 214 St. Paul _ Hamline University . . 1854 M.E _ 1 17 4 215 do . . Macalester College . . . . 1885 Pres 2 8 2 210 St. Peter . . . Gustavus Adolphus College . . 1862 Imth _ _ 8 2 9 i 217 Winnebago City. .. - Parker College - - 1888 Free Bapt. . 1 2 3 2 MISSISSIPPI. 21 S Clin ton i Mississippi College 18.52 Bapt . 1 0 7 0 219 Holly Springs _ Rust University - - 1868 M.E . 9 5 6 2 220 Jackson _ Millsaps College . . . . 1892 M.E. So.... •7 0 9 0 221 University - University of Mississippi _ 1848 State _ 0 0 14 1 :mtssoxjri. 1 222 Albany . . Central Christian College . 1892 Christian . . ! 0 1 4 0 223 Bolivar _ Southwest Baptist College _ _ 1878 Bapt _ 1 2 1 5 1 224 Bowling Green - Pike College . . . . . . . . 1882 Nonsect _ 1 0 2 1 3 225 Cameron . . Missouri Wesleyan College. . 1887 M.E _ 1 5 6 4 2 220 Canton _ Christian University _ _ _ 18.53 Christian .. 1 17 3 Gape Girardeau _ St. Vincent College. 1843 R. C i 4 0 4 0 228 ( 'larkslturg _ Clarksburg Baptist College 1876 Bapt 1 4 2 4 1 229 Columbia - University of the State of Missouri . ]8tl Si H.te 1 0 0 58 3 230 Edinburg . Grand River Christian Union Col¬ 1850 Christian .. *> 4 0 lege.* 231 Favette . . . Central College 1851' M.E. So .... 6 1 8 0 232 Fulton _ Westminster College _ 1853 Presb _ 1 0 8 0 233 Glasgow Pritchett College 1866 Nonsect _ 0 4 5 0 234 I^a Grange . . La Grange College . . . 1858 Bapt _ 9 3 9 3 235 Liberty . William Jewell College . 1849 Bapt . ... 18 0 10 0 236 Marshall . . Missouri Valley College.. . 1889 Cumb. Pres 8 3 8 3 237 Morrisvllle Morrisville College * . 1872 M. E. So - . 2 1 4 3 238 Neosho _ Scarritt Collegiate Institute _ 1888 M.E. So.... o 1 3 0 239 Odessa _ Odessa College . . 1883 Nonsect. .. . 0 1 2 2 240 Parkville . Park College _ _ 1875 Presb _ 5 7 10 0 241 St. Louis . . Christian Brothers College . . 1851 R.C . 6 0 8 0 242 . do- . St. Louis University . . 1829 R.C . . 10 0 14 0 243 _ do . . Washington University. 1859 Non sect _ 30 34 23 0 244 Springfield ... _ . Drury College . 1873 Nonsect-... 7 4 9 3 245 Tarkio _ Tarkio College . . . . . 1881 Un. Presb . 5 4 4 3 246 Trenton . . _ Avalon College . . 1869 U.B .... .5 5 2 247 Warrenton _ _ Central Wesleyan College _ 1864 M.E . . 4 1 6 b * Statistics of lS98-fi9. a In school of agriculture. INSTITUTIONS FOR HIGHER EDUCATION. 1913 colleges for men and fo^' both sexes — Continued. Profes¬ sional de¬ partments. Total num¬ ber (exclud¬ ing dupli¬ cates). Prepara¬ tory de¬ partment. Collegiate department. Graduate department. Professional depart¬ ments. Resident. Nonresident. Men. Women. Men. Women. Men. Women. Men. Women. ! Men. Women. Men. Women. Men. Women. 9 1® J t 12 l.‘S 14 1 5 17 18 19 ‘2eter‘a College . . . 1878 R.C . 6 0 6 0 264 Newark _ _ St Benedict's College . _ | 1868 1 R. C - 6 0 8 0 1 265 ! ! New Brunswick--. Rutgers College . . . 1766 1 Reformed. - 6 5 28 0 ! 266 Princeton . ' Princeton University _ _ _ 1746 ! Nonsect.. .. 0 0 80 0 267 Soutii Orange ’ Seton Hall ( ^ollege . . . 1856 : R. C . .. - 8 0 9 u NEW MEXICO. 1 268 , Alljiiouerque University of New Mexico . . . 1892 Territory.. 10 2 12 o ! NEW YORK. 269 AlfreO 1336 7 Day Bapt - ,3 15 4 270 Aliesjauy _ St. Bonaventure’s College . 1859 R.C _ .' 4 0 13 0 271 An n an dale _ St Stephe^i’s College . 1860 P.E - .... 2 0 7 0 272 Tlrooklyn ' Adelphi College . . . . . 1896 Nonsect _ 22 43 18 9 273 - do - - ' Polytechnic Institute of Brooklyn. 1 855 Nonsect-.-. 29 4 19 0 274 _ do . St. Pr.ancis College . . . 1859 R.C . 13 0 14 0 ' 2i'5 do _ _ _ St. John's College . . . 1870 R.C . . 10 0 9 0 1 2i'6 Buffalo . Canisius College. . . . . . i 1870 R.C _ 18 0 10 0 1 277 Canton _ _ St. Lawrence University . . 18.58 Univ _ 0 0 9 0 I 278- Clinton Hamilton College _ _ _ _ I 1812 Nonsect _ 0 0 19 ! 270 Cleneva Hobart C'ollege . . . . . 1822 P.E _ 0 0 16 0 280 Ha.niil ton Cc)]gate University . . . 1819 Bant ... ... 7 0 17 0 281 Ttha.ca, Coi'iiell University . . 1868 X'onsect _ 0 0 223 7 1 282 1 New York College of St. Francis Xavier _ 1847 R.C . . 17 0 22 283 _ do. College of the City of New Y’^ork.. 1849 City _ 18 0 42 0 ! 284 _ do . . Columbia University . . 1754 ' N'onsect . 0 0 168 0 285 . ..do . - . Manhattan College _ _ _ 1863 i R.C . . 7 0 19 0 286 . do . . New York Lbiiversity . . . 1831 Nonsect-... 0 0 54 0 287 do St John’s Colle^’e .. . . 1846 R.C . 18 0 16 0 288 Niaffctrci Uiiivorsitv Hia.crnTn, TTnivPTSity 18.56 ; R. C - 12 0 15 0 289 Roohpst.pv University of Rochester . . 1850 Bapt . 0 0 16 0 1 290 Schenectady. Union College . . . 1795 Non sect _ 0 0 21 0 291 Syracuse.. J . Svracuse Universitj’- . . 1871 M.E . 0 0 35 3 1 ■■■ Statistics of 1S98-99. INSTITUTIONS FOR HIGHER EDUCATION, 1915 colleges for men and for both sexes — Continued. Professors and instruct¬ ors. Students. Profes¬ sional de¬ partments. Total num¬ ber (exclud¬ ing dupli¬ cates). Prepara¬ tory de¬ partment. Collegiate department. Graduate d Resident. epartnient. Nonresident. Professional depart¬ ments. Men. d o g o s Women. •nQM 1 Women. 1 Men. Women. Men. Women. Men. Women. Men. Women. 9 li 13 13 14 1 5 J li 17 1© ‘.JO 3 1 0 0 8 37 30 8 o 0 0 0 0 0 0 0 0 8 6 35 45 30 38 0 0 0 0 0 46 0 57 26 30 24 20 0 0 0 0 215 11 23 0 27 5 28 14 11 7 0 0 0 0 68 7 () 0 21 7 214 199 57 56 0 0 0 0 0 0 0 0 9 2 40 21 37 37 0 0 0 0 0 0 0 0 6 5 44 13 15 12 0 0 0 (t 0 0 0 0 8 4 46 32 24 23 0 0 0 0 0 0 7 0 85 15 2,52 93 573 498 87 53 4 4 161 0 42 1 56 1 103 0 ()1 0 0 0 0 0 127 15 0 0 15 7 145 137 71 55 0 o 0 0 0 0 0 0 6 4 56 80 13 4 0 1 0 0 0 0 ; i 0 0 21 4 67 70 91 85 7 4 0 0 0 1 0 16 0 62 0 0 0 631 0 5 0 0 0 118 0 0 18 0 41 0 15 0 0 0 0 0 o 0 i 0 0 12 0 110 0 47 0 0 0 4 0 0 0 0 0 10 0 24 0 45 0 0 0 0 0 0 0 ; 0 0 32 5 127 45 184 0 0 0 0 0 0 0 0 0 80 0 0 0 1,053 0 1.32 0 9 0 0 0 5 0 22 0 52 0 i7 0 0 0 0 0 32 0 0 0 12 2 28 104 12 o .2<« 0 o 0 0 9 3 0 20 6 59 59 50 25 1 0 0 0 0 6 0 16 0 20 0 75 0 12 0 0 0 64 0 0 0 9 0 22 0 32 0 0 0 ^ 0 0 0 0 0 0 24 52 371 411 13 123 0 1 ' 0 0 0 0 0 0 48 4 522 0 80 0 0 0 0 0 0 0 0 0 27 0 243- 0 33 0 0 0 0 0 0 0 8 0 18 0 97 0 48 0 0 0 0 0 51 0 0 0 28 0 223 0 49 0 0 0 0 0 0 0 5 0 14 0 "*0 0 65 33 0 0 6 6 13 3 i 0 0 19 0 0 0 1-55 0 0 0 0 0 0 0 I 0 0 16 0 0 0 91 0 0 0 0 0 0 0 7 0 31 0 140 0 1.53 0 0 1 0 0 0 46 0 123 0 314 7 0 1 0 1,318 26.6 14,2 32 0 0 470 71 0 0 39 0 346 0 149 0 0 0 51 0 0 0 0 0 60 0 776 0 1.032 0 0 0 0 0 0 0 182 0 3.50 0 0 0 9.56 0 329 0 0 0 1, 167 0 0 0 26 0 5.53 0 133 0 0 0 0 0 0 129 0 183 0 0 0 396 141 134 67 0 0 918 38 0 0 27 0 156 0 102 0 1 0 0 ! 0 0 0 8 17 0 74 0 71 0 0 0 0 1 0 47 0 0 ! 0 16 0 0 0 188 0 3 0 8 0 0 0 0 0 21 0 0 0 182 0 0 . 0 9 1 0 0 0 67 1 118 1 12 0 0 445 265 11 18 0 1 0 ,204 14 2^18 249 250 251 252 253 254 255 256 257 2458 259 260 261 562 263 264 265 260 267 ,288 269 270 271 272 273 274 275 276 277 278 279 280 281 282 2a3 284 285 286 287 288 289 230 ,291 1916 EDUCATION KEPOET, 1899-1900. Table 29. — Statistics of universities and Location. Name. Y’ear of first open¬ ing. Religious or nonsecta¬ rian con¬ trol. Profess instri Prejiar- atory depart¬ ment. 5ors and ictors. 1 Gollegi ate de¬ part¬ ment. a ;ORTH CAROLINA. j 293 Belmont . . St. Mary's College . . . . . 1878 R.C . 3 0 9 0 293 U95 State - . 0 0 33 0 29 i 1837 Pre.sli 6 0 9 0 295 1837 Presb 0 0 10 0 29(> 1851 M.E.So.... 7 0 17 0 297 1890 Christian .. 3 29S Guilford. College Guilford College . . . 1837 Friends _ 0 3 6 3 299 1891 Luth . 0 1 4 0 390 1859 Luth . •> 0 3 0 1851 Reformed . 6 6 o 303 1865 Bax)t _ 2 5 4 3 303 Rutherford Col- Rutherford Coirege * . . . . . 1853 Nonsec b ... 0 3 5 0 lege. 304: 1883 A. M. E. 0 4 5 0 Zion. 305 1834 Bajjt 0 i 0 13 0 3 30'i Weaver ville . . Weaverville College _ 1873 M.E.So.... o 2 NORTH DAKOTA. 1 307 Fargo . . 1 Fargo College . . . . 1887 Cong - . 5 4 r 4 308 Gnivei’sity . University of North Dakota _ 1884 State . 13 3 13 3 309 Wahpeton . Red River Valley University _ 1893 M. E _ 3 4 o OHIO. 310 Akron . i Buchtel College . . 1873 Univ . 3 1 8 o 3J1 Alliance 1 Mount Union College . 1846 M. E 4 9 15 3 313 Athens . . . Ohio University . . . 1809 State . 13 5 8 313 Berea, Baldwin University. . . . 1846 M E 1 1 1 314 ^ do 1 German Wallace College . 1864 M.E. 3 0 8 0 315 Cedar ville _ ' Cedarville College . . 1894 Ref. Presb. 3 1 5 3 310 Cl T'l Cl n n a.ti ' St. Xavier College . . . . 1840 R. C 14 0 9 0 317 . do _ University of Cincinnati . 1874 City . 0 0 38 1 318 Cleveland . . .. St. Ignatius College . . 1886 R. C _ 8 0 7 0 319 do . - . Western Reserve University . 1836 Nonsect---. 5 6 48 5 330 Columbus Caxjita.l University. . . . . 1850 Luth . . 7 0 9 0 321 do _ ■ Ohio State University . 1870 State . 0 0 103 323 1 Gefia.rice Defiance College. 1885 Christian . 3 o 3 333 1 Delaware _ Ohio Wesleyan Universitv _ 1844 M.E _ 19 15 33 5 i Findlay . Findlay College . . . 1886 Church of 4 0 4 0 God. 325 Ga, in bier ' Kenyon College . 1825 P. E 10 0 10 0 330 ! 337 Gi'a.n ville | Demson Universitv 1831 Bax)t 8 0 13 0 Hiram . . . Hiram College . . 1850 Christian . . 13 3 13 0 328 Tiima, ! Lima College . . . . 1893 Luth 3 2 3 3 339 Marietta . . . Marietta College . . . . 18;h Nonsect ... 3 2 13 1 330 New Athens . Franklin College . . 18.'25 Nonsect ... 3 3 4 3 331 New Concord . Muskingum College - . . . 1837 Un. Presb.. 7 1 s 1 333 Oberlin . Oberlin College . . 1833 1 Nonsect _ 8 g 33 10 333 Oxford .... - Miami University . . 18.34 State . 8 0 13 0 334 Richmond Richmond College* . . . 1835 Nonsect _ 5 2 5 3 335 Rio Grande Rio Grande College . 1876 Free Bapt 3 8 3 3 330 Scio _ .. j Scio College . . . . 1857 M.E _ 3 1 7 1 337 Springfield . ' Wittenberg College . . 1845 Luth - . 6 1 11 1 338 Tiffin . . •Heidelberg University. . . . 1850 Reformed.. 8 2 13 o 339 Westerville- Otterbein University . J847 U. B. . 5 1 11 1 340 Wilberforce . Wilberforce University* . 1856 A. M.E . 4 4 6 3 341 Wilrnimrton Wilmington College . . . 1870 Friends _ 2 3 4 2 343 Wooster . . University of Wooster _ 1870 Presb _ 11 3 17 3 343 Yellow Springs .... Antioch College . . . 1853 Non sect ... 4 4 3 OKLAHOMA. 344 N orman . 1 University of Oklahoma. _ 1893 1 Territory. . 11 1 ! 10 1 * Statistics of 1.S9S-09. mSTITUTicmS FOE HTGHEE EDUCATIOIS'. 1917 colleges for men and for both sexes — Continued. Professors and instruct¬ ors. Students. Profes¬ sional de¬ partments. Total num- ber (exclud- ing dupli¬ cates). Prepara¬ tory de¬ partment. Collegiate department. Graduate d Resident. epartment. Nonresident. Professional dej)art- ments. Men. W omen. Men. W omen. Men. Women. Men. Women. Men. Women. Men. Women. Men. Women. 9 19 11 IS 14 i5 16 i IS 19 31 33 4 0 16 0 35 0 75 0 3 i 0 0 0 14- 0 393 15 0 35 0 0 0 337 8 12 1 13 0 144 0 293 4 0 13 0 107 0 114 0 0 0 0 0 15 0 294 2 0 10 0 0 0 160 0 4 0 13 0 38 0 295 0 0 34 0 84 5 130 19 13 3 0 0 0 0 29o 0 0 7 3 30 20 60 29 0 0 0 0 0 0 297 0 0 6 4 48 50 69 30 0 0 0 0 0 0 298 1 0 4 3 30 30 50 6 0 0 0 0 30 0 29.9 0 0 4 0 34 0 23 0 0 0 0 0 0 0 300 0 0 6 3 80 59 17 6 0 0 0 0 0 0 30! 14 0 18 9 28 38 17 10 0 0 0 0 125 0 303 1 0 6 3 20 20 50 30 0 0 0 0 6 0 303 0 0 5 4 70 60 35 15 0 0 0 0 0 0 304 13 0 0 0 351 0 0 0 0 0 26 0 305 U 0 3 3 90 56 35 30 0 0 0 0 0 0 306 0 0 6 4 28 35 13 15 0 0 0 0 0 0 307 17 0 33 3 94 16 49 20 2 3 4 0 19 0 308 0 0 5 3 15 10 6 1 0 0 0 0 0 0 309 0 11 11 i 5 47 49 34 54 0 0 0 0 0 0 310 0 0 15 9 119 70 55 43 0 0 0 0 0 0 311 0 0 15 8 203 104 77 58 0 0 0 0 0 0 313 11 0 33 2 33 19 31 17 1 1 1 0 107 0 313 4 0 15 0 71 36 36 13 0 0 0 0 30 0 314 0 (1 5 3 18 13 31 20 0 0 0 0 0 0 315 0 0 33 0 320 0 130 0 37 0 0 0 0 0 316 114 0 143 1 0 0 250 3:16 30 35 11 17 784 30 317 0 0 15 0 174 0 37 0 1 0 0 0 0 0 318 93 0 137 11 77 33 193 171 8 9 0 0 336 0 319 4 0 9 0 18 0 39 0 0 0 0 0 38 0 330 7 0 110 5 0 0 845 177 33 13 0 0 199 2 321 3 0 8 4 32 50 10 7 1 o 3 0 4 0 323 43 1 81 18 376 102 306 233 >> 24 1 83 2 333 1 0 4 0 14 5 9 2 0 0 0 0 15 1 334 4 0 34 0 89 0 96 0 0 0 0 0 17 0 325 0 0 31 0 133 44 136 68 0 0 0 0 0 0 326 0 0 30 6 110 94 113 48 3 1 3 0 0 0 327 0 0 5 3 19 18 12 9 0 0 0 0 0 0 338 0 0 14 47 41 63 33 0 2 1 0 0 0 339 0 0 7 3 19 16 55 25 0 0 0 0 0 0 330 0 0 9 6 47 36 54 35 0 0 0 0 0 0 331 7 0 55 28 198 139 187 221 3 6 0 0 38 2 333 0 0 16 0 45 11 69 16 0 0 0 0 0 0 333 0 0 5 20 14 3 1 0 0 0 0 0 0 334 0 0 4 3 23 18 10 4 0 0 0 0 0 0 3:15 0 0 9 2 18 17 35 17 0 0 0 0 0 0 a36 4 0 19 6 90 35 100 43 0 0 0 0 25 0 337 4 0 34 4 190 46 70 46 0 0 0 0 17 0 338 0 u 11 1 67 41 55 45 0 1 1 0 0 0 339 4 0 13 7 28 31 76 83 0 0 0 0 23 1 340 0 0 6 3 28 50 31 17 0 0 0 0 0 0 341 0 0 19 8 84 65 141 86 0 0 0 0 0 0 343 0 0 9 5 27 41 33 16 1 0 0 0 0 0 343 4 0 15 1 117 54 33 19 2 0 0 0 44 4 344 1918 EDUCATION REPOET, 1890-1000. Table 39. — Statistics of universities and Location. Name. Year of first open¬ ing. Religious or nonsecta¬ rian con¬ trol. Professor.s and instructors. Prepar¬ atory depart¬ ment. Collegi¬ ate de part- ment. o S g o S b B c i .*5 •* 5 7 OREGON. 345 1806 Presb _ 4 4 1 346 1876 State . . ! ■ 31 347 1854 Cong . 1 3 o 2 348 1858 Bapt . 1 1 1 5 o 349 Ne\yl)6rg . . 1891 Friends _ 1 3 3 3 3 350 1867 i U. B... . 1 1 3 0 351 Willamette University _ 1844 M. E _ 1 PENNSYLVANIA. 1 1 352 Allegheny . . 5V estern University of Pennsjd- 1819 Nonsect ... 0 0 IG 0 vania. 1867 Luth _ o 0 10 0 354 1866 U. B.. 5 3 13 1 355 Beatty . . . 1846 R. C. . 10 0 9 0 Be;iveT . . . 1853 M.E . 1 7 357 Beavei-falls _ Geneva College . _ _ 1849 Ref. Presb- 1 1 9 5 358 Bethlehem. _ 1807 Mor avian. 0 0 6 0 359 1 783 M.E _ 6 0 18 1 360 Chester _ _ Pennsylvania Military College _ 18i;3 Nousect _ 15 {) 361 Collegevillo i Lirsinus College . . 1870 Reformed . 10 4 10 3 362 Easton . . Lafayette College. _ . 1833 Presb . : 0 0 30 0 363 Gettysburg _ j Pennsylvania College _ _ 1833 j Lnth _ 3 1 11 0 364 Greenville j '^t'hiel College _ 1870 j Luth 5 1 0 365 Grove City _ Grove City College _ _ _ 1884 Nonsect ... 8 7 9 0 366) • Ha verf ord lla^verford College . 1833 1 Friends 0 0 18 0 367 Huntingdon _ .... Juniataj College . . . 1876 I U. B _ 4 0 0 0 368 Lancaster _ Franklin and Marshall College _ 1836 j Reformed . 9 0 15 0 369 Lev/isburg _ _ i Buckuell University - . _ 1846 Bapt _ 5 8 30 0 370 Lincoln University ’ Lincoln University _ _ 1854 1 Presb . . 0 0 0 371 Meadville . . Allegheny College . . 1815 M.E. . 4 1 1 13 2 373 Ivlyerstown _ I Albright College _ 1881 Un. Evang. 3 1 9 5 37;3 New Berlin _ Central Pennsylvania College _ 1855 Un. Evang. 1 2 .5 1 374 New Wilmington Westminster College . . .! 1853 Un. Presb. 0 6 375 Philad.elphia. . Central High School _ _ _ 1837 City _ 0 0 49 0 376 - - do . - - La Salle College 1867 R. C . 5 0 6 0 377 j do _ . University of Pennsylvania . . .. 1740 N onsect . . 0 0 104 0 378 Pittsburg . Holy Ghost College . . . • 1878 R. C _ 10 0 10 0 379 Selinsgrove _ Susquehanna University . . 1858 Luth. _ _ 6 0 8 0 380 ; South Bethlehem . Lehigh University . _ _ _ i 1866 Nonsect ... 0 0 40 0 381 State College . . I Pennsylvania State College . . 1859 State . . 3 1 35 3 383 1 Swarthrnore _ Swartiimore College. _ _ 1869 Friends _ 0 0 16 8 383 ' Villanova Villanova College . 1843 R. C . 6 i 0 13 0 384 Volant.. _ Volant College . . . . ... 1889 Nonsect ... 6 o 3 0 385 W'ashington _ Washington and .Teft’erson College. 1803 Presb _ 6 0 14 0 336 Waynesburg j Waynesburg College . . 1851 Cum. Presb 4 1 8 RHODE ISLAND. j 387 Providence . Brown University . . 1764 Bapt . . 0 0 70 3 SOUTH CxVROLINA. 1 ! 388 Charleston. . College of Charleston 1791 City _ 0 0 0 389 Clinton . . Presbyterian College of South 1880 Presb . 1 0 5 0 Carolina. 1 390 Columbia . Allen University . . . . 1881 A. M. E .... 0 6 5 0 391 .do . . . . South Carolina College . . ' 1805 State . 0 0 14 0 393 Duev/est . . Erskine College . . 1839 A. R. Presb. 1 0 0 3!)3 Greenville _ Furman UnWersity - - - 1853 Bapt _ 4 0 11 0 394 Newberry i Newberry College 1858 Luth . 1 0 7 0 395 ()i’a.ue^ebur£r ' ! Glahin University. . . . 1869 M. E . . 15 4 3 396 Spartanburg _ V/offord College . . . 1854 M. E. So ... o 0 8 0 SOUTH DAKOTA. j 397 Hui’fiu j Huron College _ _ _ ' Presb . 5 3 5 3 398 Mitchell . Dakota University . . . . 1 1885 M. E . 6 1 0 INSTITUTtOlN^S FOE HIG-HER EDUCATION, 1919 colleger, for men and for both sexer — Continued. Professors and instruct¬ ors. Students. 1 Profes¬ sional de¬ partments. Total num¬ ber (exclud¬ ing dupli¬ cates). Prepara¬ tory de¬ partment. Collegiate department. Graduate department. Professional l dei)art- I ments. 1 Hesident. Nonresident. rH g a> s s $ S s g • S g g g g g o o o S O S o S o o !■> 1 _ :: _ 1 9 1© It 1.3 14 15 SSi 17 IS 19 •41 0 0 10 4 78 30 31 31 0 0 0 0 0 0 33 0 54 4 50 35 70 35 2 5 3 0 63 6 0 0 10 4 131 72 34 16 2 0 0 0 0 0 0 0 5 o 5 4 39 38 () 0 0 0 0 0 0 0 5 6 35 30- 26 25 0 0 0 0 0 0 0 0 4 1 38 48 19 11 0 0 1) 0 0 0 0 41 6 79 67 11 11 0 1 0 0 54 2 93 0 113 0 0 0 1.56 8 0 0 0 0 651 5 0 0 13 0 34 0 98 0 0 0 0 0 0 0 0 0 18 3 51 27 99 30 25 3 0 0 0 0 5 0 2U 0 115 0 113 0 0 0 0 0 43 0 0 0 7 11 16 49 3 15 0 1 0 0 0 0 0 0 9 5 78 36 3;] 13 0 0 0 0 0 0 4 0 6 0 0 0 28 0 0 0 8 0 14 0 9 0 33 1 74 16 233 30 0 0 3 1 111 1 0 0 15 0 24 0 116 0 0 0 0 0 0 0 7 0 34 5 63 10 73 7 1 0 0 0 31 0 0 0 30 0 0 0 305 0 8 0 28 0 0 0 0 0 14 1 48 16 173 9 0 1 2 0 0 0 0 0 8 1 31 18 41 24 0 0 b 0 0 0 0 0 13 7 161 99 150 58 1 0 0 0 0 0 0 0 18 0 0 0 123 0 2 0 0 0 0 0 3 0 18 2 13 2 16 3 b 0 0 0 o Q 5 0 39 0 170 0 169 0 2 0 0 0 52 0 0 0 35 8 89 55 209 64 0 2 33 7 0 0 8 0 11 0 0 0 143 0 0 0 0 0 44 0 0- 0 17 3 98 30 134 70 3 o 0 0 0 0 0 0 9 5 46 47 25 13 0 b 0 0 0 0 0 0 6 3 34 20 38 13 0 1 0 0 0 0 0 0 6 6 51 33 123 65 0 0 0 0 0 0 0 0 49 0 0 0 1,383 0 0 0 0 0 0 0 0 0 11 0 100 0 60 0 0 0 0 0 0 0 170 0 260 0 0 0 661 307 127 43 3 0 1.539 4 0 0 20 0 56 0 124 0 0 0 0 0 0 0 3 0 14 0 48 19 55 14 0 0 0 0 18 0 0 0 40 0 0 0 393 0 9 0 8 0 0 0 0 0 35 3 46 0 273 8 2 0 0 0 0 . 0 0 0 16 8 0 0 95 113 0 0 0 0 0 0 5 0 17 0 30 * 0 126 0 0 0 0 0 2) 0 0 0 6 2 33 68 33 13 0 0 0 0 0 0 0 0 16 0 73 0 369 0 0 0 0 0 0 0 V 0 0 11 4 111 82 47 23 0 0 0 0 0 0 0 0 70 2 0 0 631 1.53 26 23 28 9 0 0 0 0 0 0 0. 47 0 0 0 0 0 0 0 0 0 5 0 8 3 45 14 0 0 0 0 0 0 1 0 5 6 77 58 10 6 0 0 0 0 24 0 14 0 0 0 1.59 21 7 0 0 0 28 0 3 i 0 11 0 20 0 100 0 0 0 0 0 10 0 0 0 15 0 25 0 149 5 0 0 0 0 0 0 0 0 8 0 37 0 111 15 1 0 10 0 0 0 0 0 11 IS 340 338 20 10 0 0 0 0 0 0 0 0 10 0 45 0 137 6 0 0 0 0 0 0 0 0 5 3 40 31 6 2 0 .0 0 0 0 0 0 0 10 4 113 65 34 15 0 0 0 0 ■ 0 0 845 346 347 348 349 350 351 3"3 353 354 355 356 357 358 359 360 381 36;2 363 364 365 366 367 368 369 370 371 37:^ 373 374 375 376 377 378 379 380 381 383 383 384 385 386 387 388 389 390 391 393 393 394 395 396 397 398 I i I I 393 ' 40i) ; 401 : 40;3 403 404 403 40G 40T 408 409 410 411 413 413 414 415 410 417 418 419 430 431 433 433 434 435 j 430 437 438 439 430 431 433 433 434 435 430 437 438 439 440 441 443 443 444 445 440 447 448 EDUCATION EEPOKT, 1899-1900, Table 29. — Statistics of universities and Location. Name. Year of first open¬ ing. Religious or nonsecta¬ rian con¬ trol. Profess instrr Prepar¬ atory depart¬ ment. lors and ictors. Collegi¬ ate de¬ part¬ ment. Men. id 0) s o s Women. i 3 4 5 © 7 8 SOUTH DAKOTA— continued. 1887 Cong . o 0 2 1883 State . 16 8 14 4 1883 Cong _ 6 7 6 TENNESSEE. 1867 j M.E . . o 6 4 1 1 869 1 Presb _ 5 0 5 0 18.55 1 Presb . 0 0 9 0 versitv. 1 Harriman . . American University of Harriman 1893 Nonsect - -- 1 o 18 ! 5 Hiwassee College . Hiwassee College - - - 1849 Nonsect --- 0 0 3 1 1 Jackson _ Southwestern Baptist University.' 1847 Bapt _ 1 1 6 0 Knoxville _ Knoxville College - - 1875 Un. Presb- - 2 7 5 3 _ do . . . University of Tennessee . . 1794 State _ 0 0 29 4 1843 Cum. Presb 2 0 5 0 1850 Cum. Presb 3 3 3 Maryville _ _ Marvville College . - . 1819 Presb . 4 4 7 3 Memphis Christian Bi’others Colle'^’e 1871 R C 11 0 13 0 Mi 1 ligan . Milligan College - - . _ 1883 Chi'istian - _ 4 4 2 Mossycreek . Carson and Newman Colleve.- . 1851 Bapt _ _ - 8 0 7 1 Nashville Central Tennessee College a ... 1.866 M.E 1 3 5 3 rl o _ Fisk L^niversitv . . . 1866 Cong - - 7 4 d o _ _ _ _ Roger Williams University _ 1865 Bapt . 4 '5 5 3 do . . Univei’sity of Nashville . . 1785 Nonsect _ 0 11 18 11 . do _ Vanderbilt University.. . . 1875 M. E. So _ 0 39 0 Sewanee Univei'sitv of the South . 1868 P.E . - 6 0 16 0 Spencer . . Burritt College . . 1848 Christian - - 1 e 3 4 Sweetwater . Sv/eetwater College * 1874 Non sect _ 1 1 o 6 Tusculum _ Greeneville and Tusculum College 1794 Presb _ 3 3 4 i 1 Washington Col¬ Washington College . 1795 Presb . o 1 4 3 lege. TEXAS. Austin St Edward's College . . 1881 R. C 16 0 0 do _ - University of Texas _ _ 1883 State . 0 0 36 10 Brownwood Howard Pavne College 189i) Ra.pt 0 3 0 Caimabell . . _ . Henrv (College 1893 i Non sect 1 9 3 Fort Wo2dh _ Fort Worth University - 1881 M.E _ i ^ 3 5 3 _ do . . Polytechnic College =■= . . . 1891 M.E. So---- 1 6 o 5 0 Galveston - St. Marv's University . . 1854 R. C _ 0 6 0 Georgetown . SoutliAvester n L niversity . - . 1873 M. E. So -.- 3 2 9 7 Greenville _ Burleson College _ _ 1893 Bapt _ 1 1 5 3 Hermoson . Add Ran Christian University - 1873 Christian -- 1 1 10 3 Marshall . _ Wiley University . 1873 M. E . . 4 2 4 3 San Antonio . St. Louis College . . . 1894 R. C _ 10 0 5 0 Sherman.-- . Austin College . . 1850 Presb _ 1 0 5 0 Tehuacana . Trinity Universitv- . . 1869 Cum. Presb 6 0 Q 0 Waco . Baylor UniA^ersity 1845 Bapt . -- . 1 2 13 4 _ do Paul Quinn College . 1881 A. M. E . 3 3 2 UTAH. TiOP’c.n - - RriVliaTn Young Colleo’e 1878 L D.S 18 2 10 0 Salt Lake City Salt Lake College . 1895 Cong 2 4 2 4 _ do _ Sheldon Jackson College* _ 1897 Presb . 1 4 2 0 - do - - UniA^ersity of Utah 1850 State .. .. 18 1 18 1 VERMONT. Burlington .-- _ UniAmrsity of Vermont . 1800 State - . 0 0 34 0 Mid die bury _ Middlebury College . . . 1800 Nonsect _ 0 0 11 0 Norihfield _ Norwich Universitv _ 1834 Nonsect _ 0 0 9 0 * Statistics of 1893-99. a Name changed to Walden University. IlSrSTITUTIOITS FOE IIIGHEE EDUCATIOFT, 1921 colleges for men and for both sexes — Continued. Professors and instruct¬ ors. Students. Profes¬ sional de¬ partments. Total num¬ ber (exclud¬ ing dupli¬ cates). Prepara¬ tory de¬ partment. Collegiate department. Graduate departm,ent. Professional depart¬ ments. Resident. Nonresident. Men. Women. pi 81,200 815, 0(^0 $500 82, 000 $30 0 0 $-50 $2,080 1- . 145 is, 000 110,000 0 10,000 0 0 0 0 10,0(j0 $8,000 146 5,000 60, 000 75, 000 4, 500 5, 764 0 0 3,800 14,064 147 300, 000 0 47,000 0 0 0 6. 000 53,000 0 148 800 50,000 0 8,200 0 0 0 1,500 9, 700 149 1,000 30.000 20,000 2,500 2,000 0 0 1,100 5,600 30, 000 1-50 3,000 390,000 80, 000 10,318 5,015 0 0 1,206 16,539 8,296 151 800 70, 000 1-53 1,000 40,000 5,000 1,200 150 5 0 2,000 3. .3.50 153 3, 000 60, 000 2,500 5,200 0 0 0 3, 000 8,200 . 2, '500' 154 250 8,000 8,000 3, 300 130 0 0 0 2,4-30 1. 6-50 ; 155 24,850 120, 850 335, 000 4,850 13, 930 0 0 0 18. 780 112, 720 ; 1.56 1,500 40, 000 130, 000 1,130 7,015 0 0 0 8; 145 ' 157 5, 000 100, 000 250, OCO 6,000 14,000 0 0 0 20,000 : 158 2, 000 200, OCO 235,000 9,500 13, 875 0 0 0 22, 375 0 159 25. COO 0 7,-500 i 0 0 0 0 7, 500 160 100 60, 000 161 68,000 509,000 165, 000 1, 675 4,323 $30, 780 $36, 37.5 36, 303 99, 455 0 162 175,000 375. 000 9.283 17.011 0 0 0 26, 294 6, 1.54 163 3, 000 130,000 150; 000 24.000 8,000 0 0 10,000 43. 000 15, 000 164 5,000 125,000 100,000 3,500 6.000 0 0 0 9, 500 165 50, 000 0 10, 000 0 0 0 0 10,000 166 '”’2’o6o' 55, 000 34,000 2,500 1,900 0 0 1,200 5, 600 167 50,000 183, 300 318. 313 21,834 15, 500 37, 107 6, 433 70, 874 168 8,000 80, 000 0 20,000 0 0 0 0 20,000 0 169 1,500 75, COO 0 170 5,000 171 100 150,000 118, OCO 0 6,000 0 0 0 6,000 600 173 800 125,000 0 1,800 0 240 0 0 3,040 4. 000 173 250 100,000 6,000 1,600 300 0 0 3,000 3, 900 ■300 174 106,000 810,000 1,477,000 26,600 95,000 0 0 0 121, 600 10,000 175 50,000 550, 000 660,000 29, 775 -31,304 0 0 0 61,079 18.000 176 6,000 350, COO 356,000 11,-500 20.000 0 0 0 31,-500 30, 000 177 39,500 200, 900 219. 900 25, 776 9; 915 20,000 40, 000 14, 293 i 109, 983 6-55 178 25, 000 230, 000 473,353 11,286 17,260 0 0 516 29, 063 7,883 179 30,000 250, 000 0 7,500 0 14, 200 0 0 21,700 ISO 11T,177 747, 626 3, 250, 000 24,000 181 4, 000 200,000 0 182 25 30, 000 20.000 i,2c6 1,000 0 0 6,000 8,200 1,000 183 1,000 50, 000 30,' 000 3,800 1,200 8,000 0 0 13,000 184 32,000 113,600 105, 000 13, 845 5,833 9, COO 40,000 22, 922 91. .599 0 185 10,000 68,000 0 24, 000 0 0 0 0 24,000 0 186 150, 000 0 187 8,000 175,000 0 50,000 0 0 0 0 50, 000 188 20, 000 0 1,800 0 0 0 0 1,800 189 5,000 200, 000 0 190 200,000 800,000 1,500,000 48.000 .53,000 0 0 0 101, 000 63.000 191 11,000 400, 000 0 15; 000 0 0 0 0 15,000 0 193 840,000 860, 609 i 1 75, 0-55 50. 735 0 0 i 4, 935 130, 725 ^ 58, 138 193 Vd 194 195 196 197 198 199 200 201 202 203 204 205 206 207 208 209 210 211 212 213 214 215 216 217 218 219 220 221 222 223 221 225 226 227 228 229 230 231 232 233 234 235 236 237 238 239 240 241 242 243 244 245 R9. EDUCATIOlsr KEPOET, 1899-1900. Table 30. — Statistics of universit Name. 1 MASSACHUSETTS— eontiniiecl. Harvard University . - . Frencli-American College . Tufts College . . . Williams College . . Clark University _ _ College of the Holy Cross . MICHIGAN. Adrian College . Albion College _ _ Alma College . . - . University of Michigan. . Detroit College . . . . . . Hillsdale College . . Hope College _ _ _ Kalamazoo College _ _ Olivet College . . MIXAESOTA. St. John’s University . Augsburg Seminary . University of Minnesota. . Carleton College _ _ St. Olaf College _ _ _ Hamline University _ _ Macalester College. . . Gustavus Adolphus College - Parker College . . . MISSISSIPPI. Mississippi College . . . Hust University . . . Millsaps College... . . . University of Mississippi . MISSOUKT. Central Christian College . Southwest Baptist College . Pike College . . . Missouri Wesleyan College _ Christian University . St. Vincent College . . . Clarksburg Baptist College . University of the State of Mis¬ souri. Grand River Christian Union College.* Central College . . . Westminster'College . Pritchett College.. . La Grange College . . William Jewell College . . Missouri Valley College. . Morrisville College * . Scarritt Collegiate Institute.... Odessa College . Park College . . . Christian Brothers College . St. Louis University . Washington University . . Drury College. . Tarkio College . . . Expenses in collegiate department. Annual living ex¬ penses. Number of fellowships. Number of scholarships. Tuition fee. Other fees. Lowest. Moderate. 3 4 5 45 7 $150 0 $259 $.350 36 284 50 $8 77 100 10 153 253 O 70 105 10 272 300 0 96 200 300 60 10 257 307 0 5 5 10 126 126 0 10 24 100 0 4 OrV 0 100 175 0 70 (a) 114 190 5 0 40 10 0 13 21 88 150 18 120 160 30 5 1.50 200 3 23 22 100 200 50 10 150 0 0 25 o 75 85 15 3 25 34 6 125 175 0 0 0 10 120 130 0 0 30 10 200 300 30 15 150 200 32 5 125 150 10 10 75 125 0 ..... 35 60 100 0 1 14 16 48 30 5 60 120 1 4 0 10 130 160 1 5 40 5 90 100 0 5 36 72 90 40 4 90 108 0 0 35 76 133 40 120 140 175 40 75 100 0 5 125 185 12 6 30 75 100 50 15 1.50 200 50 100 125 0 7 46 1 140 0 14 40 2 55 57 0 0 40 10 90 160 0 19 38 9 81 108 45 10 40 2 38 0 60 90 0 0 30 60 125 50 250 300 0 4 60 0 0 ' 150 200 300 0 30 48 4 155 175 0 19 ^ 30 6 148 200 Vol¬ umes. 8 548.511 3, 51X1 44, OfK) 44, 2.50 18, 000 13, 000 6,000 13, 000 16, OfK) 140, 000 11,200 9, 493 13, 000 6,944 26,500 16, 000 1,000 60,000 15 000 2, 700 6,500 7,000 7,200 5(MJ 3,000 3, 000 5, 000 17,000 2.59 1,000 600 1,500 2, 000 12, 000 1,500 36, 400 800 6,000 6, 000 600 7,000 12,000 5, 500 1,300 2,000 200 12, 000 20,000 40,000 5,000 24, 500 1,000 * Statistics of 1898-99. a Residents, §30; nonresideu IISrSTITUTIONS FOR HIGHER EDUCATION, 1933 /o?’ men and for both sexes — Continued. V all! e of scientific appa¬ ratus. Value of grounds and buildings. Produc¬ tive fiinds. Income. Benefac¬ tions. From tuition and other fees. From produc¬ tive funds. From [State or ! munic¬ ipal appro¬ pria¬ tions. From United States Gov¬ ern¬ ment appro¬ pria¬ tions. From other sour¬ ces. Total. if 13 14 15 16 17 1§ 1 01,500,000 .04, 500, 000 812,615,032 0688, 667 0541,570 0 0 0166,4.3.5 01,376,673 0835,103 2, 500 75,000 10,000 2, 100 0 0 0 0 3. 100 31, 000 100, 000 1, 000, 000 1,800, 000 45. 000 60,000 0 0 0 105, 000 1 110, 000 46,300 475. 800 1, 143, 000 51,000 56, 000 0 0 7, 500 114, 500 15, SO’O 228, 146 722 24-2 2, 975 33,666 0 0 4,170 40.811 5,000 509, 000 0 19,000 0 0 0 5, 2(X) 24, 200 1 5,060 1 1,000 100, 000 80, GOO 5, 750 3,474 0 0 3,220 12, 444 i 20, 000 110,000 230,000 14,814 11, ()00 0 0 4, 900 30, 714 6. 900 5,000 60. 000 320,000 4, 000 13,000 0 0 1, 000 17.000 I8O; 000 845,943 1,206,873 546, 256 192, 425 28,653 0293, 583 0 40.109 554, 770 46, 700 2,000 158, 000 0 6,000 0 0 0 0 6,04)0 0 12,876 SO, 000 233, 765 3,480 11, 701 0 0 0 15, 181 5,000 249, 967 2, 433 17, 607 1.000 60, 000 208' 686 6, 716 11,980 0 0 3.110 21,806 100,000 158, 757 104, 223 14, 284 5,640 0 0 '418 30, 343 27, 880 40,000 300. 000 0 13, 2(X) 0 0 0 0 12,200 200 50, 000 0 3, 100 0 0 0 0 3,100 8,000 90.000 1, 675,000 1,368,815 97, 645 60, 830 135, 628 040, 000 17,739 351, 843 0 50, 000 200,000 125,000 16,239 6, 713 0 0 3,376 26, 338 37,00-0 3,936 29, 700 . ^ 0 12, 113 0 0 0 9,581 31, 693 17,000 160,000 95, 757 11, 973 6, 1.33 0 0 0 18, 105 4,014 ' 3,500 200, 000 8,000 4,000 500 0 0 3. 500 8,000 ! 10,000 ! 75,000 0 11, 165 0 0 0 8,167. 19,333 1 1,000 50,000 60, 000 800 2, 700 0 0 0 3, 500 3,000 40,000 41,250 7, 500 2,700 0 0 1,000 11,200 1,000 300 125 000 0 2 500 0 0 0 3 7‘^5 6 ‘^•X5 2. 090 70’ 000 110,000 3! 000 6,500 0 0 2’ 000 11!. 500 i 75, COO 300, 000 750,000 5,000 33,400 34,000 0 0 71,400 0 i 1 125 1 30, 000 6,000 1,200 196 0 0 4, 500 5, 896 4,696 1,750 25,000 1 2,500 10,000 0 4,004) 0 0 0 0 4, 000 0 500 33, OGO 20, 000 3. .500 500 0 0 1,000 5, 000 20,000 i 75,000 25,000 3,000 1,000 0 0 500 4, 500 10,000 1 2,000 60,000 0 4. 000 0 0 0 0 4,000 700 15, OCO 0 4; .500 0 0 0 800 5,300 10,000 1 150, 000 900,000 1, 235, 819 11,2.50 63, 610 74,479 33,578 11, 665 193, 583 5,000 20, 000 0 3,500 0 0 0 0 2, 500 i 15, 000 350, 000 1.30,000 8,000 5,000 0 0 300 13, .300 34, 800 6, 000 45, 000 210, 000 3,533 6, 745 0 0 0 10,267 6, 056 18,000 45, 000 77, 000 1,840 5, 900 0 0 0 7,740 2,200 1 000 30 000 13 000 4, 200 400 0 0 0 4,600 10,000 150,000 200’000 8,000 12,000 0 0 0 20. 000 13, 000 5,000 130,000 113,000 8,308 8,298 0 0 3,380 19,986 1,200 25,000 0 4,200 0 0 0 0 4.200 30, OCO 0 6,000 0 0 0 0 6; 000 150 6. 500 0 1,400 0 0 0 400 1,800 0 11, 700 450, 000 200, 000 2, 400 600,000 0 26,000 0 0 0 0 26, 000 20, 000 870, 000 0 15.000 0 0 0 0 15, 000 0 145,000 1,020,000 1,009,000 123, .570 27,400 0 0 9,200 160,170 193, 600 10, 000 1.50, COO 250,000 7, .550 13, .500 0 0 9.50 23,000 2,500 5,000 80, 000 45, 000 7,500 1 i 3, .500 0 0 1,000 11,000 3,200 lat 195 196 197 19cs 199 ,‘100 201 203 203 201 205 206 207 208 209 210 211 213 213 .214 215 216 217 218 219 220 221 ooo 223 224 225 226 227 228 229 230 231 232 233 234 235 236 237' 238 239 240 241 243 243 244 245 19 246 247 248 249 250 251 252 253 254 255 256 257 258 259 260 261 262 263 264 265 266 267 268 269 270 271 272 273 274 275 276 277 278 279 280 281 282 283 284 285 286 287 288 289 4 EDUCATION REPORT, 1899-1900. Table 30. — Statistics of universities and colleges Expenses in Annual llYTl-HO* PTT- j Number of fellowships. N umber of scholarships. Library. Name. depart! 6 .2 "B nent. K lE S pen cn © c ses. © s 'TS 0 Vol¬ umes. Pam¬ phlets. T'alue. 1 s .'5 , 1 5 6 7 § 9 10 MISSOURI— continued. $40 $80 $100 667 36 ■SI loo 125 0 0 6,500 $5, 000 MONTANA. 50 192 236 2, 000 2, 000 0 6 140 180 0 0 5,335 "2,' 631’ NEBRASKA. 90 140 3, .500 .300 4,000 30 45 80 0 0 500 500 500 32 10 98 115 3,000 1,000 3, 500 Doane College . . 24 4 100 140 0 7 8, 1.50 5,000 5, 000 30 o 124 150 2, 234 820 3, 000 20 25 100 3, ,500 3, .500 2.50 25 12 46, 500 7, .5(X) 125, 000 Creighton University . 0 0 1.56 • 208 0 7, 400 1, 100 4,200 Nebraska Wesleyan University 0 90 75 150 0 "o' 4, 000 900 10, 000 York College . . . . 26 75 90 1,000 300 1,500 NEVADA. Nevada State University . 7,640 6,231 NEW HAMPSHIRE. Dartmouth College _ _ _ . 100 250 4,50 5 2.50 85,000 20, 000 85,000 St. Anselm’s College . . 60 15 140 3,000 200 NEW JERSEY. St. Peter's College . 40 1 0 8 15, 000 St. Benedict’s College.. . . 60 1, 2(X) 800 Rutgers College .. . . 75 24 171 228 41,381 5, 090 Princeton University . . . i50.-ieo 166 278 11 107 144, 000 Seton Hall College . . . . 60 18,004) 5,000 NEW MEXICO. University of New Mexico . 0 5 180 225 4, 000 NEW YORK. Alfred University . 38 100 200 0 12,9.20 6,711 19,000 St. Bona venture’s College _ 60 5 140 0 '4 8, 657 580 20. 000 St Stephen’s College . . a 225 0 0 16, 780 7,149 20, COO Adeljihi College . . . 160-180 200 260 0 0 7,860 6,900 Polytechnic Institute of Brook¬ 200 225 600 0 12 9, 150 16, OuO lyn. St. rrancis College.. . . 40 6 150 200 1 24 4, 2.50 1,120 10, 250 St. John’s College . . 60 0 0 7,(00 21 490 2, 5 00 3,200 Canisius College . . 40 0 200 0 27 40 23 045 St. Lawrence University _ 50 0 1,50 200 0 26 13, 000 6,000 1.5,’ 000 Hamilton College . . 75 24 250 400 1 45 40,000 22, 000 100, 000 Hobart College . . 75 31 .3i50 500 0 50 37,412 10, 116 46,000 Colgate University . 60 6 125 2C0 0 200 29, .393 75 000 Cornell University . . 100-1.50 ...... 300 500 23 ,567 238, 676 39,000 475; 437 College of St. Francis Xavier .. 60 . 0 30 50,000 41, 000 College of the City of New York. 0 0 0 0 33, 647 1,471 71,000 Columbia University . . 150 12 230 400 37 173 1300,000 45, 000 555, 000 Manhattan College . 100 250 275 0 g 9, 4.52 2, 679 17, .598 New York U^niversity . . 123 236 292 5 117 54,411 79, 193 St. John’s College . . . . 60 15 275 335 0 1 ,‘15,000 63, flOO Niagara University . . 10) 100 0 4 9, 100 1, 000 24, 000 University of Rochester . 75 133 152 1 0 99 36,931 4,000 60, ,566 a Including tuition. IISrSTITUTIONS FOE HIOHEE EDUCATION, 1935 for vien and for both sexes — Continued. Vadue of scientific appa¬ ratus. Value of grounds and buildings. Produc¬ tive funds. Income. Benefac¬ tions. From tuition and other fees. From produc¬ tive funds. 1 From From United State or States munic- I Gov- ipal ern- appro- merit pria- appro- tions. pria- ! tions. j .Prom other sour¬ ces. Total. 11 12 ts 14 15 IQ 17 IS 1 ‘ S150 S30, 000 0 1,000 90,000 $85, 000 $4, 000 §5, 000 0 0 $1,000 $10, 000 $6, 000 1,000 60,000 0 8,442 0 0 0 0 8, 442 40,000 110. 000 (a) . 1,200 10, 000 S21, 590 0 0 32, 790 1,500 90,000 25,000 14,000 1,500 0 0 0 15, 500 17,000 100, 000 0 50,000 200,000 0 13,000 0 0 0 14. 945 27, 940 19, 500 132, 000 79.257 2,467 4,982 1 0 0 1,526 1 8, 975 11,610 2,000 60,000 35, 000 4. 600 2,] 24 1 0 0 0 6, 724 4, 624 500 54. 000 7,000 2, 500 500 0 0 0 t 3. 000 3,500 175,000 8(X), 000 19, 963 192,000 d 1,804 253. 767 18, 000 195, 000 180, 000 0 7,700 0 0 0 7, 700 5,000. 19.000 140, 000 10,000 5,909 2,430 0 0 3, 309 11. 648 1..580 5,000 44, 000 0 4.112 0 0 0 0 4, 112 3, 699 6S, 542 170, 975 17, 000 40, 000 110 57,110 100,000 800, COO 2,300,000 40, 000 60, 000 10, COO 0 0 110, OCO 350, 000 15,000 100, OCD 0 j 0 30, 000 0 70,000 366, 500 500, 000 0 40,000 67, 862 * 2,316,517 *157,836 *113,828 *271,664 235, 753 10, 000 500, 000 0 0 0 0 0 3, 500 1 75,000 0 435 0 11,000 0 0 11,435 13,500 30, 000 91, OGO 282, 000 5,336 15, 136 310 0 51,810 72,592 6,240 10,000 250, 000 0 22,300 0 0 0 0 22, 300 6,000 206,000 107,653 12, 362 3,. 895 0 0 5, 782 22, 039 9,800 48, 589 495, 329 2,000 86. 000 100 461 0 0 86, .561 4.486 58,261 488,209 58, 000 86, 025 2,610 600 0 4,256 93, 491 3, 050 12,215 161, 300 0 19, 000 0 0 0 3J , 168 .50, 168 250 10. 200 420, 000 0 16, 400 0 0 0 0 16, 400 62, 800 2.58, 635 0 10, 0<]0 0 0 0 19, 156 29, 156 10,300 12.000 130, COO 409, 559 4, 885 17,983 0 0 0 22,868 44, 755 20 000 500, 000 500, 000 0 0 30, OGO 40, 000 16,300 168,957 464, 874 6,636 22, 737 0 0 27,832 57, ,205 13, 000 40, 000 420,000 1,525,470 14, 484 50,240 0 0 1,937 66, 661 30, 600 742, 906 1,874,373 6,756,370 234, 499 385, 938 0 38,500 4,674 663, 611 139, 350 22, 000 750, COO 0 57, 750 1,345,000 43,800 0 1.798 200, OCO 0 0 201. 798 0 250, 000 8,250,000 13, 265, 000 419, 708 50i;.088 0 0 52.142 972,938 973,915 40. 599 622,056 0 12, 121 0 0 0 32,804 44,925 100 77,883 3,771,759 1,000,643 124, 923 88,049 0 0 14, 360 227,332 352, .363 14,700 840,000 0 13,920 0 0 0 0 13. 9,20 340 50,000 200, 000 0 40; 000 0 0 0 5,000 45, 000 3,000 23,460 409, 949 738, 574 8, 396 35, 432 0 0 2,076 45, 904 0 * Statistics of 1898-99. a 46,000 acres of land. 246 247 248 249 250 251 252 2.53 254 255 256 257 258 259 260 261 262 263 264 265 266 267 268 269 270 271 272 273 274 275 276 277 278 279 280 281 282 283 284 285 286 287 288 289 290 291 292 293 29-'!- 215 290 297 293 299 300 301 302 303 301 305 303 307 308 309 310 311 312 313 311 315 316 317 318 319 320 321 322 323 321 325 320 327 328 329 330 331 332 333 3:31 335 336 337 333 3:39 310 oil 312 313 EDUCATION KEPOKT, 1899-1900. Table 30. — Statistics of imiver sit ies and colleges Name. Expenses in collegiate department. Annual living ex¬ penses. Number of fellowships. Number of scholarships. Library. Vol¬ umes. Pam¬ phlets. Value. Tuition fee. Other fees. Lowest. Moderate. i 3 4 i 5 G 7 S 9 10 NEiY YOUK— continued. S75 140 35. 344 §30 1 54 45, 681 18,302 $20, 000 NORTH CAROLINA. a §200 0 3 12,000 8, 000 University of North Carolina.. 00 23 75 §100 0 80 31, 000 12, 000 100, 000 85 120 0 7 12, 500 00 45 0 14 11,000 3, 000 25 000 Trinity College . . 50 18 140 180 3 55 13, 684 2, 754 20^000 50 5 75 100 2,000 500 3. 000 52 50 90 u 30 5,000 loi 000 38 0 50 60 500 100 ’500 40 4 68 75 4,000 2, 000 5,(K10 Catawba College . . 40 2 60 80 0 1 2, 500 1,000 3, OiiO 12 2 40 48 0 103 2, 000 1,000 Rutherford College _ 30 50 75 5,000 2,000 6, 000 Livingstone College . 8 1 40 48 0 25 5, 000 2, 000 5,(XHJ Wake Forest College . 60 5 75 150 0 23 14,500 3,000 25,000 Weaverville College . 36 5 75 1.25 0 7 250 100 200 NORTH DAKOT.t. Fargo College . 30 o 100 150 0 0 3,331 3, 430 University of North Dakota ... 0 5 105 200 • 6, 500 3,500 20,000 Red River Valley University... 30 0 150 200 "o' "6" 300 100 1,000 OHIO. Bucbtel College _ _ 40 0 2<00 0 5:3 7, 500 10, 500 Mount Union College . . . 30 6 9il 130 4, 000 1,500 6, 000 Ohio University - _ 0 15 110 160 15,000 2, 500 25 000 Baldivin University . . 36 80 125 6, 500 500 8,000 German Wallace College _ ... 21 80 110 2, 100 Cedarville College . . 5 116 1:35 1,000 200 1,000 St Xavier College . . 60 0 18,000 3, 500 University of Cincinnati . Vo) 140 IGO 11 1:3 32, 027 160, 000 St Iguathis College . _ 40 0 7 7,500 18, GOO Western Reserve University... 85 141 200 C4 36, 050 12,000 40,000 Capital Universitv . . 40 100 150 37 6,000 Ohio State University . 0 15 144 221 'i¥ 35,000 10,000 70,000 Defiance College . . . . 32 3 80 1(W 0 "o' 500 500 1, 000 Ohio Wesleyan University . 15 36 75 180 0 30 29,000 4, 000 30, 000 Findlay College - 32 0 150 275 0 0 1,300 500 3,000 Kenyon College . _ _ 75 21 150 180 32, 000 15, 000 Denison University . 39 8 100 200 0 1 30 20, 000 12, 000 25,000 Hiram College _ _ ... . 45 3 100 1:30 0 0 7, 585 3, 000 Lima College . _ _ _ 40 2 90 120 1 800 500 1,000 Marietta College. . . 30 20 100 125 0 40 65, 000 3,000 65, 000 Franklin College * ... 40 5 90 95 3, 000 3, 000 Muskingum College . 33 3 112 140 3, 640 260 3,000 Oberlin College. _ _ 75 160 225 0 46 55, 500 3, 600 50, 000 Miami University. . . 0 10 125 250 0 16, 000 2,000 25,000 Richmond College ••• _ 36 3 100 150 3, 000 400 3,000 Rio PrT'andH Oollege 28 80 100 1,200 600 Scio College- . . 36 76 95 2, 000 500 3,000 ‘tVittoTThoi’P’ Oolleffe 50 93 102 12.000 15, 000 Heidelberg University . 18 18 150 200 0 ...' 9, 710 2,270 12,000 Otter bein University . . . 40 O 125 175 9, 400 3,200 5,or.o Wilberforce University . 11-17 0 78 100 "o' 2.3 5, 000 1,500 5,000 Wilmington College . 39 6 125 150 _ 1 2, 100 600 2,500 ITnivoTsity of Wooster 60 100 200 20. 825 2, 000 20,000 Antioch College. . 30 3 145 165 . 6 6 8,000 200 12,000 * Statistics of 1898-99. a Including tuition . 6 Free to residents of Cincinnati; §75 to nonresidents. INSlTTUTIOiSrS FOR HIGHER EDUCATION, 1937 for men and for both sexes — Continned. Value of scientific appa¬ ratus. Value of grounds and buildings. Produc¬ tive funds. laeome. Benefac¬ tions. From tuition and other fees. Prom produc¬ tive funds. From 1 State or munic¬ ipal appro¬ pria¬ tions. From ; Uni ted States Gov¬ ern¬ ment appro¬ pria¬ tions. From other sour¬ ces. Total. 1 1 1*^ 13 14 15 Mi 17 1§ 19 29 o cc c: oc $500, 000 • S4, 292 $18, 597 $200 0 '$66, 154 $89,243 $.29, 369 168, 428 989, 500 $1, 448, 50? 56, 609 58,817 0 0 8,111 123,537 93, 977 12 000 90, 000 0 lo’ooo 350, 000 100, 000 17, 086 5, OGO 25, 000 0 4,000 51,086 8,000 7,000 150,000 7,000 4, 000 250 0 0 3, 750 8,000 10,000 150, 000 120, 000 8,000 7,500 0 0 500 16,000 8, 000 40, 000 230,000 231,750 3,000 18, 750 0 0 12,250 34,000 55, 000 2, 000 75, 060 51,000 5, 000 5, 000 1,000 4o;ooo 50, UOO 2; 500 2,500 0 5 5,600 10, 600 600 300 25,000 0 2, 200 0 0 0 0 2, 200 1,500 1,500 15,000 12, 000 1,500 500 0 0 0 2,000 500 10, 000 32, 000 2, 500 1,500 0 0 0 4, 000 8,000 82, 000 31,238 8,158 0 0 154 8,312 12,873 10, 000 0 2, 000 0 0 0 0 2, 000 1,(XJ0 125; 000 0 10,000 50,000 250.000 13, 763 17,037 0 0 0 30, 800 2, 500 400 20, 000 0 2,282 37,000 40, 000 2, 390 3,200 0 0 0 5, 590 10,000 10, 000 125, 000 0 1,800 0 45, 734 0 0 47, 534 40,000 0 750 0 0 0 0 750 14, 000 1.2,000 125, GOO 200, OGO 4.276 6,200 0 0 2,238 12,714 34, 800 78, 500 115,000 62, 800 19,500 3, 485 0 0 0 13,985 5, 425 25,000 200,000 150,000 4,300 8,000 30, 800 0 0 43.100 1,000 136, 844 79,019 3,036 3, 783 0 0 163 6, 982 3, 472. 1,000 90, 800 102, 000 7, 272 20, 000 250 15,000 20, 000 1,500 1,300 0 0 0 2, 800 600 7,000 ICO, GOO 0 35, 000 800,000 3,357,308 8,349 102,243 60, 716 0 0 171,308 1 15,1)00 2, 000 150, GOO 0 95,000 979,090 1, 113, 718 53, 000 70, 660 0 0 0 123, 000 80, 000 5,000 125,000 36, 793 2,900 1,096 0 0 9,887 13,883 200,000 2,470,000 553, 894 35, 335 33,204 166,076 $25,000 56, 003 315, 618 7, 000 100 29, 000 2, 000 1,556 100 0 0 0 1, 6.56 2, 000 40,000 379, 727 728, 029 29,4(;mi 36,205 0 0 0 65, 605 105, 015 400 100,000 50, GOili 2, 720 2, 952 0 0 0 5, 672 30, 153 25,000 295, 000 262, 000 3, 000 16,500 0 0 2, 500 22, 000 32, 500 18, 000 160, 000 410,000 12, 000 2,000 100, 000 100,000 10,000 5, 000 0 0 2, 500 17,500 3,000 50, 000 0 18,000 120, 000 120,000 5, 300 7, 700 0 0 0 13,000 3,000 12,000 0 2, 500 0 0 0 0 2, 500 2,000 28, 900 36, 500 4,558 2, 587 0 0 1,134 8,279 3, 779 50,000 654, 000 1,028,346 86, 414 46, 388 0 0 2,313 135, 115 159,000 15,000 150, 000 50,000 2, 141 2,811 22,391 0 8, 948 36,291 1,000 40, 000 0 3,000 0 0 0 0 3, OOO 2,000 35,000 69, 500 2,200 4, 100 0 0 0 6,300 150 3, 500 70,000 0 4,000 0 0 0 1,000 5, 000 5, 000 2,000 250,000 175,000 10,000 10, 000 0 0 0 20, OOO 800 125,000 91,000 3, 073 3,873 0 0 0 6, 946 100 3.000 65, 000 70, 000 5,406 4, 496 0 0 4,000 13, 902 4, 000 14, 000 114,000 30,400 2,364 1,636 16,868 0 6, 142 27, 010 3, 000 25, 000 40, 000 3,500 2, 200 0 0 700 6, 400 40,000 250, 000 370, 000 15,000 10, 400 0 0 24,000 49, 400 25, 000 2,000 200, OGO 105.000 3,200 5,700 0 0 0 8, 900 1,000 290 291 292- 292 294 295. 290 297’ 295 299- 390. 301 302 303' 304 305 300- 3or 303 300 310. 311 312 314 315 310 317 318. 319 320 321 322 323 324 325 326 328 329- 330 331 332 333 334 335 336 337 338 330 310 341 342 343 ED 1900 - VOL II 42 344 345 346 3-17 348 349 350 351 353 353 354 355 356 357 358 359 360 361 363 363 364 365 366 367 368 369 370 371 373 373 374 375 376 377 378 379 380 I 381 383 383 384 385 386 387 388 389 390 391 < ye w: EDUCATION REPORT, 1899-1900. ' Table 30. — Statistics of univej'sities and colleges Name. Expenses in collegiate department. Annual living ex¬ penses. Number of fellowships. Number of scholarships. i Library. Vol¬ umes. Pam¬ phlets. Value. i 0 ® .2 w 2 § 1 m i i 1 © jS ■ S o 1 1 « 4 i 5 G 7 S 9 10 OKLAHOMA. 1 i $140 $180 * 6,000 3,500 OREGON. $50 0 76 95 0 0 3, 500 $500 University of Oregon . . ■ 0 $10 100 0 0 10,000 1,000 15,000 48 4 95 175 9,000 1,000 10, 000 30 0 100 150 3,600 1,000 5’ 0(TO Pacific College .-.f. . 38 3 50 90 0 8 500 600 ’500 36 100 135 800 600 1 200 Willamette University - 45 75 140 0 30 4,686 2, 753 20,000 P ENNS YL V A N I A. 1 j Western University of Penn- 105 160 300 1 i _ 15, COO 5,CC0 20, GOO sylvania. i Muhlenberg College . 50 10 117 i 156 0 35 11,000 Lebanon V alley College . . 40 1 10 146 146 0 15 10, 000 10, coo St. Vincent College . . 60 0 140 0 0 40, 000 40, OG-0 Beaver College . 60 1(10 160 0 5 3,100 i'goo Geneva College . . . . 43 108 130 4,000 4’ 000 Moravian College - . * 50 6 350 "(J’ '34' 6,500 1,000 6’ 000 Dickinson College _ i 6 05 135 175 45,000 3, 000 40, 000 Pennsylvania Military College.' a500 1 1 !'"■ 1,500 Ursimis College . . 50 50 100 140 0 16 8, 525 1,000 6, 5CG Lafayette College . 100 36 134 { U5 0 20, 600 3, 000 20,0C0 Pennsylvania, College . ' 30 36 98 1 150 0 '50' 24,000 3,000 30, 000 Thiel College . . . j 50 0 135 i 175 0 21 7,194 2,000 15,(00 Grove City College . . 1 43 1 0 3, 000 1.100 3, 000 Haverford College - . I 150 1 3.50 i 435 1 44 37,000 4, 000 50’ 000 Juniata College . . 50 3 118 1 118 0 5 5,344 2.900 10, 000 Franklin and Ma,rshall CollegeJ 60 114 133 33, 494 4,323 30, 000 Bucknell University. _ 75 ! 135 ! 175 0 55 20,000 Lincoln University . 35 1 2 133 0 16,250 250 9, (00 Allegheny College . i 0 51 180 340 0 'o' 14,000 50, COO Albright College . . 40 5 100 0 0 1,300 Central Pennsylvania College..! 48 85 i 100 0 4 5, 200 1,200 7, 070 Westminster College . . 43 1 100 1 150 12, 000 2,000 12, f'OO Central High School . . . 0 0 0 0 3, 000 3, 000 LaSalle College . . 80 i 8,000 1 , 000 6, 000 University of Pennsylvania. ... 50-300 a55 1 450 39 i35 145, 000 12.5,000 5133,500 Holy Ghost College - ' 50 0 153 1 190 0 3 3,000 200 2, 0(,fi Susquehanna University . . ! 46 35 135 160 0 3 5, 500 4,000 5,0(X) Lehigh University . - 60-100 300 350 0 40 83, 008 32, 198 100, 000 Pennsylvania State College _ ‘ 0 200 o 50 16, 536 25,000 Swarthmore College . . ■ 150 350 ' 2 63 13, 621 20,000 Villanova College . . ■ gi2o0 0 1 13, 3.50 Volant College . 37 1 70 88 0 0 300 300 500 Washington and Jefferson Col¬ 34 36 130 170 14, 000 20, 000 lege. V/a.ynesburg College. 36 150 300 5,000 1,000 5,000 RHODE ISLAND. Brown University . . . ' 105 45 300 400 1 100 110,000 25,000 240,000 SOUTH CAROLINA. College of Charleston 40 103 130 0 54 14,000 1,000 Presbyterian College of South 40 1 5 54 0 6 1,400 2,000 3, 000 Carolina. Allen University . . .1 9 i 9 45 0 0 1.50 100 ' South Carolina College _ ■ 40 1 18 73 * 90 0 66 33, 000 75,000 ' Including- tuition. The real estate, libraries, museums, and securities have not been appraised within recent irs. A reappraisal would add very largely to the estimated value, and such reappraisal 1 be made in the hear future. [Provost Harrison.] I mSTITUTIOTTS FOR HIGHER EDUOATIOH, 1939 for men and for both sexes — Continued. Value of scientific appa¬ ratus. Value of grounds and buildings. Produc¬ tive funds. Income. Benefac¬ tions. From tuition and other fees. From produc¬ tive funds. From State or munic¬ ipal appro¬ pria¬ tions. From United States Gov¬ ern¬ ment appro¬ pria¬ tions. From other sour¬ ces. Total. 11 13 14 15 I 16 17 IS 1® i 20 $7, CCO $60, 000 $1,200 " 0 $19, COO 0 ' 0 $20, 200 1,000 40,500 $1,213 4,333 $80 ■ 0 0 0 4,403 $11, 403 18,000 150,000 155, 01)0 3,240 8,2.56 30,000 0 $3, 1.50 43, 646 5,350 86,000 196,697 9,086 7,983 0 0 1,034 18, 113 13, 246 5,000 35, 000 40, 000 2,000 3, .500 0 0 0 4, 500 1,0-00 500 15, 000 6,000 3,500 300 0 0 500 3,300 1,000 10,000 ■ 5,000 1,600 300 0 0 0 1,900 5,000 300,000 41,000 4,317 3,800 0 0 0 7,017 2, 500 93, 500 300, OCO 450,000 76, COO 18,000 3, 500 0 0 96, 500 40, 000 ' 3,000 100,000 161, 720 6,293 7,973 0 0 1,947 16,213 9,711 3,000 95,000 75,000 150, 000 0 0 5,000 100, 000 10, 000 . 14,200 0 0 0 0 14,200 5,000 175,000 150, 000 5,000 100, 000 115,000 600 5,500 0 0 2, 900 9, 000 1, 000 10,000 303,300 367,808 29, 405 17,424 0 0 0 46, 839 100, 000 0 15, 000 130,000 185,000 7, 113 8,933 0 0 6,275 33,321 6,711 30,000 650, 000 358, 250 23, 756 17,559 0 0 0 40,315 70, 000 75,000 300,000 310,000 13, 550 9,003 0 0 1,747 34, 399 4,000 *L3,000 60, 000 63,500 4, .500 3,500 0 0 1,200 9,200 5,000 300,000 0 20,0-00 0 0 0 0 20,000 80,000 400,000 800,000 39,000 33,000 0 0 6, OCO 77, COO 60, 000 10, 000 107,000 20,000 8,084 237 0 0 0 8,331 6, 721 30,000 255,000 340,000 10,000 16,000 0 0 0 36, COO 20, 000 350, 000 400,000 0 0 0 67, OCO 5, 500 385, 500 493,000 1,156 21,386 0 0 12,080 34, 633 0 75,000 150, 000 200,000 13,800 8,200 0 0 5, 000 26,000 10, 000 10,000 40,000 0 8,000 0 0 0 3,030 11,030 3,015 23,000 40,400 3, 933 753 0 0 777 4, 463 15, 500 40, 000 200,000 200, 000 16,128 7, 873 0 0 0 24, C-CO 15,000 1,011,363 0 0 0 124, 643 0 0 134, 643 800 250, 000 0 6385,531 64,373, 6.54 53,091,575 354,601 144,313 23, 345 0 0 521,2.59 530, 654 1,600 150, OCO 0 17,000 0 0 0 0 17, 000 1,000 1,500 60,000 40,000 4,388 1,963 0 0 709 7, 059 1,407 50, 000 1, 2.50, 000 3, 000, 000 24, 5<30 0 0 0 75, 000 99, .500 60, 000 790, 000 517, OCO 16, 917 31,020 27, 776 $40, 000 3,913 118, 626 15,000 500, 000 430, 000 60, 000 18, 500 0 0 3,500 83,000 30,000 3,000 350,000 0 _ 1,000 6,000 0 1,300 0 0 0 0 1, 300 0- 25,000 275,000 280,000 17, 971 10, 960 0 0 0 28,931 1,500 3, 000 100, OCO 41,488 4, 614 1,800 0 0 3, 039 8,453 3,000 90, 650 1, 177, 987 1, 297, 328 97, 366 78, 393 0 0 1,365 176, 924 151 , 815 10, 000 75,000 299, OCO 700 10, .500 2, 500 0 0 13, 700 500 1, 550 -14,000 0 1,800 0 0 0 0 1,800 900 400 30, 000 0 1,001 0 0 0 0 1,001 0 25,000 200, 000 0 5,000 0 27,000 0 0 33, COO 344 345 345 347 348 349 350 351 35.3 £}53 354 355 356 357 358 359 360 361 363 363 384 365 366 367 3(i8 369 370 371 373 373 374 375 376 377 378 379 380 381 383 383 384 385 386 887 388 389 390 391 393 393 394 395 396 397 398 399 4U0 401 402 403 404 405 406 407 408 409 410 411 412 413 414 415 416 417 418 419 420 421 422 423 424 425 426 427 428 429 430 431 432 433 434 435 436 437 438 439 440 441 EDUCATION EEPOKT, 1899-1900. Table 30. — Statistics of Expenses in collegiate department. Annual gj living ex- .ft penses. la 03 ft Name. 1 D O a Vol¬ umes. 3 3 4 SOUTH CAROLINA— continued. Erskine College . Furman University. . Newberry College . Claflin University _ _ Wolford College . SOUTH DAKOTA. Huron College . Dakota University . Red field College . University of South Dakota _ Yankton College . $35 50 40 20 40 $12 15 $120 70 60 60 120 $140 90 90 75 180 0 20 0 29 0 14 6,000 4,000 8,000 5, 000 9,000 30 30 30 12 30 3 4 94 IGH) 100 150 125 115 0 0 275 150 3 11 1,000 2, 5-53 4,500 8,000 6,700 TENNESSEE. U. S. Grant University . King College . . . . S o u t h w e stern Presbyterian University. American University of Harri- man. 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 . Fisk University - - - Roger Williams University _ University of N ashville . Vanderbilt University . University of the South . Burritt College . Sweetwater College* . . Greeneville and Tusculum Col¬ lege. Washington College . 30 50 60 30 40 50 5 (a) 60 45 12 72 36 40 14 12 (5) 85 100 40 30 36 27 9 7 16 50 75 . . 88 ICK) j 0 3 80 120 ! 0 4 6,000 8, 000 8,000 9 111 4 40 147 80 85 1,.500 3,300 4,000 0 20 8 4 3 1 10 15 13 10 2 58 110 75 72 70 75 68 72 108 72 120 100 140 50 100 65 58 165 125 90 100 90 90 80 0 0 0 0 1 5 0 0 0 0 0 10 14 72 150 125 175 ()5 1,25 81 0 14 0 192 25 48 0 10 1, 500 16, 100 12,000 1,000 13, 000 2, 0(K) 1, 800 3, 100 5,000 6, 778 4,000 12,000 30, 000 30,000 3,575 500 8,200 3 50 65 2,000 TEXAS. St. Edward’s College . . . University of Texas . . Howard Pa3uie College . Henry College . Fort Worth University . . Polytechnic College * . St. Mary’s University . Southwestern University . Burleson College . Add Ran Christian University. Wiley University . . St. Louis College . . Austin College . Trinity University . . Baylor University . . Paul Quinn College . . 60 0 50 50 48 42 36 60 50 50 10 40 50 50 50 23 5 10 10 2 5 0 11 10 8 160 150 95 75 128 85 85 90 72 80 150 1.50 175 1.58 52 225 125 85 150 105 135 135 125 ’ 96 200 200 200 181 0 0 'i 0 0 i . 1 0 0 0 0 0 0 0 0 0 0 0 1 9 4,115 35, 000 2,000 500 3,000 1,800 7,000 3,250 1,000 3, 000 3, 500 900 6,000 5,0it0 8,000 1,000 * Statistics of 1898-99. b Free to teachers; .$25 to a Free to residents; $60 to nonresidents. mSTITUTIOI'TS FOR HIGHER EDUOATIOH, 1941 for men and for both sexes — Continued. Value of scientific appa¬ ratus. Value of grounds and buildings. Produc¬ tive funds. Income. Benefac¬ tions. From tuition and other fees. From produc¬ tive funds. From State or munic¬ ipal appro¬ pria¬ tions. From United States Gov¬ ern¬ ment appro¬ pria¬ tions. From other sour¬ ces. Total. ii 13 14 15 IG 17 IS 19 20 $10,000 $80,000 $150, 000 $4,000 $12,000 0 0 0 $16,000 $20, 000 392 100, 000 6,000 5, 500 0 0 0 11,500 393 45; 000 32,000 4; 000 1,832 0 0 $2, 000 7, 832 600 .394 5,000 150,000 0 4,000 0 0 0 8,000 12,000 25,000 395 3,000 125,000 62,000 5, 720 3,500 0 0 1,957 11, 177 1,100 396 1,000 16,500 0 2,800 0 0 0 0 2,800 5,779 397 5,000 80,000 0 7,209 0 0 0 4,329 11,538 398 20, 000 0 399 30,000 150,000 0 6,000 0 $33, 000 0 1,000 40, 000 400 3,900 122, 500 100,000 4,000 4,000 0 0 0 8,000 90,000 401 300,000 10, 800 12, 806 400 0 0 8,917 22, 123 8,200 402 500 30, 000 18,000 1,900 1,000 0 0 500 3,400 2,500 403 13,000 60,000 276, 000 2,000 20,000 0 0 0 22,000 66,500 404 2,500 75,000 0 3, 500 0 0 0 500 4,000 5,000 405 10,000 0 406 4,500 50, 000 70,000 8,500 4,200 0 0 0 12, 700 407 2, 000 100,000 0 1,000 0 2,900 0 1,600 5, .500 408 94, 500 611,000 425,000 11,584 25,410 0 $40,000 6, 865 83, 8.59 409 12, COO 100, 000 85, 000 0 0 0 1.5,000 0 410 5(X) 14, GOO 0 411 5,000 98,568 247, 364 4,030 12, 926 0 0 883 17, 839 5,000 413 80, 000 P 413 150 15,000 0 3, 700 0 0 0 200 3,900 1,700 414 1,000 50, 000 35, 000 5, 000 1,000 0 0 0 6,000 10, 000 415 2,000 105,000 2, 300 6,169 500 625 0 8,500 15, 794 7,500 416 15, 000 3.50, 000 40, 000 7,000 2, 400 0 0 33,091 42, 491 5, 000 417 500 200, 000 0 1,823 0 0 0 8, 190 10,013 418 10,000 200,000 0 5,000 0 20,000 0 40,800 65,800 0 419 200,000 750, 000 1.200,000 83; 000 50, 000 0 0 0 133, 000 150, 000 420 5, OGO 318, C-00 187,156 22, 467 10, 580 0 0 26,831 59, 878 15,925 421 2, 500 20,000 0 5,785 0 0 0 0 5,785 422 25 20,000 0 3,50!) 0 0 0 0 3.500 423 2, 605 23,000 2,-205 1,895 50 0 0 0 1,945 2,681 424 3,000 34, 000 5,000 1,600 300 0 0 0 1,900 1, 700 425 15,000 110,000 0 25, 000 0 0 0 0 25,000 0 426 100, 000 400, 000 626, 716 15, 000 31, 895 78,000 0 44, 400 169, 295 7, .500 427 2,000 40,000 0 5,000 0 0 0 0 5,000 20,000 428 3,000 18,000 0 13,000 0 0 0 0 13,000 0 429 7,500 125, 000 0 430 25, 000 0 9, 000 0 0 0 0 9,000 431 400 60, 000 0 4.33 5,000 151,000 0 10, 787 0 0 0 10, 914 21, 701 433 2, .500 30,000 434 7, .500 75, 000 0 6,000 0 0 0 2, 000 8, 000 2,060 435 250 30,000 0 1,600 0 0 0 3,000 4,600 436 900 200, 000 0 18,000 0 0 0 0 18, 000 0 437 3,000 50, 000 60,000 4,000 3,000 0 0 0 7,000 438 2, 000 80,000 33,000 5,500 3, 000 0 0 0 8, 500 37, 100 439 7,000 225, 000 0 30,000 0 0 0 0 30,000 30,000 440 2,000 75, 000 0 4, 410 0 0 0 3,821 8, 231 441 442 443 444 445 446 447 4-i8 449 450 451 452 453 454 455 456 457 458 459 460 461 462 463 464 465 466 467 468 469 470 471 472 473 474 475 478 477 478 479 480 EDUCATION EEPORT, 1899-1900. Table 30. — Statistics of universities and colleges Name. Expenses in collegiate department. Annual living ex¬ penses. 1 Number of fellowships. Number of scholarships. Library. Vol¬ umes. Pam¬ phlets. V alue. © 0? •Vi .2 w (D 0) cw S .£1 o CO O o 6 c3 0) O 1 2 3 4 5 6 7 S 9 10 UTAH. i 1 Brigham Young College . $10 SI S16 $95 0 0 2,500 970 $2,552 22 3 108 162 2, 100 700 100 500 1,000 0 .23 125 260 0 100 20,000 10,000 VERMONT. University of Vermont. . 60 22 125 2.50 0 40 .59.433 30,000 100, 000 Middlehury College... . 60 12 120 150 0 120 23, .500 2,500 25,000 65 25 120 0 30 6,000 4,000 VIRGINIA. 75 21 135 144 0 33 9,000 6,500 Bridgewater College . 38 3 80 108 0 7 750 325 540 University of Virginia . . 75 40 i;35 162 5 26 50,000 85,000 Emory and Henry College . 25 10 85 110 0 2 10, 000 12,000 Frftfie7’ic,lrsl»urg Cnlleve 55 5 140 0 0 500 250 600 Hampden-Sidney College . 50 22 75 100 10 1.5,000 15,000 Washington and Lee University 50 30 100 150 1 20 40,000 'i5^6oo" 50, 000 Richmond College . 70 19 90 130 13,800 2,000 40,000 Virginia Union University _ 12 0 75 85 0 5 7,000 500 4,000 Roanoke College . . . 50 12 84 140 0 22 22,000 30,000 College of William and Mary... 35 6 90 108 0 2 10, 500 3,500 WASHINGTON. Vash on College * . . . 60 6 i 132 150 1 208 900 University of Washington. . 0 90 150 0 0 12i380 12,000 36,000 Gonzaga College . . . 50 200 5,(X)0 1,000 5,000 Puget Sound University. _ _ 45 76 133 3,000 1,000 5,000 Whitworth College . 48 0 150 225 0 0 7, 000 500 10, 000 St. James College . 40 10 200 8,000 1,000 Whitman College . . . 48 1 14U 200 0 25 8,000 1,200 10,000 WEST VIRGINIA. Barhoursville College. . 30 3 90 100 1... 650 400 Bethany College .... . 40 11 140 I 3,000 West Virginia University . (a) 7 114 152 10 0 15, 200 2, 500 30,000 WISCONSIN. Lawrence University . 6 31 114 152 0 2 16,734 30, 000 Beloit College . 36 13 118 265 0 51 26,800 10,100 27,500 Mission House . . 20 10 100 100 0 0 6,0(X) Gale College * . . 33 5 100 120 0 3 5,000 1,000 10,000 University of Wisconsin. . (&) 12 180 350 14 7 62,000 19,000 104,204 M ilton College . . . 36 1 120 170 6,020 1,000 5,000 Concordia College . 0 0 75 0 i 6 3, 6.50 500 2,500 Marquette College . 60 10 120 160 0 5 9,6.50 1,235 Ripon College _ _ _ 40 51 190 0 1 9.000 Northwestern riniversity 30 5 80 120 4; 198 500 8,500 WYOMING. 1 i L^niversity of Wyoming . 0 3 1.50 200 0 0 9, 300 5,500 14,000 Statistics of 1898-99. Free to residents; S37.50 to nonresidents. h Free to residents; $18 to nonresidents. INSTITUTIOjN'S foe highes education. 1943 for men and for both sexes — Continued. Value of scientific appa¬ ratus. Value of grounds and buildings. Produc¬ tive funds. Income. Benefac¬ tions. From tuition and other fees. From produc¬ tive funds. From State or munic¬ ipal appro¬ pria¬ tions. From United States Gov¬ ern¬ ment appro¬ pria¬ tions. From other sour¬ ces. Total. IS S3 13 S4 15 1© 17 IH 19 20 $10,596 $84,468 $100,000 $4, 131 $5,874 0 0 $10,200 $20,2C5 $124 442 1,000 100, 000 7, 000 300 500 0 0 0 800 4,000 443 85, 000 444 18, COO 300, 000 150, 000 7,124 $61, 318 0 4,307 72, 749 60 445 65, 000 600,000 452,000 12, 715 26, 880 6,000 $25,000 4,649 75,244 68, 300 446 11,000 150, 000 370, 000 1,039 18, 206 2,400 0 2, 838 24,483 73, 520 447 1,500 35, 000 3,500 4,000 160 7,200 0 240 11,600 l,5i0 1 448 16,000 95,000 135, 000 7.441 7,840 0 0 3,860 19, 141 2,000 449 1,200 9,200 11,000 3,935 290 0 0 0 4,225 450 100,000 1, 000, 000 375, 600 73,387 19, 884 48, 750 0 4,304 146,325 451 1,500 100,000 25, 000 6,217 500 0 0 3, 397 10, 114 531 452 600 12, 000 0 4,000 0 0 0 0 4,000 i 453 5,000 175,000 150,000 4,300 8,200 0 0 0 12, 500 454 16,000 200,000 626, 426 9, 500 34,500 0 0 0 44,000 455 5,000 600,000 270, 000 15,000 15,000 0 0 0 30,000 ''”i5,'6G0' 450 300 300, 000 75, 000 1,200 4,000 0 0 0 5, 200 50,000 457 5,000 75, 000 65, 000 6, 000 3,000 0 0 6, 500 15, 500 10,000 458 25, 000 '125,000 127, 900 997 4,034 15,000 0 181 20, 212 459 2,500 33,000 0 20, 780 0 0 0 0 20, 780 460 27,000 620,000 0 0 0 50-,OGO ■ 0 0 50, 000 50,000 461 3,000 300, 000 0 20,000 0 0 0 0 20, 000 462 1,500 30.000 8,500 1,800 510 0 0 1,500 3,810 2, 690 463 3,000 lOO; 000 0 600 0 0 0 800 1,400 100,000 464 8, 000 10, 000 0 465 5,000 130,000 180,000 8,500 12,000 0 0 0 20, 500 75, 000 466 20, 000 0 1,200 0 0 0 0 1,200 1 467 1,000 200, 000 55, 000 50, 000 468 30, 000 275,000 114, 750 8, 135 6,168 108, 300 35, 000 8, 496 ■ 166, 099 469 20, 000 180, 000 205,000 7,855 10, 004 6,200 0 0 24, 059 7,000 470 75, 000 335, 000 448, 132 12, 780 15, 113 0 0 2, 740 30,633 471 2,500 40, 000 24,000 1,952 573 0 0 0 2,525 10,349 472 1,000 30, 000 0 1,500 0 0 0 4,500 6, coo 473 347, 700 1,208,945 530, 000 36, 235 24,500 268,000 40,000 1,200 369, 935 474 8,500 28, 500 83,743 2,161 5,319 0 0 2, 577 10,057 27 475 1,500 1.50,000 0 0 0 0 0 100 100 12,000 476 2, 725 130, 000 5,000 7,376 300 0 0 0 7, 676 3,000 477 5.000 125, 000 218, 919 4,427 14, 109 0 0 0 18, 536 19, 816 478 8, 000 70,000 0 1,003 0 0 0 10,000 11, 003 479 77, 500 125,000 7,000 46i 0 14,845 40,000 467 55, 773 0 480 1944 EDUCATION EEPORT, 1899-1900. Table 31. — Staiistics of colleges Professors and instructors. Students. Ex¬ penses in col¬ legiate depart¬ ment. Religious or non¬ sectarian control. Pre¬ para¬ tory de¬ part¬ ment. Colle¬ giate Total num¬ ber, ex¬ clud¬ ing dupli¬ cates. Location, Name. of first open¬ ing. de¬ part¬ ment. [5^ u o O Tuition fee. 03 o a o •lion Women. 1 Men. Women. eg s o u PU 'Sd 0) g Graduate Other fee 1 3 3 4 5 6 7 8 10 S3 14 15 CALIFORNIA. 1 Mills College . - ILLINOIS. Mills College and Seminary. 1871 Nonsect. 6 15 6 16 6 23 160 22 3 2 Sockford . Rockford College . . 1849 Nonsect. 0 5 0 12 0 15 48 47 2 $80 MARYLAND. 3 Baltimore - ISI A S S A c n u - SETTS. Woman’s Col le g e of Baltimore. 1888 M.E _ 0 0 11 16 11 16 0 302 0 125 0 4 Cambridge . Northampton . South Hadley . Wellesley . Radcliffe College... Smith College . Mount Holyoke College. Wellesley College.. 1879 Nonsect. 0 0 105 0 105 0 0 359 48 200 5 6 7 1875 1837 1875 Nonsect - Nonsect. Nonsect. 0 0 0 0 0 0 25 2 4 42 46 67 25 2 4 42 46 67 0 0 0 1109 538 662 9 4 26 100 100 175 — NEW YORK. { 8 Aurora . AVells College . 1868 Nonsect - 0 (; 6 15 6 15 0 103 0 100 9 Elmira . _ Elmira College 18.55 Presb _ 0 0 8 12 1 8 12 II 117 0 75 5| 10 11 New York - Poughkeepsie . Barnard College ... Vassal' College . 1889 1865 Nonsect. Nonsect. 0 0 0 0 78 15 o 55 7'8 15 2 55 0 0 210 651 82 15 150 100 _ i PENNSYLVANIA. 12 Bryn Mawr _ Bryn Mawr College . 1885 Nonsect - 0 0 26 16 26 16 0 334 53 125 VIRGINIA. 13 Lynchburg .... Randolph - M aeon Woman’s College. 1893 M.E. So. 0 12 7 12 10 49 170 6 75 15 INSTITUTIONS FOR HIGHER EDUCATION, 1945 for ivomen, Division A. Annual Number of fellowships. m 3 CO 3 3 o to =i.j o Q rO a pi 12; Library. Value of scientific apparatus. 1 Value of grounds and build¬ ings. Productive funds. Income. Bene¬ fac¬ tions. e pen A m o o ses. 6 "cS u CD o s Volumes. Pamphlets. Value. Tuition fees. From productive funds. From other sources. Total. 16 1?' IS m S© St 33 g4 36 37 38 SO 0 16 6, COO 500 S 1 S3, 000 $250, 5C>0 $75,000 $54, 300 S3, 105 0 $57, 405 1 $240 0 5 6, 337 7,000 25, 000 135,000 70, 253 20,281 s 3,249 $1,169 24,699 $9,150 2 .... 250 2 34 7,700 1,700 10,000 45, COO 680,000 337, OGO 33, 580 17, 000 16, GOO 65, 580 59,000 3 $250 325 0 15 15,000 800 18, 000 8,500 460, f.OO 323, 000 67,910 9,000 3,000 78, 910 2,250 4 152 228 0 100 7.500 7,800 103141 915, 357 793, 523 121, 125 63, 111 0 184, 236 49. 273 5 150 60 19, 000 3,’oo6 38, 000 40, 000 500, 000 475, 000 115, 603 24, 061 0 139, 663 31, 000 6 225 235 0 1 69 51,000 500 133,000 2158C0 1, 123, 100 273, 175 215, 915 5,509 0 .‘331 , 424 87, 657 1 7 300 0 7,603 700 15, 701 35, 365 141,000 200,000 9,550 9, 025 39, 510 58,085 3, 500 8 250 300 0 29 6,070 150 5, ICO 41, 000 183, 000 70, 275 13,205 4, 075 14,925 33, ,205 75 9 1 39 1,0:)0 50 2, 000 7, 250 525, 000 10 300 1 4 35,000 1,000 53,497 56, 486 1 , 113, 865 1,017,404 7'2, 333 17, 402 172, 4-04 293, 139 55, 747 11 275 300 14 51 33, 320 8,000 60,000 47, 998 718, 810 1,000,000 45, 730 63, 000 370 108,000 23, 300 12 180 IGO 0 17 3,000 300 3,000 20,000 135,000 103,000 23, 877 5,380 5,900 35, 057 4, 400 13 1946 EDUCATION EEPORT, 1899-1900. Table d2.-~Statisties of colleges Location. Name. ^ear of first open¬ ing. Religious or nonsecta¬ rian control. Pro- Students. sors lin- uct- rs. CD a o 1 Elementary. 1 Preparatory. 1 Collegiate. [ Graduate. Total number. Graduated in 1900. | 1 3 4 5 G 7 S > SG ai tii ALABAMA. 1 Athens . Athens Female College . .. 1843 M. E. So.... 3 13 27 31 80 5 143 10 2 East Lake Atheneum _ 1890 Nonsect . 1 5 42 23 32 0 97 7 3 Eufanla . Union Female College - 1854 Nonsect-... 2 10 31 8 57 9 105 5 4 Marion . Marion Female Seminary. 1836 Nonsect _ 3 9 20 12 60 0 92 10 1852 Presb . 1 6 20 10 60 4 94 6 1857 Bapt . 3 6 0 10 ! 80 0 90 16 1860 . M. E . 2 18 30 32 123 0 185 19 lege. 1 8 1855 M. E . 3 9 0 10 130 4 144 28 male College. i ARKANSAS. 9 Central Baptist College... 1892 Bapt . . o 8 0 60 40 0 100 5 CALIFORNIA. 1 10 San Jose _ College of Notre Dame.... 1851 R. C . 1 1 20 13 20 44 4 81 5 GEORGIA. 1 11 Athens . Lucy Cobb Institute . 1858 Nonsect. ... 0 14 30 30 100 1 161 7 12 College Park Southern Female College. 1843 Bapt - . 4 17 0 0 145 0 145 16 13 Cuthbert . . Andrew Female College .. 1854 M. E. So.... 4 8 50 20 93 0 163 9 11 Dalton,- . Dalton Female College.... 1872 M. E. So.... 4 6 20 29 1 98 3 150 8 15 Forsyth . Monroe Female College... 1854 Bapt - . . 4 11 25 25 100 0 150 10 16 C-ainesville Brenau College _ _ 1878 Nonsect 13 0 7 126 0 133 38 17 La Grange . La Grange Female College 1833 M. E. So.... 5 12 29 43 122 10 204 30 18 _ do . . . Southern Female College. 1843 Bapt .... 4 11 30 10 160 0 200 25 19 Macon . Wesleyan Female College. 1839 M. E. So.... 7 15 0 60 181 0 241 14 20 Rome . Shorter College . . . 1877 Rapt - 5 10 0 25 125 6 156 22 21 Thomas ville Young Female College.... 1870 Nonsect .... 1 5 25, 0 50 2 77 5 ILLINOIS. 0‘) Jacksonville _ Academy for Young 1830 Nonsect ... 2 6 18 34 42 1 95 7 Women. 23 . do . . Illinois W Oman’ s College . . 1847 M. E . 3 14 25 180 65 0 270 21 24 Knoxville . St. Mary’s School . 1868 P. E 3 10 0 30 70 0 100 KANSAS. 25 Topeka . . [ College of the Sisters of 1861 P. E . 3 15 26 64 34 0 124 10 Bethany. KENTUCKY. 23 Bowling Green. Potter College . 1889 Nonsect ... 1 17 11 10, 170 3 194 9 27 Danville . .. ' Caldwell College . 1860 Pre.sb - 2 11 30 20i113 197 19 28 Harrodsburg ... Beaumont College . . 1894 Nonsect ... 3 10 15 30 51 *i2 108 20 29 Hopkinsville ... Bethel Female College _ 1854 Bapt - . 3 7 20 16 70 2 115 30 Lexington ...... Sayre Female Institute... 1854 Presb . 1 7 24 57 29 0 110 “7 Si Millersburg _ Millersburg Female Col¬ 1850 M.E.So.... 2 12 30 25 55 0 115 5 lege. 32 Nicholasville ... Jessamine Female Insti¬ 1854- Nonsect ... 0 14 0 CO 65 0 125 16 tute. 33 Owensboro _ Owensboro Female College 1890 Nonsect ... 3 5 40 100 50 0 200 25 34 Russellville. ... Logan FemrJe College _ 1856 M.E.So.... 1 10 21 25 46 0 92 35 Stanford . ^ Stanford Female College. _ 1 1869 Nonsect ... 1 7 16 57 38 0 111 "5 LOUISIANA. 33 Clinton _ Silliman Collegiate Insti- 1852 Presb . 1 7 25 22 70 0 117 4 1 tute. 37 Keatchie.. . Louisiana Female College. 1856 Bapt . 3 2 4 40 0 44 4 38 : Mansfield . Mansfield Female College. 1855 M.E.So.... 1 7, 1 20, 15 ! 65! 0 100 13 * Statistics of 1898-99. IliSTITUTIONS FOE HIGHER EHHCATIOH, 1947 for ivomen. Division B. 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. xn o a ■q 6 1 Tuition fees. From productive funds. State or municipal appropriations. From other sources. o Tuition fee. Other fees. Lowest. Moderate. 13 14 15 16 17 IS ■ 19 20 21 22 23 24 25 26 27 836 $4 $90 8110 500 $500 $300 $35, 000 0 $6, 600 0 0 $800 $7,400 45 112 135 100 75 0 7, 000 0 0 0 0 0 50 3 100 125 30,000 50 800 20' OlX) L “ 0 0 45 125 150 100 100 50 15,000 50 0 130 200 ! 50 150 180 800 600 75 15,000 12, 000 0 0^ 0 13,000 $•2,000 50 200 5,000 5,000 500 85,000 0 16, 000 0 12 99 108 1,500 500 30, GOO 0 9, GOO 0 a300 6,500 10,000 15, 000 258, 000 0 30, 000 0 0 3,000 33, GOO 0 eo 9 200 225 3,000 3,000 200 75,000 0 13,000 0 0 200 13, 200 0 72 100 500 ioo 50 30.000! 3,700 $700 3,600 8,000 500 40 2 140 180 200 260 3 12,000 2,967 0 0 143 3,110 0 40 5 100 1,000 1,000 , 500 40,000 5,000 0 0 5,000 10, 000 5,000 130 i50 3, 000 4,500 1,000 60. 000 0 30, 000 0 0 0' 30, 000 0 53 1 115 150 1,300 1,600 1,000 125, 000 $13, 000 33,500 $750 400 0 24, 650 10, 000 50 100 125 2, 000 1,500 1,000 40, 000 2, 000 50 150 150 5,000 3,000 250,000 50,000 40,500 3,500 0 7,500 50, 000 7,500 60 150 6,000 3,000 150, 000 50,a'o 10, 000 3,000 0 6,000 19, 000 30 150 200 15,000 300 50 225 3,000 1,000 260 60, 000 50 235 1,000 500 500 90, 000 0 20,000 0 0 10,000 30, 000 3,000 a400 3,200 3,000 4,000 100, 000 4, 000 50, 000 0 45 205 255 3,000 2,000 1,000 350,000 10, coo 20,000 700 0 0 20, 700 500 60 200 5,000 5,000 1,000 80,000 24,000 50 ”'2 150 'ieo 1,200 1,200 300 13,000 0 7,000 0 0 0 7, 000 0 50 0 150 175 4,000 700 500 20, 000 0 10,000 0 0 0 10,000 50 160 1,500 40, 000 100 11,000 6 0 0 11,008 1,800 65 200 3,000 130, 000 0 50 ""2 100 125 500 200 350 10,000 7, 500 1 0 0 7,500 . 50 0 160 200 200 20, 000 0 1 1 0 50 0 125 35,000 0 4,000 1 . 0 0 ■ 2,000 1 6.000. . 50 5 125 3,000 3,000 200 35. 000 0 4, 000' ! 0 0 300 4, 300 50 2 120 1,000 1,000 150 3,000 0 3,500, 0 0 ■ 0 3, 500 52 2 140 160 1,100 1,200 35, 000 20, 000 3,000 0 0 50 150 200 1, 150 1,000 1,250 22,000 0 4,500 0 0 0 4,500 50! “"2 90 112 500 500 26, 000 1 0 5,000 0 0 i 0 5, OOOi .'”'300 a Incl’acling tuition. 1 2 3 4 5 6 7 9 10 11 12 13 14 15 10 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 33 33 34 35 37 38 1948 EDUCATION EEPOET, 1899-1900. Table 32. — Statistics of colleges 39 40 41 42 43 44 46 47 48 49 50 51 53 53 54 55 56 57 58 59 60 61 63 63 64- 65 66 67 68 69 70 71 Pro¬ Students. Location. Name. Year of first open ing. Religious or nonsecta¬ rian control. fessors and in struct- ors. 1 Preparatory. § ^ — 1 Men. Women. 1 Elementary. 1 Collegiate. Graduate. Total numbe 5 16 0 100 96 0 310 2 1893 Reformed. - 4 16 0 47 73 0 157 14 Hagerstown - Kee Mar College . . . 1853 Non sect ... 5 11 18 19 60 5' 1 103 17 Lntherville _ M a r y 1 a n d College for 1853 Luth . 5 6 0 4 76 0 103 33 Young Ladies. MASSACHUSETTS. Auburndale - Lasell Seminary. . . . 1851 N onsect _ 8 33 0 13 139 3 153 15 MINNESOTA. Albert Lea . Albert Lea College. . . 1885 Presb _ 0 11 0 46 14 0 85 1 MISSISSIPPI. Blue Mountain . Bine Mountain Female 1873 Nonsect _ 18 15 30 370 0 305 9 Erookliaven _ College. Whitworth Female Col¬ 1859 M.E. So.... 2 13 16 10 75 0 101 13 Clinton . . lege. Hillman College * _ _ 1853 Bapt . . e 35 35 75 0 * 135 7 Columbus . Industrial Institute and 1885 State . 1 34 0 380 330 0 560 13 F r encb Camp . . _ College. Central Mississippi Insti¬ 1884 Presb - 5 ' 18 30 40 g * » 6 Jackson - tute. Belhayen College for It 94 Nonsect. ... 0 9 13 34 90 0 .e 6 Me Comb . Young Ladies. McComb City Female In¬ 1894 Nonsect _ 3 o 39 13 31 0 73 Meridian . stitute.* East Mississippi Female College. Stanton College for Young 1869 M.E _ Q 31 40 40 380 1 361 13 Natchez . 1894 Non sect _ 1 13 43 53 51 0 190 4 Oxford Ladies. Woman’s College u . ... 1854 M. E 1 13 30 35 60 0 135 88 33 Pontotoc - ... Chickasaw Female College Port Gibson Female Col¬ 1853 Presb . 1 5 30 40 38 0 1 Port Gibson . .. 1843 M.E... . 0 35 8 36 0 69 4 lege.* MISSOURI. Columbia . Christian College * . . 1851 Christian .. 4 18 15 30 130 0 175 34 do Stephens College . . _ 1856 Bapt . ... 6 14 35 15 150 5 305 Fayette _ ... Howard-Payne College ... 1844 M.E. So.... 9 11 0 57 48 1 139 '26 Fulton . Synodical Female College * St. Louis Seminary . . . . Baptist Female College* . . . Central Female College... 1873 Presb . 3 8 0 15 89 0 104 14 Jennings. . Lexington . . . . 1871 1855 Nonsect _ Bapt . 4 5 13 0 15 30 100 "4 30 119 4 10 . do . 1869 M.E. So.... 10 10 38 84 3 135 10 Liberty . . Liberty Ladies’ College ... 1890 Nonsect.... 5 11 0 50 105 0 155 18 Mexico . Hardin College . . 1873 Bapt . . . 10 13 13 100 75 0 330 13 Neyada . . . Cottey College for Young 1884 M.E. So.... g 10 55 60 65 0 180 14 St. Charles . Ladies. Lindenwood College for Women. 1830 Presb . 5 8 4 61 1 0 68 10 NEW JERSEY. Bordentown - Bordentown Female Col¬ 1853 Nonsect.... 8 7 6 as 5 1 45 5 lege.* NEW YORK. Brooklyn . . Packer Collegiate Insti¬ 1854 N onsect . 4 49 46 459 119 5 639 tute. 1 1 a Formerly Dnion Female College. * Statistics of 1898-99. INSTITUTIONS FOR HIGHER EDUCATION, 1949 for ivomen, Division B — Continued. Ex¬ penses in colle¬ giate depart¬ ment. Librai'y. Value of scientific appa¬ ratus. Value of grounds and buildings. Productive funds. Income. Benefactions. living ex¬ penses. Volumes. Value. Tuition fees. From productive funds. State or municipal appropriations. From other sources. Total. Tuition fee. Other fees. Lowest. Moderate. 13 14 S 5 16 17 as 16 20 £ 21? 24 25 245 27 S2 $145 81.50 3,000 S1,5(W $.500 $75,000 S40, 000 $3,3.50 $3,000 $1, 000 0 $5,3.50 • $5,000 36 140 160 8,000 3, 000 130, 000 140, 000 7, 500 7,106 0 0 14, 608 7, 755 100 1.56 300 8, 000 10, 000 3, 000 500, 000 5.000 5, 000 50 190 190 3, 000 5, 000 3; 000 60,000 35, 000 14,600 1, 000 0 0 1.5,600 300 40 1.50 180 3, 500 3, 500 150 75, 000 14,000 0 0 0 14, 000 60 5 175 800 800 300 50, 000 33, 000 100 0 350 400 3, SOO 3,000 3, 000 140, 000 0 15,000 0 0 $80, 000 75,000 1,000 31 115 1.50 3, 000 1,300 400 35,000 6,000 7,000 0 0 3,000 9,000 36,979 50 1 50 110 3,000 1,500 300 45, 000 0 0 0 40, COO 0 50 1 13 130 600 600 : 150 80, 000 13, 000 0 0 0 13,000 50 10.5 140 1,000 1,000 10, 000 0 .... 73 76 3, 000 3,500 "*’750 150, 000 0 7, 000 0 30, 600 0 37,600 0 4o' 2 1 — 100 3, 000 1,000 35 4, 500 0 3, 800 0 0 0 3,800 0 60 1 150 — 300 500 350 50,000 0 6, 000 0 0 6,000 13,000 1 50 1 130 150 500 300 4, 000 0 1 60 100 135 3, OGO 3,000 35,000 0 15, 000 0 0 0 15,000 0 60 103 500 750 500 50, 000 0 14, 393 0 •0 0 14, 393 100 40 1 130 300 100 50, 000 0 10, 000 0 0 0 10, 000 40 65 85 3, 000 500 7, 500 0 4 000 0 0 0 4, 000 40 1 15 100 100 300 375 50 18, 000 0 3, 000 0 0 3,473 4,473 40 195 5,000 7,500 600 100, 000 0 1 _ 40 1 " 300 3^5 800 500 1.50,000 55 '"6 315 1,300 3,000 1,000 50,’ 000 9,300 11,000 566 0 0 11,. 566 800 50 310 600 600 900 15, 000 5,339 0 0 3,673 8.911! _ 80 300 3, (X)9 60, 000 0 8,000 50 ’i(io 3,01(0 1.300 300 35, 000 0 16, .500 50 335 500 ' 700 800 76, 000 1,300 30,000 73 6 0 30, 073 35, 375 50 "6 'i76 1,000 1 , 000 0 60.000 0 0 0 33, 000 0 4(1 3 185 1,1(H) 3, 000 800 90, W)0 63, 350 13,000 4, 000 0 0 17, 000 45 ilO 500 700 500 30, 000 55 5 335 • 335 3,000 1,500 1,000 45,000 35, 000 18,000 1,350 0 500 19, 850 i 100 300 300 3, 000 4, 000 300 35, 000 13,000 0 0 (' 13, 000 160 0 7,878 13, .500 13,033 333,047 48,300 68, 370 3,036 1,318 804) 73, 474 1 j 3,500 39 40 41 42 43 44 45 46 4r 43 49 50 51 53 54 55 56 57 58 59 60 61 63 63 64 65 66 67 68 69 70 71 1950 EDUCATION EEPORT, 1899-1900. Table 32. — Statistic^ of colleges Location. Name. Year of first open¬ ing. Religious or nonsecta¬ rian control. Pro¬ fessors and in¬ struct¬ ors. Students. Elementary. !>; L 0 d d a CD u 6 d ‘S) CD ■o 0 Graduate. Total number. Graduated in 1900. | c Women. 1 3 4 5 6 7 8 9 10 11 • NORTH CARO- LINA. 72 Asheville . Asheville College for 1842 Nonsect.... 5 10 30 72 80 2 184 8 Youug Women. 73 1897 Tmth 8 11 g 10 101 0 116 r 74 1879 TiUth 2 4 0 35 36 0 71 2 75 G-reensbovo . Greensboro F'emale Col- 1846 M. E. So.... 3 12 0 0 160 0 160 lege. 76 Hickory . . Claremont Female College 1880 Nonsect.... 4 11 0 40 110 0 150 Q 1857 M.E . 2 10 40 40 80 1 161 12 78 Murfreesboro .. Chowan Baptist Female 1848 Bapt . 2 6 0 10 46 1 57 3 Institute.* 79 Oxford . Oxford Female Seminary * 1850 Bapt . . 2' J 25 20 85 0 130 5 80 Salem . . Salem Female Academy 1802 Moravian .. 5 0 77 156 2 311 59 and College. OHIO. 81 Grlendale . Glendale College . . 1854 Presb . 1 11 0 15 34 0 60 82 O xf nvd Oxford College . . 1849 Presb 4 22 0 22 1 54 4 144 20 83 do . Western College . . 1855 N on sect... - 2 21 0 100 1 0 174 14 84 Painesvilie . Lake Erie College and 1859 N onsect .... 2 22 0 30 i 86 4 120 1 Seminary. PENNSYLVANIA. 85 Allentown . Allentown College for 1867 Reformed.. 6 9 19 35 57 0 126 11 Women. 86 Bethlehem . Moravian Seminary and 1749 Moravian . . 4 18 15 80 2 0 97 16 College for W omen. 87 1 Blairsville Blairsville College . . 1851 Nonsect _ 3 8 0 38 33’ 0 71 4 88 j Chambersburg . Wilson College _ _ 1870 Pre.=;b . 4 28 0 41 254 4 299 ' 39 89 Mechanicsburg. Irving Female College.... 1856 Luth . 8 8 0 4 119 0 123 i 15 90 Pittsburg - . Pennsylvania College for 1869 Presb . 4 00 0 160 86 1 247 5 Women. SOUTH CARO- lANA. • 91 Columbia . Columbia Female College . 1859 M.E. So .... 4 10 0 0 124 0 124 5 92 . . .do _ _ _ Presbyterian College for 1890 Presb _ 4 14 1 25 42 115 1 183 .Women. 93 Due West . Due West Female College - 1859 A. R. Presb. 5 7 0 0 96 0 96 20 94 Gaffney.-- -- Limestone College * . 1845 Bapt . 1 5 60 42 0 102 16 95 Greenville . Greenville College for 1894 Nonsect. ... 3 15 'i5 35 7 72 6 Women. 96 . do . Greenville Female College 1854 Bapt . 4 10 0 20 145 0 165 20 97 Spartanburg - Converse College . 1890 Non sect _ 8 18 0 0 ;396 10 406 40 98 Union _ . Clifford Seminary . . 1881 Presb . 1 5 15 6 25 3 49 2 99 Williamston .... Williamston Female Col¬ 1872 M.E. So .... 2 0 55 GO 0 115 3 lege. TENNESSEE. 100 Bristol Sullins College . . 1870 M.E. So _ 3 16 21 60 88 0 199 5 101 Brownsville _ Brownsville Female Col¬ 1851 Bapt - . 8 30 30 25 3 88 3 lege. 102 Columbia . Columbia Athenaeum * . . . 1852 Nonsect.. 4 8 42 50 36 4 134 7 103 Franklin . . Tennessee Female College 1856 Nonsect-. -. 2 12 20 30 125 0 175 9 104 Gallatin. _ _ Hovmrd Female College .. 1836 Nonsect.... 2 6 14 26 50 0 90 8 105 Jackson . . Memphis Conference Fe¬ 1843 M.E.So.... 2 15 25 22 176 5 228 22 male Institute. 106 Murfreesboro- .. Soule Female College . 1852 M.E. So.... 1 12 20 40 115 Q 177 19 107 Nashville . . Boscobel College . 1889 Nonsect.... 0 10 8 30 29 0 67 4 108 . . _ _do . Ward Seminary . . 1865 Presb . 9 20 30 32 228 0 362 32 109 Pul a, ski Martin Female College .... 1870 2 6 25 20 50 0 95 0 110 Rogersville . Rogersville Synodical Col¬ 1849 Presb . 3 12 0 25 165 0 190 12 lege. 1 1 ^Statistics of 1898-99. TNSTITITTIOls^S FOE HIGHEE EDUOATIOJ^, 1951 for rcomen, Division B — Continued. Ex¬ penses in colle¬ giate depart¬ ment. Ann liv e’ pen Library. Value of scientific appa¬ ratus. Value of grounds and buildings. Productive funds. Income. Benefactions. ng £- ses. V olumes. Value. ' Tuition fees. From productive funds. State or municipal appropriations. From other sources. Total. Tuition fee. Other fees Lowest. Moderate. 13 14 13> 16 17 IS 19 2© 21 23 24 25 26 27 §100 1200 $275 3, 000 $4, 500 $L 000 $100,000 0 $10,000 0 0 $15,000 $25, OCO $25 170 135, COO f 20 1 40 } » 152 247 500 400 0 8,000 0 865 0 0 400 1,265 0 ^ 50 2 130 6, 500 10,000 2,500 100, 000 0 25, 500 1 40 5 ICO 100 1,500 780 40 25,000 0 12, 000 0 0 0 12, 000 i / 30 t 80 }- 85 1,000 1,200 200 20,000 0 6,000 0 0 0 6, 000 48 3 104 .... 2,500 4,000 200 30, COO 0 6,000 0 0 0 6,000 50 0 125 165 700 700 20, 000 0 6,000 0 0 0 6,000 40 150 200 6, 000 6,000 1, 000 200,000 $10,000 26,500 $500 0 0 27, GOO CO 190 3,, 000 1,000 CO, 000 0 50 230 3, 500 3,000 2, 000 75,000 1 c/250 10,300 6,000 154,424 60, 000 40, 006 2,757 0 7,471 50, 234 $2, 100 75 0 175 175 ' 7,000 10, 000 6, 000 300, 000 34,000 20,000 40 220 350 1,000 1,000 400 60, OCO 9,000 j 9, coo i 7,000 I a300 5, 000 3,000 200 100,000 0 40 2' 210 210 500 800 300 30,000 0 3,000 0 0 8,000 11,000 ' 5,000 60 0 190 190 0,000 5,000 20,000 150, 000 0 80, 000 80, 000 2, OCO 50 0 175 1,000 1, 000 65,000 0 9, 100 0 0 14, 600 23, 700 0 110 0 '330 350 3, 500 10,000 4,000 250,000 40 15 100 500 500 500 75, 000 16,600 1,005 50 u 185 200 200 500 75, 000 0 19, 000 0 90 113 200 200 0 8,000 0 0 0 0 C 50 140 175 500 800 500 40, 000 0 2, 000 0 2,000 4,000 50 5 160 175 600 1,000 10, 000 0 ■ 45 5 120 200 400 60 20, 000 0 16, 000 50 7 235 275 4,3U0 5, COO 3,000 250, 000 11,000 40, 400 670 0 55 41, 125 103, GOO 40 ; 1 90 400 100 7, COO 0 2,400 0 0, 0 2, 400 t 80 g 100 3, OCO 2,000 15, COO 0 1 40 100 151) 500 500 75, OCO 0 10, 000 0 0 0 10, COO 12, 000 50 3 ICO 150 2, 500 2,500 "''750 20, 000 c GO 4 140 180 7,810 10, OuO 1,000 75, 000 0 50 100 125 1, 200 1, 500 '300 15, 000 (. 12, 000 0 0 0 12, OOf' ( 50 “'6 150 200 250 150 100 25,000 0 4, 000 0 0 1,500 5, 50( 0 60 4 130 150 3,689 1,500 2,000 40, 000 0 20, COO 0 0 5,000 25,C0C ( 70 500 500 15, 000 ( 50 175 500 250 150 50, (XiO 80 i;c; 250 "300 2,m 3,500 55, 000 33, 000 0 c 20, 000 53, OOO 50 100 125 75, 000 30, 000 84 150 160 1,000 1,000 100 40,000 1, 000 10,000 100 { 4, 900 15, 000 100 SI a includes tuition. 1952 EDUCATION EEPOET, 1899-1900, Table 32. — Statistics of colleges Pro¬ Students. Location. Name. Year of first open¬ ing. Religious or nonsecta¬ rian control. fessors and in¬ struct¬ ors. ri 1 Men. Women. Elementary. Preparatory * Value. Tuition fees. From productive funds. State or m;inlcipal appropriations. From other sources. Total. Tuition fee. m (D cS C9 o Lowest. Moderate. J. 3 14 15 IG 17 IS if? SI j rjio 1 34 S5 36 37 §50 |100 S150 $5, 600 $125, 000 0 '$45,000 45 S5 144 ' 650 1,440 300 8,000 0 §4,289 0 0 Oi 4, 289 o' 50 100 125 400 200 100 12,000 0 3,000 0 0 $250 3,259 O 8 GO 1 150 1,200 2,000 500 35,000 0 4, 000 0 0 5, 630 9, 6G0 8, 000 50 250 330 5,000 5, 000 75,0C-0 0 40 100 1,000 50,000 16, 000 50 3 125 135 23,000 60 1 165 1, 000 1, COO 500 100,000 0 18, 635 38 ICO 125 100 175 1, 500 1,500 50 126 1,0C0 600 500 25,G0-;) 0 3, 445 0 0 4, 841 8, 286 C(i 190 2, 000 2, 500 1.50,000 0 20, 000 0 0 1 20,000 I’d k 95 1001 2i]0 200 20, OUO 80 100 2, GOO 1,000 15,000 0 10, .500 0 0 6 10, 500 50 2(>0 1,200 "£,'500 1, 000 75, 000 0 21, GOO 0 0 0 21, 000 . 0 45 8 135 150 600 500 200 20, 000 OD 5 150 1, 400 1,800 400 30, OCO 16, TOO 800 ISO 350 350 6,500 100 — - 300 350 4, 228 2, 500 2, 003 150,000 $155, OGC 38,354 $6,485' 0 4,403 46, 242 . 111 115 116 irr us 119 120 121 122 123 124 128 ED 1900 - VOE II- 43 1C 1 3 3 4 5 6 7 8 9 iO II 13 13 14 15 16 17 18 19 20 21 23 23 24 25 26 27 23 23 80 31 33 33 34 85 36 37 38 39 40 41 43 43 rDuOATIOI^ REPORT, 1899-1900, Table 03. — Statistics of liOc-atioTi. Name. 1 Aub-ura. Ala - Fort Collins, Colo . - - - Golden, Colo . . Storrs, Conn . Atlanta, Ga . Chicago, Ill . . . Lafayette, Incl . Terre Haute, Ind.. . Ames, lovfa . . Manhattan, Kans . . - . Annapolis, Md . Ainherst. Mass . Boston, Mass. . . Worcester, Mass _ Asrricuitural Colieae, Mich. Houghton, Mich . . Agricultural College, Miss. Westside, Miss . Bozeman, Mont. . . Durham, N. H . . Hoboken, FT. J . . . Newark, N. J.. - - Mesiila Fark.N.Mex _ Socorro, N.Mex. . Potsdam, N.Y. . Troy, N. Y _ _ West Point, N.Y . Greensboj-o, N. O . . . West Raleigh, N. C _ Alabama Polytechnic Institute . . Colorado Agricultural College . Colorado State School of Mines . . Connecticut Agricultural College . . Georgia School of Technology . . Armour Institute of Technology. . . Purdue Uni ver ity . . . Rose Pol^/technic Institute _ _ Iowa College of Agriculture and Mechanic Arts. Kansas State Agricultural College _ United States Nawal Academy . . . Massachusetts Agricultural College . Massachusetts Institute of Technology _ Worcester Polytechnic Institute . Michigan Agz’iculturai College . . •.... Michigan College of Mines _ ._. _ _ Mississippi Agricultural and Mechanical College! Alcorn Agricultural and Mechanical Col¬ lege. Montana College of Agriculture and Me¬ chanic Arts. Nev/ Hampshire College of Agriculture and Mechanic Arts. Stevens Institute of Technology... . Newark Technical School . New Mexico College of Agriculture and Mechanic Arts. New Mexico School of Mines . . Clarksozi School of Technology . . Rensselaer Polytechnic Institute _ _ Lnited States Military Academy . . Agricultural and Mechanical College for the Colored Race. North Carolijia College of Agriculture and Mechanic Arts. Agricultural College, N. Dak. Cleveland, Ohio . Stillwater, Okla... . Corvallis, Oreg . . . Kingsto)!, R.I . Charleston. S. G . . Ciemson College, S.C . Brookings, S. Dak. . Rapid City, S.Dak . College Station, Tex . Rorth Dakota Agricultural College..,. . Case School of Applied Science . . Oklahoma Agricultural and Mechanical College. Oregon State Agricultural College . . Rhode Island College of Agricultizre and Mechanic Arts. South Carolina Military Academy . . Ciemson Agricultural College . . South Dakota Agricultural College . South Dakota State School of Mines. . . A gxd cultural and Mechanical College of Texas. Logan, Utah_- .. Blacksburg, Ya Lexington, Va. Pullman, Wash Utah Agricultural College . . . Virginia Agricultural and Mechanical Col¬ lege. Virginia Military Institute . . . Washington Agriculcural College . . . Y^'ear of first open¬ ing. Control. 3 4 I 1S73 .| State., ...1 1879 State _ 1874 State . : 1881 State. - 1838 State _ 1893 Non .sect _ 1874 State _ 1883 N onsect _ 1868 State . 1863 State . 1845 Nation . 1867 State. . 1865 State . 1868 Nonsect _ 1857 State. . 1885 State. . 1880 State _ 1871 State. . 1893 State _ 1867 State . . 1871 N onsect - 1885 City _ 1891 Territory -- 1S93 Territory . . J896 N onsect _ 1824 Nomsect - 1802 Fl at ion - 1894 State . . 1889 State _ 1891 State . 1881 N onsect _ 1891 Territory . . 1870 State. . . 1890 State . . 1843 State _ 1893 State. - 18S4 State - 1886 State . ■ is: 6 State _ 1890 State _ 1873 State _ 1839 State _ 1893 State _ 1955 INSTITU noises FOE HIGHEE EDUCATIOE'o schools of teclinology. Professors a nd instrnctors. Students. Prepara¬ tory/ de¬ partment. Collegiate depart¬ ment. Total num¬ ber. Preparatory. 1 Coiiegiate. Graduate. Resident. Nonresi¬ dent. Men. Women. Men. 3 g 0 Men. Women. Men. Women. Men. Women. Men. WoiD.en. fi 2 0 0 0 0 0 21 0 0 11 0 11 0 0 0 195 10 0 1 0 0 0 o*> 1 3 17 3 18 7 95 48 23 ■ 19 0 1 0 0 2 1 2 0 ' 4 L oo 15 10 1 0 i 0 0 0 24 0 0 7 1 7 1 "5 1 0 59 : 132 0 ; 0 0 0 25 0 0 18 0 18 0 0 1 0 175 0 I 0 0 0 26 0 0 55 0 55 0 0 0 ' 336 0 0 1 0 0 0 27 5 2 4 7 o 78 62 1 6 5 i ^ 0 0 28 0 0 CO 0 I 32 0 0 0 293 0 9 I 0 0 29 10 2 ! 22 o 33 : o 61 52 179 26 1 0 0 0 30 0 0 23 0 23 0 0 i 0 228 0 9 0 0 0 31 1 1 14 2 15 3 105 1 33 141 83 2 1 1 1 0 32 4 1 2 21 6 ! 22 6 33 I 9 207 137 8 i 11 0 0 33 2 13 9 20 1 11 58 21 0 2 0 3 34 0 1 0 • 8 0 1 8 0 0 0 ; 128 0 0 1 0 0 0 35 5 0 26 i 31 0 136 0 ^ 307 0 18 1 0 0 0 36 4 1 18 5 1 22 5 102 1 27 ; 230 78 7 2 0 0 87 5 o 7 0 9 <> 39 j 24 ; 24 3 0 0 0 0 38 0 0 24 0 ' 24 0 0 0 ' 390 0 6 0 0 0 39 10 2 14 o ! 24 4 272 1 117 62 35 0 o 0 0 40 0 0 34 ^ i 34 0 0 0 321 0 22 0 1 0 0 41 0 0 17 0 17 0 0 0 240 0 0 0 ! 0 ' n 42 10 2 24 4 1 25 5 170 70 108 32 3 j 3 1 1 0 0 43 1956 EDUCATION EEPOET, 1899-1900. Table 34. — Statistics of schools E ame. Ex¬ penses in col¬ lege de¬ part¬ ment o 0 2 3 1 Alabama Polytechnic Institute Colorado Agricul ciirai College _ Colorado State School of iViines Connecticut Agricultural College. Georgia School of Technology _ Armour Institute of Technology.. Purdue University . . . Rose Polytechnic Institute . . Iowa College of Agriculture and Mechanic Arts. Kansas State Agricultural College . . . United States IS] aval Academy . Massachusetts Agricultural College . . Massachusetts Institute of Technology . Worcester Polytechnic Institute. - . . . Micliigan Agricultura,! College . Michigan College of Mines . ^ . . . . Mississippi Agricultural and Mechanical Col¬ lege. Alcorn Agricultural and Mechanical College.. Montana College of Agriculture and Mechanic Arts. New Hampshire College of Agriculture and Mechanic Arts. Stevens Institute of Technology . . . Newai’k Technical School . . . — New Mexico College of Agriculture and Me¬ chanic Arts. New Mexico School of Mines . . Ciarkson School of Technology . Rensselaer Polytechnic Institute . . United States Military Academy . . Agricultural and Mechanical College for the Colored Race (North Carolina). North Carolina Colieg-e of Agriculture and M^echanic Arts. North Dakota Agricultural College . Case School of Applied Science - - Oklahoma Agricuiturai and Meclianical Col¬ lege. Oregon State Agricultural College . . ... Rhode Island College of Agriciiiture and IRe- chanic Arts. South Carolina Military .4 cademy . . Ciemson Agricultural College... . . . South Dakota A gricultural College . South Dakota State School of Mines . . Agricultural and Mechanical College of Texas. Utah Agricultural College . . . . . Virginia Agricultural and Mechanical College Virginia Military Institute . . . Washington Agricultural College . . (a) 0 S50 75 (b) 150 12 60 (e) (f) 10 80 200 0 8 An¬ nual living ex¬ penses. 85S.2i}OS300 0, 125 20: li2 -...I 175 160 150 180 200 200 25, 200 275 100 10 130 175 '380 110 15 140 240 150 175 180 280 125, 180 150' 120 160 300 0 . 48,.. 125 160 200 135 ISOi 2< 90 h .. gdQO . '(i '115 'l44 5 135 'i5| 'Si 150 225 81 112 65 61 200 4 Library. 13,957 10, 000 4,420 7, 409 1.500 18,000 10, 051 9,245 12, -460 21,450 4-1, 660 21,0:5 50, 149 6. 500 19, 862 15, 366 7, 5,33 5,2(K:) 4, 750 9.500 967 3, 649 400 778 6. 500 43,000 749 3,400 8,000 2. 000 5, 607 3, 000 10,000 5, 000 4,20(: o, 900 601 5, 000 6,481 3, 300 10,840 5,519 800 650 3,000 1,500 2,000 10 1, OOJ Sio, 752 ' 10,650 20,000 3,272 13,800 19,G0< 50,000 17,000 43,100 85,000 0 21,000 14, 672 100,0*00 3, ('00' 18,000 4, (HI!) 42,000 31, 270 9 2, ;154 8, 568 2,000 4,000 6,800 4,453 8,000 2,6'CO 200 1,498 1, 500 10, 000 1,000 250 '4, 'too ,0C-0 6,000 10, 000 IS, 000 1,600 7,500 500 2, 226 10,000 l,00f 3, 500 15,000 5,000 13,231 1,500 10,000 4, 000 6.161 1, 200 5,400 1,505 14,000 6,000 6,0(K) 6, 5G0 800 5, 500 8, 000 5, 000 27,000 6,700 a Free to residents; $50 to nonresidents. 6 Free to residents of Vigo County, Ind.; others, $75. c Residents of Michigan, $25; nonresidents, $150. d Free to residents; $20 to nonresidents. e $150 to residents; $225 to nonresidents. /SI) to residents of United States; $25 to foreigners. P Including tuition. mSTITUTIONS FOR HIGHER EDUCATION, 1957 of technology — Continue d. Value of scientific appa- ra,tus. Value of grounds and build¬ ings. Pro¬ ductive funds. Income. Benefac¬ tions. Tuition and other fees. From pro¬ ductive funds. State or mu¬ nicipal a.ppro- pria- tions. From United States Govern¬ ment. From other sources. Total. 11 13 13 14 1.5 16 17 18 19 srs, 000 1145,000 S253,500 $20, 280 1 $11,780 S28, 775 $4, 690 $65, 525 1 1 77, 327 172, 849 226, 500 10, 913 32, 507 40, 0-90 3, 149 86, 569 2 8o;ooo 100;0GD 0 S2,600 0 34,000 0 0 30,600 0 3 13, 250 90,000 135, 000 0 6, 750 15,000 32,500 0 54, 350 S60 4 ICfi, 000 200,000 0 10,000 0 33,-500 0 0' 42,500 10,000 5 75,000 500, 000 1,500,000 30,000 100,000 0 0 0 130,000 6 298,000 357,000 340,000 20,903 17,000 72,883 40,000 4, 796 155,583 7 90, 000 200, 000 0-00, 000 8,300 32, 000 0 0 0 40, 800 8 236, 584 518, 743 632, 834 41,019 35, 244 40, 0(JO 62, 873 169, 135 9 128,400 310, 100 503,848 0 37, IGO 91, 700 40,000 0 158,860 10 21,432 377, 550 0 0 0 0 551,703 0 551, 703 0 11 85,337 250, 775 360, 575 9, 759 25.0-00 31, 667 2, 195 08, 621 13 200,000 711,042 3, 099, 206 "207, 'ii 8 103,511 25,000 8,333 3, 614 3-17, 57() 463, 978 13 130,000 500, 000 700, 000 28,000 34, 000 6, fK)0 0 Ol 1 6S,(i00 25, 000 14 201, 573 388,045 818,944 0 60, 000 150, GOO 40, 000 83, 786 282, 788 15 121,685 120, 496 10, 791 0 43, 760 0 0 54, 541 16 39, 705 179,405 98,575 1, 300 5,915 70, 519 26,617 20, 994 125,345 17 65,000 Go, 000 98, 575 6,815 13, 850 13, 383 5, 778 38. 836 18 10, 000 125, 000 0 (.) 14, 000 40, 000 5, 596 59, 596 19 55,500 84, 016 41,800 1, 123 4, SCO 10, 500 40,000 20,390 76, 813 20 55, 000 250, 000 475, 000 33,375 21, 413 0 0 9,212 63,000 68, 275, 21 12, 000 75,000 0 742 0 15,000 0 0 15, 712 500 22 47,000 50,000 0 1,161 0 6, 711 40,000 1,861 49, 7;]3 23 1,500 50, 000 0 664 0' 8, 459 0 a 9,397 24 31,a'5 120, 189 300, 000 3,326 15,000 0: 141 18,467 0 25 20, 944 125, 000 141, 765 26 2, 012,000 Oi 0 0 0 575, 774 0 575. 774 0 27 15,000 53, 300 0 7,525 0 7, 50C 8, 765 0 23, 790 28 24, 226 113,785 c: g 7,500 10, 000 31,235 10, 397 59, 132 29 18, 000 132, 800 0 4-43 0 0 40, 000 5, 754 46, 197 0 30 75, GOO 500, 0(<0 2, 090, 000 IS, 000 45, 000 0 0 0 63, 000 31 65, GOO GO, 000 969 8, 180 20,300 37, 499 3, 857 69, 805 32 18, 500 109, 000 140,694 0 13, 323 33, 293 40 000 2,576 87, 19.2 33 93, 239 182, 650 50, GOO 3' 500 loieoo 40,000 0 57, 500 34 5. 000 85, 000 0 12,640 0 20, 750 0 0 83, 396 100, 35 104, 000 266, 280 95,900 5 754 59, 000 ' 27. 500 10, 639 102, 893 36 ll,CCO 127,500 G 0 40, 000 40; 000 13,646 92, 646 0 37 5, 000 20,000 660 330 11,400 0 0 12,390 38 43,521 437, 853 209, 000 0 14, 280 27,900 33, 7.50 0 75, 93!) 39 42, 869 167, 000 0 0 0 18,300 40, 000 8, 633 66, 933 40 75,600 191,250 344,312 9,969 20, 659 15,000 31,667 7,830 85, 125 41 25, 000 250, 000 20,000 10,000 1,200 25, 000 0 3, 775 39, 975 0 42 65,000 215,000 3,234 0 23,210 40,000 5,0-07 70,451 43 ■ v| 1 : i-ji '•'.f 1 '■tk: t. s ,- - ' S§ . I -• ' A •f^ CHAPTER XXXYI. PROFESSIONAL SCHOOLS. The nnmber of medical schools in 1900 was the same as the year hefcre, 151; but the nuinher of students was 255,213, an increase of 1,435, one-fifth of whom graduated, 5,219. Omitting three or four preparatorj^ schools, all of the medical schools except 3 now require attendance during four years before graduation, and 39 schools have annual sessions of eight or nine months. In the 98 lavf schools there were 12,518 students, an increase of 642. In 47 schools of iav/ there are courses of three years, and practically all of the schools have annual sessions of eight or nine months. The number of theological students decreased slightly, to 8,009, vv^liile dental stu¬ dents increased to 7,928, and students in pharmacy to 4,042. By comparison of the summaries, it will be seen that there are about tvvfiee as many students in medicine as in law, and three times as many as in theology or dentistry, and six times as many as in i^harmacy. It is also noticeable that the percentage of stu¬ dents graduating in medicine is smaller than in any of the other classes. In regard to the value of grounds and buildings, so far as reported to this Oifice, there is no great difference between theological and medical schools, the former having about fourteen millions and the latter twelve and one-half millions, v/hile law schools have about one and one-half millions. But as regards endow¬ ments there is a marked difference, theological having about tv/enty millions, medical over two millions, and law schools only about half a million. It is true that some schools did not report as to this item, but when distributed in the dif¬ ferent classes the proportion would probably remain unchanged. V7hen the heavy expenses necessarily^- connected v/ith laboratory and clinical instruction are con¬ sidered, the endowment of medical schools here given dwindles into very inade¬ quate proportions. THE ENDOWMENT OF PROFESSIONAL SCHOOLS, The Boston Medical and Surgical Journal, October 25, 1900, quotes the follovring from a recent article by Bev. James H. Ross, of Cambridge, Mass., relative to the question of the endowment of professional schools: The question of the medical school and the law school receiving only those who have given themselves the advantage of a liberal education is a question of pro¬ found significance to American life. It is also, in particular, a question of grav¬ ity for every member of the professional faculty and for every member of the board of trust which manages a school of law or a school of medicine. For if the student is to give so large a share of his life’s time to the preparation for his life's service, if he come up to the law school or to the school of medicine with powers well trained, -with the cax)acity of appreciation large, with his character matured, he has a right to demand of the professional school that it shall give to him advan¬ tages adequate to the ripeness, richness, and maturity of his character. It is sim¬ ply absurd for a medical school or a law school, such as can be found in many of our States, to demand that candidates for admission shall have a college training; for the schools can iiot offer adequate opportunities to men of these advanced attainments. F or medical schools such as can be found in many of the great cities of this country to ask that students who are admitted sheJl be libera.riy educated, is quite as absurd as for a high school in New York or Boston to require that can¬ didates for its junior class shall have already taken a college course. The medical 1959 1960 EDUCATION EEPORT, 1899A900. college which demands a liberal education from candidates for admission should off '=r as good teaching in the fundamental branches of anatomy, physiology, bac¬ teriology, chemistry, histology, materia medica, therapeutics, and in apecial branches, as these candidates themselves have received in Latin, mathematics, philosophy, German, and history in the undergraduate colleges. These schools, furthermore, should olfer the student a fitting scholastic environment. The med¬ ical college should offer to him hospitals and clinics having many cases and unique, and the Jaw school should put into his hands a properly equipped library. For schools of medicine and of law to offer the student such opportunities requires, primarily, money— and money, too, in large amounts. Professional edu- (“ation in this country has not yet received, with the exception of theological edu¬ cation, a fitting endowment. The theological schools of this country are now pos¬ sessed of about $'30,000,000 of endowment, and the value of their buildings and grounds is about $13,000,000. Bo it said, a”* so, that one-half of this amount is found vested in the theological seminaries of the 'North Atlantic States. . Of the semi¬ naries of the various churches the Presbyterian are the best endowed. About one- fifth of the entire amount of endowment funds of churches in America are found belonging to the Presbyterian Church. This endowment allows each professor¬ ship in these seminaries to have about $40,000 in case there v/ere an equal division of these funds. In the Congregational and Episcopal churches the endowment would he about $35,000 for each chair. But the endowment of the medical and IpvW school's is so slight that one hesitates to give any figures at all. In fact, the endowment is so slight that some schools of law and of medicine are unwilling to reveal their poverty. The largest endov/ment in this country belongs to the medical school of Johns Hoplnns University; the next largest is that of Harvard Medical School, and the next largest, so far as reported, is that of Western .tleserve University M.edical College. In a recent year $1,500,000 was given to endow professional education in this country, and of this sum 03 per cent was given to schools of theology, 17 per cent to schools of medicine, 14 per cent to schools of technology, and about 1 per cent to schools of law. For the improve¬ ment of professional education in medicine and law the American peoiDle must give of their v/ealtli with a generosity akin to that with which they have poured out their millions each ye.ar to the nndergradnate colleges. The great need of American life at the present time is better trained doctors and better trained law¬ yers. This need can be met only by the rich endowment of schoo’s for the train¬ ing of doctors and lawyers, for it is only such schools, well endowed and well equipped, that can worthily and fittingly ask men of a 'liberal education to become their students. The next movement in the endowment of American education should be directed toward the schools of law and the schools of medicine. Waf^liington Universit}! , Medical Departraeni, Si. Louis. Mo. — “Early in the year 1899 the respective faculties of the St. Louis Medical College and the Missouri Medical College took certain preliminary steps looking to the union of these two institutions. With this end in view both faculties resigned, and in due course combined to form the medical department of 'Washington University.” KeoJculv Medical College and the College or Physicians and Surgeons, of Keokuk, Iowa, were consolidated in 1899. Marion Sinis Beanmiont College of Medicine is the name of the institution formed by the consolidation of the two medical schools in St. Louis, Mo., May 1, 1901. The Slate University of Iowa. College of Meddcine has decided to extend the course to four years of nine months each, the length of the session to be thirty-eight v/eeks, or thirty-six weeks exclusive of vacations. A GIFT TO RUSH MEDICAL COLLEGE. The Journal of the American Medical Association (November 10, 1900) says: Friends of high standards in medicine vrill rejoice to learn that Dr. N. Senn has given $50,000 to Rush Medical College for building purposes. This is not his first gift to medicine. A few years ago lie gave to the Newberry Library, of Chicago, a unique and remarkable collection of medical books— that of Baum and Du Bois- Reymond. When Rush College became affiliated with the University of Chicago, he "contributed $25,000 toward wiping out the debt of the college, and only the other day a gift of $10,000 vms announced to St. Joseph’s Hospital, in which Dr. Senn for years has done a large share of his private work. This makes a substan¬ tial return to the profession, in which but few acquire abundance of worldly estate. It is given only to few to further the medical weal as Dr. Senn is doing. The example is one that others will do 'well to follow, and it is to be hoped that this PROFESSIOISTAL SCHOOLS. 1961 gift of $50,000 may mark the heginning of a series of endowments in the interest of higher education in medicine. The foremost medical colleges in Chicago have received, up to this time, far less endowment than similar institutions of relatively the same standing in some other large cities. And large sums of money are necessary in order to build up these schools according to the high standards they have set for their work. Since its affiliation with the University of Chicago the career of Rush Medical College has been followed wuth great interest. By the introduction of the quarterly system and of elective methods of study it became a pioneer in revolution of the medical curriculum. Dr. Senn’s gift will enable the college to meet one of the most cry¬ ing needs at the present time, namely, more room and better facilities for clinical instruction. The gradual development in various parts of the United States of medical schools'^with high scientific standards, adequate equipment, and proper methods is a better foretoken than anything else of a great future for medicine in this country. The history of the Johns Hopkins Medical School, of which every x\nierican ma:/ be proud, demonstrates that American soii is favorable for the growth of scientific medicine and not merely a hotbed for medical commercialism. The influences constantly going out from the medical schools of the large univer¬ sities in ISTew York, Boston, Philadelphia, Chicago, Ann Arbor, San Francisco, and elsewhere are powerful factors in the interests of higher medical standards. And there are other well-established institutions with their own hospitals— as in Philadelphia — working toward the same end. But the fact remains that the present number of medical schools in this country — 15G or thereabouts — is excess¬ ive and abnormal. And what is abnormal must be subjected to active remedial measures, and not, as suggested in a recent presidential address, allowed to drag along until eventually eliminated by a kind of natural selection. One reason for the existence of poor schools is that their graduates as yet have comiraratively little diffi-culty in obtaining the right to practice. The State examinations must be made more searching than now. And the character of the work of schools, graduation from which entitles to come np for State ex^i mi nation, must be accu¬ rately controlled. Heretofore such matters have been dealt with in only the most general terms. The facilities for practical clinical instruction demand careful investigation and specification. Too fev/ medical schools have their own hospitals. This is true of some of our most progressive institutions. A most essential part of the work of the medical school is practical instruction and training in medicine and surgery, and how can this be accomplished properly and in accord with modern pedagogic methods unless the schools have the necessary laboratory and other equipments, and also have full and absolute control of adequate hospital facilities? Large endowments are necessary for the estabiishinent of well-equipped institutions and hospitals in which to teach and study medicine. May not such endowments be expected when it begins to be understood what the good medical school is trying to do? Gifts like Dr. Senn’s, therefore, will do much to interest the public in these matters and to open its eyes to the magnitude of the work in hand. Yale Medical School, New Haven, has received an anonymous donation of $100,000, v/hich is to be applied to the construction of a clinical building — a laboratory of clinical medicine and surgery.^ Four years in dentistry in the University of Michigan^ — The board of regents at a meeting held May 17, 1900, authorized the dental faculty to provide a curriculum for a four years’ course in dentistry in piace of the present three years’ course, to be inaugurated with the session beginning in 1901, and also, at the same time, to make the educational requirements for admission to the dental course a diploma from an accredited high school or other school of similar standing, or the equiva¬ lent of either in examination. Four years in dentistry at Tufts College,— The faculty of the Tufts College Den¬ tal School, at its last meeting, passed a unanimous vote to extend the course in that school to four years, the change to apply to all students entering the school in 1902 and thereafter. ^ Board of Laiv Examiners in Iowa, — According to an act approved April 16, 1900, “ The attorney-general shall, virtue of his office, be a member of and the chair¬ man of the commission provided for by the chapter of the code above referred to as amended by this act, and the court shall appoint from the members of the bar 1 Jonr. A. M. A., March 9, 1901. 2 Aiinouncemeat, 1901. 3 Boston M. and S. Jonr., March S1,19C1. 19G2 EDUCATION BEPOET, 1899-1900. of this State at least four other persons, who, with the attorney-general, shall constitute said commission, and which shall he known as the Board of Law Examiners. Of the persons first appointed as commissioners, two shall be desig¬ nated by the court to serve for one year; the remaining members shall serve for two years,” Each applicant for admission to the bar must pay an examination fee of $5 and must have ‘‘ acquired a general education substantially equivalent to that involved in the completion of a high-school course of study of at least three years in extent.” Board of Laiv Examhiers in Rhode Island. — A permanent board of State bar examiners has been appointed, consisting of nve members. The full term of serv¬ ice for which a member of said board is appointed is five years. The term of office of one member expires each year.^ In West Yirginia. all applicants for admission to the bar are required to pass an examination before the lavr faculty of the State University. If they pass, a certificate -of the fact is given and on that the supreme court of appeals grants a license to practice law. The system works vrell.” In Arkansas “ the State Bar Association at its last tv,m sessions has taken a bold stand in recommending that the requirements in the future be more exacting, and such examinations of the various applicants be given as will thoroughly test their qualifications as to kiiovdedge of the law and moral standing.” Increased number of law students. — In regard to the increase in the number of law students Franklin M, Danaher, secretary of the Nevr York Board of Examiners, says: - The lave schools have doubled the number of their students in five years, and the question has been asked why they are increasing so rapidly, I have studied that question very carefull}’’ and have come to the conclusion that it is due to the general raising or the standard of education among the students themselves; they know that under existing conditions a thorough education in the lav/ can not be obtained in a law office; they also feel, at least in onr State, that under the system of examinations established by the State board, it is almost impossible to qualify unless they are fully prepared, and they know that they can not get adequate preparation outside of a law school. Seventy pei- cent of the applicants in the State of New York have had some law- school training. V7 e find that the men who come from law schools are twice as well cjualified nearly, as those who apply from law offices. Fourteen per cent fail who have had law-school training, Vvhiie 26 per cent fail vdio come to the exami¬ nations from the law office solely. FRAUDULENT DIPLOMAS. The Commissioner of Education, in his Report for 1898-99, page 1681, called atten¬ tion to the traffic in fraudulent diplomas, the chief offender being the Independ¬ ent Medical College of Chicago, also known as the Metropolitan Medical College. At the time that Report went to press the officers of the institution had been placed under arrest hut not brought to trial. The result, however, has since been announced by the Journal of the American Medical Association (December 22, 1900), which states that the president of the ‘ diploma mill,’ whose latest name was Metropolitan Medical College, was sentenced on December 15 to serve one year in the Dupage County jail and to pay a fine of §500. Sentence on the other tv/o defendants was deferred until the next term of court.” The Dental Cosmos, July 1900, says: Illinois has long possessed a vicious law under which it was possible for irre¬ sponsible men to obtain charters for colleges authorized to confer degrees. This has made Chicago the headquarters for all the degree-selling colleges of the coun¬ try. The matter was first publicly ventilated in the report of the committee on foreign relations of the National Association of Dental Faculties, at the annual meeting held tw'o years ago in Omaha. This report was a, scathing denunciation of the law, which it pronounced a disgrace to the State. The committee was con¬ tinued by the National Association, and they were authorized to expend such sums of money as were necessary in the further prosecution of the investigation. From Report of Rhode Island Law School. 2 Albany Law School circular, 1900, p. 16. PEOFESSIOITAL SCEOOLS, 1963 The report aronsed a great deal of feeling among the educators of the Stp.to, and a meeting of representatives of the varions degree-grantiiig literary institutions was called and a committee was appointed, consisting of Presidents Plarper, of Chicago University; Rogers, of hlorth western; and McClure^ of Lake Forest, to memorialize the legislature, and to endeavor to place the educational affairs of Illinois on a better basis. The report of the foreign relations committee Vv’'as widely circulated. It was presented before the legislature, and extracts from it were printed in circulars and in the newspapers. The efforts of the committee failed, but the counsel of the foreign relations com¬ mittee introduced another bill, v/hich became a law, authorizing the annulling of the charters of any colleges which granted degrees improperly. The Illinois State Board of Health was already at v/ork toward the same end, and the foreign rela¬ tions commnttee joined forces with that body. The consequence has been that the conductors of the “ Independent Medical College of Chicago, "’ wdiich has advertised oj)enly in the newspapers that it would furnish diplomas for a consideration, have at last been caught and brought to book. It was found v/hen they were arrested that they were in possession of twenty-four different charters, so that v/hen one was annulled they could immediately operate under another. These men are now in jail, and it is hoped that the worst of the fraudulent col¬ leges is broken up, and that its fate will deter others. It is believed that this institution has sold in this country and in Europe more than a thousand diplomas. The Dental Cosmos, April, 1901, under the heading, The status of the American dental degree in G-ermaiiy,” says: The Muenchener Heneste Nachrichten, of February 6, publishes an account of the arrest and trial of a dentist, Emil Gumi3oldt, for advertising himself as “Amerikan- ischer Zahnarzt” upon the authority of a, certificate of the dental examining board of the State of Illinois. He was the holder also of a diploma which, it is charged, was issued by a fraudulent diploma concern in Chicago. The case enlisted the interest of the Hon. James H, Woriiian, United States consul at Munich, who has instituted active measures toward protecting the dignity and reputability of the American dental degree as conferred by legitimate Ameri¬ can schools. We append certain correspondence relating to the matter which will clearly show the active steps v/hicii are being taken to rectify the harmful effects of the illicit diploma traffic, and to secure proper credit for the legitimate dental degree. Consulate of the United States of America, Munich, Germauy, Deceviber 29, 1900. Hon. David J. Hill, etc.: Sir: Referring most respectfully to my unnumbered dispatch of April 21, 1900, upon the subject of American dental degrees in Germany, to whMi I v/as honored with a reply by your Department under date of July 17, 1900, Eo, 80, I have the honor most respectfully to report at this time: 1. That I have since placed myself in re’ation with the organized associations of American dental graduates in southern Germany, and, in connection with the learned counsel of this consulate, have advised them how to conduct themselves in their relations with the Government and i3ress, and in the defense of those of their members who have been or are being prosecuted for what is termed here an nnlawful ” use of their honestly acquired titles of D. D, S. 2. That at the same time in all cases, whether of gentlemen holding legitimate diplomas or of persons holding illegal issues, I have been in constant communica¬ tion with the Bavarian department of justice and the foreign office to protect the rights of all legitimate holders of such American degrees, correctly issued, to use and advertise their degrees, and to secure the prosecution and conviction of those illegally holding American certificates or honors. My task has been a peculiarly difficult and delicate one, as there is, in the first place, even among educated and intelligent Germans, a misconception of the character of American universities and especially the schools of dentistry, on account of many of them being, as far as tiieir original organization is concerned, in form at least, private concerns; and among the less informed a strong preju¬ dice against American degrees on this account. It has, therefore, been a matter of propaganda to bring the anthorities to understand that under the republican forms of government existing in the several States, where so much is necessa¬ rily left to private initiative, these institutions, although in form private enter¬ prises, by virtue of their charters and- the right of wsitation and control bj^ the State anthorities, are, in fact, |)iiblic institutions. Another difficulty lies in the fact that the German universities, stimulated by the reputation and success of American dental colleges, have added dental depart- 19G4 EDUC^^TION EEFOET, 1899-1900. raents to their curricula, which in theory, at least, are not inferior to the average American institutions; and, among others, the University of Munich has recently established such a department, which, in equipment and the character of its instruction, will prove inferior to no other. I The purpose of tliis instruction in dentistry at the German universities is to offer to Germans the opportunity of educating themselves thoroughly in that art, and to raise the estimation of German dental degrees to the American standard, so as to induce students to remain at home. It is easy to comprehend hour this jealousy of American degrees finds its expres¬ sion, not only among i)rejudiced people, but also among holders of German dental degrees, in denunciation of American degrees and dental institutions, and also in their efforts to bring about a prohibition of their use in Germany. I have good reason to believe tliat I have met these difficulties successfully and have been able to convince the authorities here of the value of legitimate American university honors and the titles of technical schools, and of tiie expediency of not prohibiting them; also of the sincere desire of the United States Government to do everything possible to prevent the issue of worthless diplomas and to effect the closing of institutions issuing them. main endeavor has been to secure such evidence as might he of service in lu’oceedings against the institutions issuing i legitimate dipfomas, and I have already obtained xiossession of original diplomas and certificates in two instances where they were purchased in America by Germans against vrhom proceedings are now pending. In one of these cases I hawe had the diplomas co’pied by photography and type¬ written copies of the certificates made. I have applied to the legal authorities to have the original diplomas and certificates in these cases deli verecl to me for trans¬ mission to the State Department, for use as evidence in any proceedings it maybe deemed expedient to institute, and, though, such a course is diiiicult to effect, I hope for a favorable answer. On December 10, 1900, a very interesting case was settled in the courts of Munich against oneSamvei Gumpoldt, once a “ Zahiitechinker,” now a full- hedged “Amer¬ ican dentist,” claiming also to be the holder of the American degree of doctor of dental surgery. lie obtained the “ doctorate” at one of those nonreputable den¬ tal schools of which two remain to be suppressed in Chicago. “Dr.” Gumpoldt went to Amerlra some time last spring, remained a few weeks in Chicago, and came back with a certificate from the '■ State board of dental examiners” permit¬ ting him to practice dentistry in Illinois. The states attorne}^ here made the polite request that I should testify as an expert in the case in order to establish the ille¬ gality of the defendant's claim, and as a result the “ doctor” was condemned for terming himself “ Amerik-anischer Zahnarzt ” and heavily fined. The case, of course, v.’ill be appealed, but it is to be hoped that the governor of Illinois will cause an inquiry into the illegal practice prevailing in that State by issuing such certificates as in this instance, as the State board is only expected to admit to examination a candidate who has si:ent at least six months in a regular dental sciiool. In this instance the “ doctor” made ceita'n claims as to studies in Rcu- mania. * * •• Another ca„£e now in the courts is affording me the opportunity to secure by the aid of photography the neediul evidence to convict of such illegal praciice the other nov.'- remaining nonreputable institution in Illinois making a business of the sale of diplomas, and I shall have the honor to submit this report by an early post. The rani liy growing tendency among the peoples of the German Empire to bar out as far as possible all foreign competition may, as I have already suggested, force the governments of the various States to a more determined warfare in behodf of the dentisls educated in the schools of German}- only, against those bearing the distinctive honors of the American dental schools, thus ultimately affecting not only the good standing of American dentists abroad, but also destroying their use¬ fulness, if not barring them altogether. It is to be hoped, therefore, that the course taken by this consulate, however great the sacrifice in labor and time, may prove both timely and judicious, maintain the integrity of oiir worthy schools of dentistry, and preserve them in honor abroad as well as at home. To this end I v/ould most respectfully ask you whether you do not deem it expedi¬ ent that publicity be given through the press in America to such institutions, and in Germany to punish persons holding and advertising their diplomas, in order to deter foreigners from purchasing such titles, and thereby to destroy the market for them? I have abstained entirely from any communica-tions whatever to the press, but believe tliak the widest publicity should be given the whole subject. I have the honor, etc., James H. ''vYorman, United States Consul. PKOFESSIOI^AL SCHOOLS. 1965 A new dented regulation in Gerniani’d — The royal chief ohice of police has pub¬ lished under date of February 20, 190i, the following announcement in the news¬ papers; “According to verdicts of the high courts of appeal, all persons who, without having graduated in Germany, style themselves Arzt, Wundarzt, Augenarzt, Geburtslielfer, Zahnarzt, Nervenarzt, Naturarzt, etc., or use any title containing the word ‘Arzt,’ are trespassers against the law. Also the culpability is not excluded by additions, as for instance, ‘graduated abroad,’ ‘not graduated,’ etc. , which are intended to show that the person in question has not obtained approbation by license in Germanjn Such persons may expect the same prosecu¬ tion as those who style themselves in such a manner as to make people believe that the holder of the title has passed an official medical examination; and it is immaterial as to whether such person has so styled himself hitherto without being prosecuted. ” Herewith the question again arises whether the titles “ in Amerika approbirter Zahnarzt” or “ amerikanischer Zahiiarzt” are a misdemeanor against section 143 (R. G. O.) , Trade Regulations of the Empire, and are again threatened with pros¬ ecution. According to the verdicts of the Berlin Kammergericht (court of appeal) the question of the culpability of the one styling himself “Zahnarzt,” with explan¬ atory addition or without, whenever such person uses it, not having graduated from a German university, must be finally confirmed. After the Landes Central Beliilrdenof the German Empire have made the use of a foreign title in future, as doctor, etc., dependent upon special permission, tliero has now been submitted by the home office of the Empire the draft of a decree to the competent committee of the Bundesrath, in accordance vfith which the further use of foreign titles, which hitherto have not been objected to, is forbidden, if the same have been acquired under conditions less stringent than they can be acquired in Germany. All American titles will be forbidden as soon as this decree is sanc¬ tioned. Societies belonging to the union of German Zalinktinstler have proposed a pri¬ vate examination of their members and the bestowing upon them of a diploma as “examined dentist,” but it is asserted that the Central Behbrden intend taking energetic measures against this new styling of those who have not graduated from German universities, as soon as some one publicly makes use of this title, as a pun¬ ishable contravention of the law is seen in it. The only persens allowed to style themselves “examined ” are those who have passed an examination before a state commission, or a commission which has been authorized by the state authorities. The styling “ dentist” is forbidden as well, because in other cultivated countries by the term “dentist” is understood a person duly licensed by the authorities (authorized) to practice dentistry. Table 1, — General siLmuiary of statistics of professicoial and allied^ schools, for 1890-1000. Class of schools. Schools. Instr’uct- ors. Students. Increase ( + ) or de¬ crease (— h Graduated in 19U:). Per cent gradu¬ ated. Students having A. B. or B. S.2 '^'heological . 154 994 s 8, 009 - 252 1,773 23 2,338 Law . 96 1,004 4 12. 516 + 642 3, 241 26 2,166 Medical . . 151 4,483 25; 213 +1,435 5, 210 21 2,477 Dental . 54 1,118 7,928 + 574 2, 0,29 26 192 Pharmacentical . 53 493 4,042 + 491 1,130 28 51 Veterinary . 13 185 3e;2 + 40 100 28 14 Nurse training , 432 11,164 +1,116 3,546 32 Class of schools. Value of grounds and hull dings. - Endowment funds. Benefac¬ tions re¬ ceived in 1500. Volumes in libra¬ ries. Theological . . . $14, 101,314 1, 498, 000 13, 4G2, 497 1,276,500 A91, 043 375, 000 Wl, 549, 043 $19,979,565 567, 900 3,236,087 105,000 19, 202 5, 064 ns, 381,190 $1,123, 803 105,500 49,239 500 1,700 4, 000 5 1,834,433 1,558,901 327,019 158, 464 6,531 33, 719 1, 000 Law . - . . . Medical . . . Dental . . . . Pharm acentica,! . . . . . V eterinarv . . . . . Nurse training. . . 1 Dental Cosmos, May, 1501, p. 570. ^ 181 women included. 2 So tar as reported. 151 women included. ^ Pertaining to the hospitals with which the utir.so schools are connected. 1966 EDUCATIOIn EEPOET, 1899-1900, Table 2. — Comparative staiisf ics of professional and allied schools. Class. Tlieology: Schools . St’jdeiits-- . . Graduates . . . LaT'.'t Fi chools . Students . . . Graduates . Medicine (all classes): Schools . . . . Students . . Graduates . . Medicine (regular): Schools . - Students . . . Graduates _ _ Medicine (homeopathic): Schools . . . Students . Graduates . . Dentistry; Schools . . . Students _ _ Graduates . riiarniacy : Schools . . . Students . Graduat8.i . . Veterinary medicine: Schools . Students . Graduates . . Nurse training: Schools . Students . Graduates . 1870. 1875. 1880. 1885. 1890. 1895. 1900. 123 143 353 115 119 151 5,231 5,213 5, 775 7, 613 8,(i50 8. G'9 782 719 790 1,373 1,598 1,7:3 43 48 19 5i 73 CH3 2. 677 3, 131 3, 711 4, 518 8,950 13.516 823 1,G89 711 1, 121 2, 717 3,211 80 90 113 129 151 151 8,580 11,929 11,059 15,481 21,354 25.213 2,391 3,211 3, 622 1, 556 4, 627 5,219 65 7'3 88 93 113 121 7,518 9, 376 9,411 13, 521 18, 660 23, 752 2,082 2, 673 3,113 3, 853 1, 196 1, 720 11 12 12 11 20 22 664 1,220 1.088 1, 161 1,875 1.909 168 3S0 '313 380 4C3 113 12 16 18 27 45 51 169 730 1,116 3, 69<3' 5,347 7, 923 151 260 458 913 1,297 2,029 11 11 21 30 39 53 922 1, 317 1,716 3,871 8, 859 4.012 208 186 396 759 1,067 1,139 7 9 13 4:J3 171 362 100 15 31 35 131 432 323 793 1, 553 3. 985 n, j64 157 218 171 1,198 3,456 SO 3,25i 1,(553 6,191 5,670 275 257 512 Table — B'ltmmary of staMstics of schools of theology for 1899-1900„ PHOFESSIONAL, SCHOOLS. 1967 Volumes ill libraries. I 1 Slip, sSiiifs liiaii ill sggsgi g’sVass SS'-"' ; 1 iiliiiSiii lis p’g“S°'sA'-' 1 a Total income, a % i isili lEiasi 1 ii g'iiS|Sf3' is la ig 1 : p-a sa ; : ! c 1 s '■ i s 8 ilisi i 1 iaijs-a I i I i 1 Benefac¬ tions re¬ ceived during . the year. i a iiiss ffegs iisifgi ill ill Ii i i |ooi gii ; 1 : i : i I i; ; s; iiiilS i; I I f-: O Endowment funds. i i s liisS iliiS Cl: vH -H ct) iiSiSi ill laaiii Pi ill Sii I gi g3“ i i S i i gi j i iiliss i 7=1 1 1 1 ” s s i Value of grounds and buildings. s s A' iiiili siigs cc A' c.f iig3ig ill aailii ill ill III i Pi IP i i i: ; i : iiiili i ia||gs i A ■ : i ss|j ] S£L ' OtQO'iO ; A CO 1 Students having A.B. or B. S.a i Issai’ Cti'adu- ated in ihOO. g .-T ! W omen in¬ cluded. T-i w 55 sc o C3 i o o o ^ s:> c: 5; o s.i ~ -o » cc o cc ^ s-> -c — c: ec. ' s| § oo" iisia c-l CO sisagi ISgstsg s|sss» aspimicr: sse Special or assist¬ ant in¬ struct¬ ors. i CO ir: 00 r-J ^ 1— 1 Cl Ct ^ r-i -tH C'. G--i CTj L- c: CC CO c: CO O'l Profess¬ ors. 1 Schools. s IM 3C CO IC; O OT O CO CO 01 cool COi.'-CO^-H— Ol CO ^ 'i’' CO O t- 7-1 0> Sl7-i-77H 1 1 1 1 a 13 ITorth Atlantic Division . South Atlantic Division . South Central Division . . North Central Division . . Western Division . . iNortn Atlantic ui vision: Maine . . . . . ■Massachusetts . . . . Connecticut . . . . New York.... . . . . New Jersey . . . Pennsylvania - - - South Atlantic Division; Maryland.. . . . District of Columbia . Virginia . . . . . . U1 til v^clil Ulllltt, - South Carolina . . . G eorgia . . . . . South Central .Division; Kentucky . . Tennessee - - - - Alabama . . ... _ lionisiana..- . Texas _ _ _ _ North Central Division; Ohio . . Indiana _ _ _ _ _ _ • iiinois . . . . . . . Michigan _ _ _ _ _ W iscoLsin . . . . . . Minnesota . . . . . . Iowa . . Missouri . . . Nebraska..... . . . Jt Mil i a So far as reported. Table 4. — Summanj of statistics of schools of laic for 1890-1000. 1968 EDUCATIOIS' KEPOUT, 1899-1900. V oluines in libraries. 02) O geiis ii ii ciW d igi giisfeii ilii : iiiiiiSi Benefac¬ tions re¬ ceived during the year. 8 •s i s i ii i :i ; ill Endow¬ ment funds, a 1 i it li "S 3“-^'' ; sS : IS i : : i : : ; Ii ; 1 n 3 j 1 Va,iue of grounds and buildings. I i 5:. iiiii IPP I ; ill irli ii i sis i i |i 1 ss ; 33 ■ e, o d ; 4 5S3 jg 5o“ iS g¥s is Total in¬ come of schools, a i 1. siiia !ii 112 1; ;|!5 “SSS ; 'JO ' i ii ; -g ; g2§; ■ C-ZC-IO': ' co'occs'c 3 |i |i “ I'M |s Student.s. Students having A. B. or B. B.tt 1 dC CO i- o i i3S ?0 1.0 11 CO S PSss Gradu¬ ated in 19t)U. CO c» -.-ti CO >b i- ugs; P i a; S 0 d © r-t '.O j |©IO 1^0 Y^ 1 Hy-H-OL-CO i s BSBiS -fj .=>■ iisigpii ef Special oi- assist¬ ant in¬ struct¬ ors. 3 = i- 1 -ri Profess¬ ors. 1 Schools. c? t-i II r-l r-( L- ID ^ CD --H CO y-H -+i CO CC ^ I '! y-H 11 ■-( lO IC CM> y«H y^H CyO CO States, United States _ _ _ North Atlantic Division . . . . South Atlantic Division . South Central Division . . North Central Division _ Western Division . North Atlantic Division: Maine. . . . . Massachusetts . . . Rhode Island . . Connecticut . . . New York . Pennsylvania. . . . . . .South Atlantic Division: Maryland . . . District of Columbia . Wrginia . . . West Virginia . jN ortn (jarolina . South Carolina. . (Georgia - . South Central Division: Kentucky . Tennessee . . in. 1: Al'Kansas . . . . North Central Division: Ohio . Indiana . Illinois . Micnigan .... . "Wisconsin . . Minnesota . . .1 owa . . . . Missouri PEOFESBIOl^AL SCHOOLS. I960 88 OO ill o o i-H ED 1900 — VOL II- ■44 Table 5. — Summary of statistics of 'schools of medicine for JS99-1900. 1970 EDUCATION EEPORT, 1899-1900. Volumes iu library. 1 iiSii gsi =1 ' i of :Si 1 ^•'3* r-r ill ii 1 1 * i Si i- O ofocf 1 Ii i oo'rf' ; Total income of the schools, a. S I issii |S33'if ji i ill I ;g¥ g iis i ;;i- i 1 s§ i i : Sis Benefac¬ tions re¬ ceived during: the year. I I SSSSol ni ; s-'s ; Si i ; Endowment funds. 1 1 ISifi ps'l't i i ii ii i I" i : : ’ ; ■ = 1 ■' I" ; 3 ns if i§ i ill g-’ :'=■ ; 2 : §•! O 1 Value of groTinds and buildings. 1 I a § S S S S O X HH :o sss ss SSI ^5= 2 ' ' * iis iiil ii ii?a Pa^ ii i" " i 1 ii i ® ii i III iW' Students. 5s 1:: ilsSs ! ?1^2 :- of : i I ' s?33 i i 5S2'^2 i-3 . Ill c: 5^ o fi^iss |22^22 ||^222 § 0 1 l-s i !! ; i; ; ill S?1 i ^ I X c; ' OICO rH s 13 e if Bins S-C CO cc cf ill gs2ss?ii iigssi swmm -M ^1-' Special or assist¬ ant in¬ struct¬ ors. 1 |2g ~2S"22 v. r of Slip iili r>2^'22Sg §^82^12 of Schools. o ^ CO OJ 01 1-H r-< 00 T— i L' 1-0 1- 00 CO 1— i 0^ 1.0 00 OJ 0> O^ r-l States. 1 5 CC 1 '5 North Atlantic Division . . . South A-tlantic Division . . . South Centi'al Division . . N or th Central Division . . Western Division . A.— BY CLASSES. Regular medical . . Eclectic and physiomedical . . Homeopathic . B.— BY STATES AND CLASSES. Regular. North Atlantic Division: Maine . ! i ; : 1 mI ill i>-:3c Yonnecricut . . New York . . Pennsylvania. - . South Atlantic Division; Maryland-. . 1 i ! ; § ill nil tf eorgia . . South Central Division: Kentucky . . ii 14 . PROFESSIONAL SCHOOLS. 1971 iiiiiiii ii ill 1 1 1 ? '538 i ill ; i o C'J c: o e-f .-1 kT ; ©.-j ■ oTiP N .-r "'“'s ; ; iiiiii oogco oSSSfi ill CO't-H iiiiiiiiii I ill - 8^’' 88 S :=1 |:^S|h8SS|JS^ ^S| a 8 888 ^ S5^J8*88$38JS 88'= o o 8^1 8 § 8838S g8| S ||88^S8 :^8 r-T o^i' cf cS^g S ^ Sgo Jo ^coS' S ^ rt! P ^ P P P t-T O CO O 0-> C'-> ^ 0^ CO O'! O'! : O^ O O'! rH ^ CO rH rH I Sl^ SI )OQ >< Ic I 8 I ^ a o \m a So far as reported. Table 6, — Summary of statistics of schools of deyifistry for 1899-1900. 1972 EDUCATION EEPOET, 1899-1900. V oluiiies in library. 1 1 (),o;n ii ill : 1 hi ji-H ii ! ^ ; » ;S2o ^ •5-2o A ; i \ Total income of schools. i i i iiii 3 ill 3. 8 a 17, 000 13,000 I ii 000 ‘oe 3,803 10, 000 Benefac¬ tions received during the year. noeS i M M 1 1 Endowment funds. §105,000 ii ii i 8 ="' 13 ; 8 i i ii 1 Oi 000 ‘IT i Ii 1 ; ;.o , Value of grounds and buildings. S §SS8S |S833 ill i\ II II ! S?^ 1 i 28 • oo : II 1 8 ii in is Students. Having A. B. or B. S. degree. s X)CO i i = ^^73 i I LC ' Gradu¬ ated in 19U0. S gisia Women. s 49 7 5 31 18 .0 ^ ^ j o O -H 1 r Men. § L- ilssi cf CO si| as58 sicpggasK gf2| 1 K or assist¬ ant in¬ struct¬ ors. i w CO lo S S SI ^3 Profess¬ ors. i Schools. O O O 1- O-ICOIO rl COr-Hi-i CO 7't i— t r-H Cl 'tH 7 ^ C I t-H 'ts States. United States . North Atlantic Division . . South Atlantic Division . South Central Division . . North Central Division - . Western Division . North Atlantic Division: Massachusetts . . . New York . . Pennsylvania . . South Atlantic Division: Marviand . . . . District of Columbia . . 1 V li . 1 Georgia . . . . South Central Division: Kentuckv. _ _ _ _ Tennessee . . . Alabama . . . . ijoui&iana- . . . North Central Division: Ohio . . . . . Indiana . Illinois . Michigan . Wisconsin _ 1 Minnesota . . . Iowa, Missouri _ _ _ Nebraska. . . . . Western Division: Colorado . . . . . t'gUJI . . . . California . ■Summary of statistics of schools of pharmacy for 1S99-1900. PROFESSIONAL SCHOOLS. 1973 Eh 75 >i . S 05 ir; j2 05-^ 05 'a sill cq o d d3 4H sii ■d! .J_, S CO C tiO <35 ®.S tX) pill I i§ s sCa ^3 <3 .2 .r/5 pH "^5 • O CO O iO CO CO lO V- O O iiila rH- ^•' ^•i.So I S-?^2S8 Ci t- CO O Ol lO CO O-J 01 01 < lO 01 CO H *>0 'CO lO >0 Cv ' ID Ol P o oo^^coco^ ^SSS?0'"SPh^' 1974 EDUCATION EEPOET, 1899-1900. Table 8. — Summary of statistics of schools for training nurses, for 1800-1900, States. Schools. Nurse pupils. Beds for pa¬ tients. a Value of grounds and buildings of the hospitals. Endow m e n t funds of the hospitals. Benef actions received dur¬ ing the year. Expenditures f o I* nurse schools. S Women. Whole number. Graduated in 1900. United States - 433 1,195 9,969 11,164' 1 3, 546 84,227 171,549,043 S18, 381, 190 .^1, 834, 433 $365,347 North Atlantic Division. 238 615 5,716 6,331* 2,033 51,103 46,750,673 13,333.838 1,423,178 245. 483 South Atlantic Division. 34 39 681 72o: 191 3,293 5,869,000 3, 387; 600 15; 408 19, 148 South Central Division.. 10 13 180 192! 75 3, 139 1,095,000 95,200 500 14, 264 North Central Division . 128 524 3, 860 3, o84i 1, 080 24, 325 16,284, 370 1,484,052 373, 139 76. 104 Western Division . 22 5 533 537 167 2, 368 1, 550, 000 81,500 34,207 10,348 CLASS A. 1 North Atlantic Division: 4 3 74 77 31 257 401, 000 184, 450 7,482 3 86 88 35 237 49, 700 59,232 12, 385 1 8 8 4 8 4, 000 1,500 Massachusetts . 48 9 1,137 1,146 433 4,191 4,233,842 7, 096, 876 438,588 27, 900 Ehode Island . . 4 13 118 130 34 675 1,381,790 17, 688 4,340 750 Connecticut _ 0 183 183 63 687 780,000 300. 000 10,000 10, 543 New York . 06 150 1,7^ 1,902 551 9, 886 8, 653, 434 3,050,376 411, 950 149,377 New Jersey . . 17 1 291 293 1.29 1,103 1,213,525 494,239 15, 450 4, 500 Pennsylvania . 59 O 1,316 1,318 424 6,281 4,829,5.23 3, 138, 675 326, 067 48,914 South Atlantic Division ; Delaware . . o 0 22 22 1 73 82, OOf) 47, 600 0 700 Maryland . 9 0 186 186 59 841 3, 310, 000 3,311,000 8, 500 9,300 District of Columhia. 7 10 210 310 60 938 836, 009 24, 000 3,800 4,320 Virginia . . 8 1 133 134 51 633 161, 000 5,000 4,108 4,3.:.^8 W est Virginia . . 1 12 12 9 75 South Carolina . 2' 21 21 8 162 5,000 - 500 Georgia _ _ 1 3i 65 65 1 132 150,000 Florida . 1! 10 10 3 50 So uth Central Division : Kentucky . 3 56 53 26 360 140, 000 35, 000 500 7,924 Tennessee . . . 2i 32 •>? 8 245 100, 000 24, 000 2,840 Louisiana 3^ ' 59 59 25 943 105, 000 36,200 3,500 Texas . . 1 18 18 8 100 !"■ . North Central Division: 1 Ohio . . 16 8 307 313 95 1,749 1,073,500 341,639 191,400 5,000 Indiana . 6 69 69 29 329 254, 000 0 0 980 Illinois . - . 33 18 819 837 304 3,119 2,35.2,644 470,700 123, 950 11, 755 Michigan . 14 117 444 561 235 1, 303 1,275,000 511,750 33, 000 19, 964 Wisconsin . . . 8 1 149 150 55 560 380, 000 9,260 Minnesota . 10 212 213 69 87b 554, 061 26, 963 7,239 17, 356 Iowa . 1 86 87 32 29b 215, 000 82, 000 3,350 5,500 Missouri . . 13 4 i 207 311 69 1,267 650, 000 50, 000 1,200 5,989 N ehraska, 2 1 ' 23 24 10 7 -ri Kansas . . . 5 2 69 71 26 345 100,000 1,000 13,000 300 Western Division: 1 Wvoniing . . 1 6 6 2 43 20,000 ' 0 Colorado . 5 0 73 73 25 394 630, 000 15, 500 3, 207 Utah 1 i 26 26 10 8b 80, 000 5,000 5,000 AVashington . . _ 3 I 36 36 f 135 120, 000 12, 000 1,500 Oregon .. . . o 0 ! 50 50 12 325 California . 10 5 341 346 109 1,386 700,000 61,000 5,000 8,848 CLASS B. Hospitals for the insane. New Hampshire _ 1 2f5 25 13 420 500, 000 300, 000 58, OOC Massachusetts . . . . 5 146 339 375 65 3,392 I 4,735,508 207, 442 0 3,000 Rhode Island . 1 11 17 38 12 167 327, 720 125, 000 New York 12 121 281 402 170 1 18, 773 ; 14 085,362 13,916 New Jersey . 38 36 64 16 i 3,009 3, 200, 000 Pennsylvania, 4 130 1 163 293 53 i 3,118 1 I 2,785,089 156,140 1 District of Columbia _ 1 24 20 44 0 1 , 250, oon Virginia . . . 1 4 12 16 410 1 175, 000 Alabama . 1 12 : 25 37 8 1,491 750, 000 Ohio . . . 1 16 I 21 37 16 1 1,115 1 1,500,000 J Indiana . 1 29 28 57 16 i 610 1 562. 385 J . . - ... a For hospitals for the insane the niamher of inmates is given. PKOFESSIONAL SCHOOLS, 1975 Table S.Sumriiary of statistics of schools for training nurses^ for 1899- 1900— Continued. States. "o o o w. Nurse pupils. Beds for pa¬ tients. Value of grounds and buildings of the hospitals. Endowment funds of the hospitals. Benefactions received dur¬ ing the year. Expenditures for nurse schools. Men. Women. I) $ Or2 ^ 2 Graduated in 1900. CLASS B— continued. Hospitals for the insane — Continued. Illinois . 1 75 100 175 14 2, 250 Miciiig’an . . . . 3 73 120 193 44 2,810 $i, 200, 556 Wisconsin. . . . 1 35 25 50 0 430 500. 000 . Minnesota . 3 43 41 84 37 3, 338 2,300.000; . . Iowa . . . . 3 53 90 143 29 3, 885 2. 96?; 7.80! _ Mis.souri _ _ _ 1 60 50 110 0 1,080 400,000 1 . 1976 EDUCATIOK EEFORT, 1899 “1900, Table 9. — Statistics of schools of Location. Name of institution. Year of first opening. President or dean. 1 i 3 3 4 1 St. Bernard, Ala- . St. Bernard Seminary (R. C.) _ 1892 1 Benedict Menges, 0. S. B. . Talladega, Ala _ Talladega College, Theological De¬ partment (Cong.). 186T 1 George W. Andrev/s, D. D. 3 Tuscaloosa, Ala. - . Berkeley, Cal _ 1876 0. B. Wilson Berkeley Bible Seminary (Disc.) =■= ... 1896 Samuel M. Jefferson, A.M..LL.D. 5 Oa.kland, Cal . Pacific Theological Seminary (Cong. ) . 1809 John Knox McLean, D. D. G San Anselnio, Cal. San Francisco Theological Seminary (Presb.). 1871 i Robert Mackenzie, D. D_ _ . San Mateo, Cal _ Church Divinity School of the Pacific (P. E.). 1893 William F. Nichols, D. D-. 8 Denver, Colo . Matthews Hall, Denver Theological School (P. E. ). 1873 John F. Spaulding, D. D .. 9 University Park, Colo. Iliff School of Theologj’, University of Denver (M. E. ). 1892 Arthur H. Briggs, A. M., S.T.D. 10 Hartford, Conn. . . Hartford Theological S e in i n a r y ( Cong.L 1834 Chester D. H a r t r a n f t , D.D. n INI i d die t o w n , Con n Berkeley Divinity School (P. E.). _ 1854 John Binney, D. D _ 13 New Haven, Conn Yale Divinity School (Cong.) _ 1822 George P. Fisher, D. D., LL.D. 13 \Y asliington, D. C - Catholic University of America, Theological Department (R. C.). 1889 Charles P. Grannan, D. D. 14 _ do . . . Howard University, Theological School (nonsec.). King Hall Theological School iP. E.). Atlanta Baptist Seminary _ 1870 1 John L. Ewell, D. D _ 15 do . . . 1890 V.^illiam Y. Tuunell 16 Atlanta, Ga _ i 1867 George Sale, A. M. . . IT _ do _ Gammon Theological Seminary (M. E.). ! 1883 i Edward L. Parks, D. D., chairman. 18 Bourboiinais, Ill . . St. Viateur's College (R. C.) _ ! 1868 M. J. Marsile, C.S. V _ 19 j Chicago, Ill . . Chicago Lutheran Theological Semi¬ nary. ; 1891 1 R. F. Weidner, D. D., 1 LL.D. . do _ _ Chicago Theological Seminary (Cong. ). 18.58 Franklin W. Fisk, D. D., LL.D. 21 1 _ do - . . . McCormick Theological Seminary (Presb.). 1830 Augustus S. Carrier, D.D., chairman. oo University of Chicago, Divinity School. 1866 Eri B. Hulbert, D. D., LL.D. 23 _ do . . Western Theological Seminary (P.E.) 1885 k William J. Gold, S.T.D 24 Eureka, Ill _ Eureka College, Bible Department (Disc.). . 1 B. J. Radford. A. M _ 25 Evanston, Ill - Garrett Biblical Institute, North¬ western Universitj^ (M. E.). 18.54 Charles J. Little, Ph. D., LL. D. 26 _ do . . . - Norv/egian Danish Theological Sem¬ inary. 1885 Nels E. Simonsen _ 1 O'' Galesburg, Ill _ Ryder Divinity School, Lombard University ( Jniv. ). 1881 I C. Ell wood Na.sh, A. M., D. D. 28 Greenville, Ill _ Greenville College, School of Theol¬ ogy (Fr. Meth.). W. T. Hogg _ _ 29 Naperville, Ill _ Union Biblical Institute (Ev. Asso. ) . _ 1876 Thos. Bowman _ 30 Rock Island, 111. -- Augustana Theological Seminary (Ev. Luth.). 1860 (Mof Olsson, Ph. D.,D.D.-. 3i Springfield, Ill _ Upper Alton, Ill . . Concordia College (Ev. Luth.) .. 1846 ' 1 Reinhold Pieper _ . 32 Shurtleif College, Theological De¬ partment (Bapt.). A. A. Kendrick, D. D., LL.D. 33 Meroni, Ind. . Union Christian College, Theologi¬ cal Department ( Christian) . 1859 L. J. Aldrich _ 34 St. Meinrad, Ind . . St. Meinrad’s Ecclesiastical Semi¬ nar y(R.C.). 1870 Athanasius Schmitt _ 35 Upland, Ind . Reade Theological Seminary of Tay¬ lor University (M. E.). 1892 John H. Shilling, Ph. D _ 36 Charles City, Iowa Charles City College (M. E.) _ 1891 J. F. Hirsch, A. M _ 37 Des Moines, lowa. Drake University, Bible Depart¬ ment (Christian). 1881 A. M. Haggard _ 38 Grand View College (Ev. Luth.) _ 1896 1 R. R. Vestergaard - In 1898-99. a Approximately. h In common with the university or college. SCHOOLS OF THEOLOGY, 1977 theology for the year 1800-1000. Session closes — Number of professors. special or assistant in¬ structors. Whole number of stu¬ dents. Number of women in¬ cluded. Graduated in 1900. Students having A. B. or B. S. Years in the course. Weeks in year. Value of grounds and buildings. Endowment funds. Benefactions rece i v e d during the year. Total income, excluding benefactions. Bound volumes in ' li¬ brary. 5 6 S IS 1«> SI 13 14 15 !<> 17 ! IS June 30 June 13 May 37 May 1 Apr. 10 Apr. 26 June 1 May 31 May 16 Ma,y 30 June G May 20 .June 5 May 28 May 30 Apr. 30 4 1 1 5 3 3 5 13 5 0 3 2 0 1 3 3 1 1 6 0 9 u 18 16 12 12 17 34 10 8 33 74 17 100 75 56 14 38 0 0 0 3 1 0 0 0 0 9 0 0 0 0 0 4 4 2 8 6 1 33 8 23 16 4 2 0 1 0 1 2 36 5 70 8 3 a40 $80,000 (b) 6, 000 8, 000 60, 000 323 277 15, 000 80,000 63, 000 365, 0!)0 85, 830 * 350, 000 350, COO (5) 35, 000 3, 400 3,000 03,000 3 3 3 3 3 3 3 3 3 3 35 35 36 34 33 36 35 33 33 37 33 36 34 35 34 $8,000 0 50, 000 375,000 365, 841 35, 000 0 100, 000 200, 000 423, 949 * 649, 132 3(56, 000 45, 100 $20,000 2, 436 0 10, 000 10, 663 c 34, 737 $13,500 13, 034 4, 720 6, 088 47, 311 15, 149 7,300 a 15, 815 o3,C00 n8,000 o4,000 i 81,892 30, 000 *14,000 ' 22, 000 i 1,400 a 800 1 0 0 3,4 3 3 1,365 May 10 4 1 101 32 18 9 3 31 109, 000 562, 096 3, 160 19,173 12, OOO Sept. 5 4 34 0 3 10 g 35 0 0 5,000 Apr. 28 3 5 37 0 9 25 3,4 30 150, 000 0 8, 000 4,500 May 9 13 3 130 3 36 3 30 317, 383 973, 785 1, 000 60, (100 20, 500 May 3 8 1 156 0 49 143 3 32 300, 000 .533, 8.59 d 31,7.33 39, 567 21, 200 .June 33 30 5 383 28 42 340 3 36 00 (b) (b) a .50, 000 May 31 5 0 20 0 9 9 3 36 0 8, .500 4,000 June 27 1 32 0 0 ' 3 39 0 3, 000 0 a 1,000 Ma.y 25 9 2 183 6 *33 3 34 May 5 1 13 1 0 1 5 ! 4 32 16,000 5, 000 June 5 4 0 1 1 4 38 (b) a 3, 000 J une 7 2 8 1 3 40 .June 20 2 0 42 0 13 6 2 42 20, 000 0 500 Mav 31 3 o 63 0 17 17 3 30 25, 000 11, 000 a 5, 000 June 28 5 0 151 0 32 0 3 43 100, 000 0 0 ft 8, 000 June 5 4 10 1 .> o 38 23, 000 1,400 June 14 3 35 8 3 30 June 31 39 3 14 3 40 14,000 -June 2 4 3 80 5 4 4 3 36 (b) (b) (b) 250 June 1-5 2 0 8 0 8 0 o 39 6,760 700 500 June 14 7 2 110 21 19 3 37 (b) May 31 o 1 13 0 0 0 3 33 0 0 2,000 3,000 1 2 a i 6 7 8 9 10 11 12 la 14 15 10 17 18 19 20 21 22 23 21 a5 36 37 29 30 ai 33 34 35 38 37 38 c Received by bequest of Rev. John Williams, D.D., late bishop of Connecticut, who died Feb¬ ruary 6, 1899. d Prom Mrs. Nettie F. McCormick, Chicago, 111., $18,753; Cyrus II. McCormick, $3,135; Harold P. McCormick, $3,135. i. t ' 39 40 41 43 43 44 45 46 47 48 49 50 51 53 53 54 55 56 57 58 59 60 61 63 63 64 65 66 67 68 69 70 71 72 73 74 75 76 78 79 EDUCATION EEPORT, 1899"1900. Table 9. — Statistics of schools of Location. Name of in.stitution. Year of first opening. | President or dean. 1 3 3 1 4 Dnbnqne. Iowa — German Presbyterian Theological 1853 Adam W. Ringland, D. D.. . do . . School of the Northwest. Wartburg Seminary (Ev. Luth.) - 1854 S.Fritschel,D.D . Mount Pleasant, German College (M. E.) . . . 1873 Edwin S. Havighorst, Iowa. 'Atchison, Kans - Western Theological Seminary (Ev. 1895 A.M.,D.D. Frank D. Aitman, D. D _ Kansas City, Kans Luth.). Kairsas City University,' College of 1896 H.T. Stephens . . Danville, Ky . Theology (Meth. Prot.). Presbyterian Theological Seminary. Louis\dile Presbyterian Theological 1853 ! J. M. Worrall, D. D Louisville, Ky - 1893 W. Hoge Marquess, D. D . . . do - . . Semiuany. Southern Baptist Theological Sem¬ inary. Straight University, Theological 18.59 E.Y. Mullins. D.D. New Orleans, La . George W. Henderson _ Bangor, Me - . - Department (Cong.). Bangor Theological Seminary 1816 John L. Crosby, treasurer. Lewiston, Me - (Cong.). Cobb Divinity School, Department 1840 James A. Howe, D. D . Baltimore, Md _ of Bates College (Free Bapt. ). St. Joseijh's Seminary (R. C.) - 1889 J. R. Slattery . _ do . - . St. Mary's Seminary (R. C.) . . 1791 A. L. Magnien, D. D . . . . Ilchester, Md . Redemptorist College of Ilchester 1867 Ferdinand A. Litz, rector. Mount St. Marys, (R. C.). Mount St. Marvs Theological School 1808 William L. O’Hara, A. M .. Md. Westminster, Md. (R. C.). Westmin.ster Theological Seminary 1882 Hugh L. Elderdice, A. M., Woodstock, Md... (Meth. Prot. ). Woodstock College (R. C.) . 1869 D. D. Burchard Villiger _ Andover, Mass - Andover Theological Seminary (Cong.b Boston University, School of Theol¬ 1808 George F. Moore, D. D _ Boston, Mass _ 1839 Marcus D. Buell, A. M., _ _ do . ogy (M.E.). St. John’s Boston Ecclesiastical Sem¬ 1884 S.T.D. John B. Hogan, D. D Cambridge, Mass . inary (R. C.). Episcopal Theological School (P. E. ) . 1867 George Hodges, D. D . . _ do . Harvard University, Divinity School 1817 Charles C. Everett, D. D., . do . . (nonsec.). New Church Theological School 1866 LL.D. J ames Reed , A. M . . . Newton Center, ( S wedenborgian ) . Newton Theological Institution 1825 Nathan E. Wood, D. D _ Mass. Tufts College, ! (Bapt.). Tufts College, Divinity School 1869 Charles H. Leonard, D. D.. Mass. Adrian, Mich _ (Uuiv.). ; Adrian College, School of Theology (Meth. Prot. ). Hillsdale College, Theological School 1882 David Jones, D.D . Hillsdale, Mich . . . 1864 D. B. Reed, D. D _ Holland, Mich _ ; (F.W.Bapt.). 1 Western Theological Seminary (Ref. 1866 John W. Beardslee, D. D .. Saginaw, Mich _ 1 Ch. in America). Evangelical Lutheran Theological 1886 W. Linsermann... . . . College ville, Minn Seminary.* St. John’s Seminary (R.C. )* . 1867 Peter Engel, Ph.D . . Faribault, Minn .. Seabury Divinity School (P. E.) . 1859 Alford A. Butler, M. A _ Minneapolis, Minn . do . . . Augsburg Seminary (Ev.Luth.) . United Church Seminary (Ev. Luth.) 1869 1890 Georg Sverdrup. . . Marcus O. Bockman, A. M. Red Wing, Minn.. St. Paul, Minn _ Red Wing Seminary (Ev. Luth.) _ 1879 M. G. Hanson . . . German Luther Seminary (Ev. Luth.) 1885 H. Ernst, D.D . .. . do . . . St. Paul's College (M. E.) . 1889 C. W.Hertzler,A.M. . .do . St.Pa.nl Semina, 7*y (R.C. i 1894 Patrick R. Heffron, D. D . . Canton, Mo . Christian University, Theological 1855 Clinton Lockhart, A. M., Plorisant, Mo ! Department (Disc.). j St. Stanislaus Seminary (R. C.i _ _ Redemptorist Seminary of the St. 1833 Ph. D. P. Hagemann . Kansas City, Mo.. 1887 Ferreol Girardey . . St. Tiouis, Mo 1 Louis Province (R. C.). 1 Concordia Theological Seminary 1 (Ev.Luth.). 1839 Francis Pieper . .. .. In 1898-99. a Approximately. h In common with the university or collegre. SCHOOLS OF THEOLOGY, 1979 theology for the year 1899-1900 — Continued. Session closes— Number of professors. 1 Special or assistant im 1 structors. Whole number of stu¬ dents. Number of women in¬ cluded. 1 G raduated in 1900. Students having A. B. or B. S. Years in the course. Weeks in year. Value of grounds and buildings. Endowment funds. Benefactions rec e i v e d during the year. Total income, excluding benefactions. Bound volumes in li¬ brary. 5 & 7 8 © 1© 11 13 14 15 ' 16 17 1§ Apr. 28 1 2 13 0 0 3 32 $28, 500 $19, 675 j 39 June 28 4 0 42 0 14 18 3 40 30,000 11, 966 $2,445 5,800 40 June 7 3 0 16 0 2 .... 3,4 38 20, 000 28, 500 $2, 600 3,981 1,232 41 2 1 18 0 4 12 3 34 2, 300 1,500 a 1, 500 42 2 2 1 1 3 43 May 5 3 1 20 4 6 3 32 30,000 213, 098 11,088 9,000 44 May 5 5 1 31 6 5 25 3 30 50, 000 200,000 a 70, 000 11, 000 5, ICO 45 May 29 7 2 256 0 48 3 33 314, 846 464,429 5, 424 25, 273 25, OCO 46 1 2 10 2 o 0 3 32 0 0 0 47 May 20 5 2 17 0 5 0 3 34 75, 000 285,000 16,580 21,000 48 May 16 5 1 21 1 3 9 3 36 40,000 100, 000 6, 700 4,013 49 J une 21 3 29 0 3 a40 a 1,500 50 June 23 12 194 0 58 3 40 a 30, 000 51 July 1 "i 36 0 6 0 4 44 150, 000 0 0 a 18,000 52 June 23 7 26 0 4 20 4 42 1.50, 000 12, 000 53 May 10 4 .... 14 4 2,3 30. 10,000 6,000 6,000 a 3, OCO 54 June 30 15 109 7 40 2.50,000 a 35, 000 65 June 14 6 3 22 "o’ li 3 36 800,000 36, 227 51, 100 56 June 5 7 7 182 18 24 114 3 33 3 3 3 57 June 24 10 1 130 0 .25 40 a 400, OCO a 12, 000 58 June 20 4 5 44 0 11 9 3 38 300,000 162,200 c 56, 575 21, 849 9,500 59 June 28 9 3 28 0 5 23 3 38 29,547 60 June 20 4 0 8 0 3 2 3 40 80,000 200,000 30,000 8,700 a 2, GOO 61 June 5 7 1 70 — 16 49 3 38 200,000 556, OCO 150, 000 24,000 62 June 20 G 5 15 0 3 - 3 38 (5) (5) 63 June 15 38 0 4 2 39 (5) 1,800 C4 _ do 3 .... , 30 3 3 4 3 38 13* 000 70,000 (5) (5) 65 Apr. 28 3 1 28 0 11 25 3 32 10, 000 50,000 6,000 66 June 28 3 2 1 1 3 40 67 J une 25 4 47 40 68 June 2 6 i’ J8 0 9 3 3 32 O' o . Oi 69 June 1 3 34 0 16 3 30 50, 000 0 14,000 70 _ do... 3 "T 49 0 18 24 3 30 0 113, 4.59 9,300 1,(X!0 71 ....do... 3 0 14 0 6 3 34 20, 000 3,000 400 72 June 15 3 0 42 0 9 3 40 30,000 0 0 800 73 June 7 1 3 0 0 6’ 3 36 (6) (6) (5) 74 June 15 13 2 85 0 15 4 40 500, 000 285,000 35, COO 10, 000 75 June 2 3 1 58 3 39 (?» 1,000 76 June 21 5 92 0 31 4 40 July 15 4 "o' 35 0 5 "o' 4 46 a 30, 000 0 0 ail, 665 78 June 28 6 0 193 i “ 55 .... 3 42 0 i a 7, 000 79 c $25,000 from Mr. W. E. Scliermerlioru, of New York City. 1980 EDUCATION REPORT, 1899-1900. Table 9. — Statistics of schools of % j •f?uin0d(. 1 Location. Name of institution. Year of first « President or dean. 2 3 4 80 St. Louis, Mo _ Kenrick Theological Seminary (R. C.) i : 1893 Francis V. Nugent _ 81 .. do . Theological Seminary of the German Evangelical Synod of North Anier- 1850 fjOuis F. Haeberle . ica, or Eden College. 83 Central Wesleyan College (M.E.) _ Presbyterian 1 iieological Seminary . 1801 George B. Addicks 83 Omaha, Uebr . 1891 Wm. W. Harsha, D. D., ' LL. D.. chairman. 81 Bloomfield, N.J .. German Theological School of Ne^v- 1809 , Henry J. Weber, Ph. D., ark (Pre.:.b. ). ! reporter. 85 Madison. N.J _ Drew Theological Seminary ( M. E. ) . . 1807 Henry A. Buttz, D. D., S LL. D. 80 New Brunswick, Theological Seminavy of the Re- 1781 Samuel M. Woodbridge, N.J. formed ( Dutch ) Church in America. i D.D.,LL.D. 87 Princeton, N.J - _ _ PrincetoTi Theological Seminary 1813 Wm. M. Paxton, D. D.. (Presb.). ! LL. D. 88 Seminary of the Immaculate Concep¬ tion (R. C. ).* 1856 John A. Stafford . . N. J. 89 Allegany. N.Y _ i Auburn, N.Y - St. Bonaventure’s Seminary (R. C. ) . . Auburn Theological Semina.ry 1860 Joseph F.Biitler . 90 1819 George B. Stewart, D. D. .. (Presb). 91 Brooklyn, N.Y ... St. Jolin's Theological Seminary _ 1891 James J. Sullivan, C. M ... 93 Buffalo, N. Y _ German Martiii Luther Seminary _ 1851 John A. Graban . 93 Canton, N.Y . Canton Theological Seminary of St. 1856 Almon Gunnison, D. D _ Lawrence University (Liniv. ). 91 Hamilton, N. Y _ _ . Hamilton Theological Seminary, Col¬ 1819 George E. Merrill, D. D ... gate University (Bapt.). 95 Hartwick Semi¬ Hartwick Seminary (Ev.Luth.) - 1797 Alfred Hiller, D. D., chair¬ nary, N. Y. man. 90 New York, N.Y .. General Theological Seminarj^ of the 1817 Eugene A. Hoffman, D. D., Protestant Episcopal Church. LL.D..D.C.L. 97 do Jewish Theological Seminary (He¬ brew). 1886 Joseph Blumenthal _ _ 98 _ do . . Union Theological Seminary (Presb. ) . Niagara University, Theological De¬ 1836 Charles C. Hall, D. D . 99 Niagara Univer¬ 1856 P.S.McHale,C.M . . sity, N. Y. partment ( R. C.). 100 Rochester, N.Y . . Rochester Theological Seminary 1851 Augiistus H. Strong, D. D. , (Bapt.). LL.D. 101 . do . . . St. Bernard's Seminary ( R. C. ) - 1893 B. J. McQuaid . . 103 Standford v i 1 1 e , Christian Biblical Institute (Chris¬ 1879 John B. Weston, D. D . N.Y. tian ) . 103 101 105 Y''onkers,N. Y - Belmont, N.C - Charlotte, N.C . . . St. Jo.seph’s Seminary (R.C.) . . St. Mary’s College (R.C.) . . 1896 1 1879 1867 1 Edward R. Dyer . Leo Haid, D. D. . D. J. Sanders, D. D . Biddle University, Theological School ( Presb. ). 106 107 Carthagena. Ohio. Cincinnati, Ohio. . St. Charles Seminary (R.C.) . . Hebrew Union College . 1863 Aug. Seifert _ _ 1875 Moses Mielziner, Ph. D., D.D. 108 d n Lane Theological Seminary (Presb.). St. Mary's Theological Seminary ( R. j C.). German Evangelical Lutheran Semi- 1839 David S. Schaff , D.D . 109 no Cleveland, Ohio . . Columbus, Ohio . . 1818 N. A. Moes . . 1830 F. W. Stellhorn, D.D . narjf (Capital Univei’sity).. George A. Funkhouser, D.D. 111 Dayton, Ohio _ Union Biblii al Seminary (U. Breth.). 1873 113 Gambier, Ohio - Kenyon College, Divinity School 1830 William F. Peirce, L. H. D. (P.E.;. 113 Oberlin, Ohio _ Oberlin Theol ogical Seminary 1835 John Henry Barrows, (Cong.). D.D. in Si:)ringfield, Ohio . Wittenberg College, Theological 1815 Samuel A. Ort, D. D., Seminary. LL. D. In 1898-99. a Approximately. b Legacy of $13,590 from A. A. Tibbe, Vfasliington, Mo. cin coininon with the university or college. d Ralph Voorhees, of Clinton. N. J., gave $35,000. e Mrs. Mary A. Richardson, of Worcester, Mass., gave $,34,0!10. SCHOOLS OF THEOLOGY, 1981 theology for the year 1899-1900 — Continued. Session closes — Number of professors. 1 Special or assistant in- ! structors. Whole number of stu¬ dents. Number of women in¬ cluded. 1 Graduated in 1900. Students having A. B. or E. S. i Years in the course. Weeks in year. Value of grounds and buildings. Endowment funds. Benefactions rec e i V e d during the year. Total income, excluding benefactions. Bound volumes in li¬ brary. • 5 ? 8 1© 11 S3 14 1 1 5 s«j ! 17 SS 10 0 93 0 19 40 0 1 0 a 20, 000 80 _ do . . - 3 1 77 0 25 0 36 $150,000 $11,405 b $12, 762 $1, 600 6,000 81 June 11 3 41 0 3 0 3 40 (c) 35, 000 0 (c) 82 6 19 0 8 10 3 3'> g2,800 83 3 9 0 1 0 3 40 .24, 000 54, 000 a 7, OCO 84 May 20 G 1 206 0 63 127 3 35 580, OCO 398,390 1(.‘0,C00 32, 697 52,000 85 May 17 5 2 35 0 15 25 3 33 2.50,000 425, 000 d30, 000 16, .500 44,579 86 May 10 8 5 196 0 72 _ 4 35 526,150 1,3.57,035 21,713 80,375 65,000 87 1 81 -- 88 June 21 6 3 64! 0 12 30 4 42 1 29, 200 22, 300 9, 237 89 May 10 9 1 91 1 0 39 68 3 32 1 000, 000 541, 452 9,370 32, 488 26,378 90 July 15 8 0 47 0 10 8 4 40 140, 000 0 0 2, .500 91 June 28 3 2 14 0 3 0 3 40 1 12, 500 1,921 1,233 92 June 22 5 o 23 4 7 0 3 40 e 24, 500 7,500 93 June 10 46 0 16 25 3 37 . ! 94 June 28 O 0 8 0 0 t> 3 38 1 [ 11,000 3, 682 800 j . 95 May 25 S 6 127 0 40 77 3 36 1, 473, 000 2, 096, ,288 / 201, 408 85, 873 29,573 96 June 25 3 3 30 4 3 40 25,000 2,500 7,000 5, 100 97 May 15 11 4 118 0 37 29 3 30 500, 000 Ll, 700,000 a 94, 000 ct 74, .385 98 0 une 19 8 3 47 0 6 4 42 n45, 000 I 2,000 a 10, 900 a 1,150 99 May 10 12 0 148 0 49 40 3 36 131, 631 868,452 35, 024 36, .551 30, 497 100 June 15 9 90 12 4 200, 000 9,000 101 May 9 G "l 17 "4' 4 0 3 27, 000 57, 065 1,417 3,014 1,987 102 June 18 10 2 113 0 10 o90 4 39 1, 120, 000 1 g 15, 000 45, 251 22, 000 103 J une 13 5 2 14 0 4 5 3 40 1 . 1 8,693 104 June 5 1 15 3 3 32 (c) 12, 500 105 June 28 2 22 0 0 14 4,2 106 June 1.5 9 1 73 0 11 38 10, 000 ! . 21,. 552 a 15, 000 107 May 10 1 3 26 0 11 21 3 32 250,000 200, 000 15,033 18, 700 108 June 25 1 3 40 0 4 0 42 75, 000 0 12, 000 0 10,000 109 June 28 1 0 38 0 15 33 3 40 125, 000 6,000 110 May 7 1 0 53 11 8 20 3 38, 000 65,000 7,192 9, 875 3,000 111 June 27 1 3 18 0 7 11 3 34 40,000 100,000 10,000 5,000 12, 000 112 May 18 8 3 40 2 13 19 3 32 75, 000 225, 000 J 20, coo 11, 000 43, 300 113 May 1 3 1 26 1 0 10 24 32 j (c) (c) 1 114 /The dean of the seminary gave S10,000 to the building fund: S35,000 was given by an unknown friend of the seminaiy to help finish Hoffman Halh containing refectory and gymnasium; $20,000 was given by a friend to help build Eigenbrodt Hall, containing dormitories: $117,000 was received from the estate of Charles H. Contoit, late of New York City; the Protestant Episco¬ pal Society for Promoting Religion and Learning in the State of New York gave the seminary $5,000. pProm Eliza O’Donnell $5,000 and from Margaret Kelly $10,000, less inheritance taz. 'iFrom Mrs. Caroline Haskell, Michigan City, Ind., for endowment. • 115 116 117 118 119 120 121 123 123 124 125 120 127 128 129 130 131 132 133 134 135 130 137 138 139 140 141 142 143 144 145 146 147 148 9. EDUOATIOIT EEPOET, 1899-1900. Table 9. — Statistics of schools of Location. Name of institution. Year of first opening. President or dean. 1 3 3 4 TiSn, Ohio . Heidelberg Theological Seminary, Heidelberg University (Ref.Ch.in U.S.). 1851 David Van Horne, D. D., 1 LL.D. 1 Wilherforce, Ohio Wilberforce University, Payne The¬ ological Seminary (.A. M. E.). Xenia Theological Seminary (CJ. Presb. ) . 1892 Berry T. Tanner. D. D _ Xenia, Ohio . . 1794 William G. Moorehead, D.D. Eu£?ene,Oreg - Eugene Divinity School (Disc.) - 1895 Eugene C. Sanderson, D. D Allegheny, Pa - Allegheny Theological Seminary (U. Presb.). 1825 James A. Grier, D. D., LL.D. _ do . - Reformed Presbyterian Theological Seminary. 1856 David B. Willson, D. D _ . do . . . Western Theological Seminary (Presb.). 1825 Thomas H. Robinson, D. D St. Vincent’s Seminary (R.C.) _ Moravian Theological Se.minary _ 1846 Leander Schnerr . .. Bethlehem, Pa. ... 1807 Augustus Sciiultze, D. D.. Chester, Pa . . Crozer Theological Seminary (Bapt.) . 1868 Henry G. Weston, D. D., LL.D. Gettysburg, Pa. . . Evangelical Lutheran Theological Seminary. 1826 Milton Valentine, D. D., LL.D. Lancaster, Pa .... Theological Seminary of the Re¬ formed Church in the United States. 1825 Emanuel A’". Gerhart, D.D.,LL.D. Lincoln Univer¬ sity, Pa. Lincoln Lniversity, Theological De¬ partment (Presb.). 1871 Isaac N. Rendall, D.D . Meadville, Pa _ Meadville Theological School (Uni¬ tarian ) . 1844 George L. Cary, L. H. D ... Over brook, Pa ... , Philadelphia Theological Seminary of St. Charles Borromeo (R. C.). 1832 P. J. Garvev, D.D . . Philadelphia, Pa. . Divinity School of the Protestant Episcopal Church. 1863 Edward T. Bartlett, D. D . . do . Sc. Vincent’s Seminary (R. C. ) _ Temple College Philadelphia Theo¬ logical School (nonsec.). 1868 James McGill _ do . . 1894 Ru.ssell H.Conwell . . _ do . Theological Seminary of the Evan gelical Lutheran Church. 1864 Henry E. Jacobs, D. D., LL.D. _ do . . i Ursinus College School of Theology (Ref. Ch. in U. S. ). 1871 James I. Good, D.D... . Selinsgrove, Pa. . . Susquehanna University, Theolog¬ ical Department (Ev.Luth.). 1858 Chaides AY. Heisler, D. D . . Villanova, Pa _ Augustinian College of Villanova (R.C.). 1843 Michael J. Locke _ Columbia, S. C _ Presbyterian Theological Seminary * 1839 W. M. McPheeter.s, D. D., chairman. Duewest, S. C . Erskine Theological Seminary (A. R. Presb.). 18.24 W. L. Pressly, D.D _ I\iount Pleasant, s.c. 1 Evangelical Lutheran Seminary _ 1830 John A. Morehead. . . Chattanooga, Tenn. U. S. Grant University, School of Theology (M. E.). 1889 John tl. Race . . Clarksville, Tenn. Southwestern Presbyterian t niver- sity, Divinity School. 1885 George Summey,D D _ Lebanon, Tenn . . . | 1 Cumberland University, Theologica,! 1 School { Cumb. Presb. ) . I 1853 J.M.Hubbert,D.D . . Nashville, Tenn Central Tennessee College, Theo¬ logical Department (M. E.). 1889 John Braden, D.D. . _ do - . . 1 Fisk University, Theological Depart- I ment (Cong.). 1 1892 E. M. Cravath, D. D . _ do . . 1 Vanderbilt University, Biblical De¬ partment (M.E.). 1875 Wilbur F. Tillett, D. D . ... Sewanee, Tenn . University of the South, Theological Department (P. E.). j 1878 AYilliamP. Dubose, S. T. D. El Paso, Tex _ Rio Grande Congregational Training School, d 1893 A. 0. Wright... . . Richmond, Va .. . Richmond Theological Seminary (Bapt.).* ! * In 1898-99. 1K67 Georsre F. Genung, D.D . . . alu common with the university or colleg-e. b Approximately. SCHOOLS OF THEOLOOY, 1983 theology for the year 1899-1000— Contixinedi. Session closes — Number of professors. Special or assistant in¬ structors. Wfiole number of stii- dents. Number of women in- 1 eluded. Graduated in 1900. Students having A. B. or B. S. Years in the course. Weeks in year. Value of grounds and buildings. Endowment funds. Benefactions rec e i v e d during the year. Total income, excluding benefactions. Boxind volvimes in li¬ brary. S 6 7 S © lO 11 13 13 24 IS 1 ’ 16 If IS Apr. 24 5 0 17 0 5 3 3 o2 1 §1,200 1 §33, 365 §8, COO 1 §7, 656 (a) 115 June 20 o 4 42 2 9 3 2 3 36 12,000 3, 500 2, 200 116 May 5 4 0 28 0 16 3 32 30,000 131, 860 6,500 8,000 56,000 117 3 2 24 6 3 36 8,000 900 118 May 20 4 0 66 14 60 3 32 125, 000 250, 000 2, 500 16, (K30 6,000 119 May 2 2 1 9 0 3 8 3 32 25,000 76,546 1,581 4,075 3,600 120 May 3 5 2 65 0 22 58 3 250, 000 610, 421 86, 923 29,956 530, 000 121 June 20 3 42 0 9 17 3 37 0 jog June 12 4 11 0 11 9 21 :i8 100, 000 100,000 1,000 5, 000 6, 500 123 June 5 ■J' 1 94 0 24 33 3 100, GOO 417, 500 15, 000 124 _ do_.. 4 0 39 0 9 37 3 35 160,000 201, 687 18,000 14,000 125 May 10 0 1 53 0 12 44 3 30 85, GOO 185,000 1,000 15,000 126 Apr. 20 4 j 4 45 0 15 29 3 28 32, 000 139, GOO 3, 697 (a) 127 June 7 5 i 3 22 3 3 5 3,4 38 61, 707 417, 685 2,064 22,020 5 25, 000 128 June 20 12 2 102 0 16 30 _ 40 0 b 30, GOO 30, 000 24,000 129 J une 7 6 ! 3 35 0 7 3 35 200, 000 30, 000 20, OOU 130 June 23 . ! 5 3 37 0 3 4 40 9 0 12, 670 131 June 1 4 24 6 0 c5 32 0 0 200 132 June 5 4 1 0 29 58 3 32 200, 000 195, 00;0 1, 500 23,000 133 May 2 4 6 34 0 1 5 27 o 31 (o) 134 June 5 3 18 4 9 3 38 (a) (a) 2, 500 135 June 20 5 20 3 35 5 7,000 136 May 10 4 o 24 1 6 18 32 75, 000 5225,000 2, 500 20, 000 137 J une 16 4 0 6 0 4 5 2 36 (a) 31,500 0 2, 300 2, 000 138 May 30 2 3 13 0 1 13 3 35 15,000 25,000 3,000 2, 500 1,500 139 May 15 8 2 28 0 9 1 3 32 150,000 10,000 2, 500 6,000 140 June 13 5 1 28 0 14 16 40 (a) (a) (a) 141 J une 5 8 54 4 13 o»J 3 32 50, 000 82, 000 1,200 142 May 30 2 2 24 2 0 0 4 36 (a) (a) 143 June 13 1 1 3 1 0 3 37 30, 000 4,033 242 1,000 144 June 20 6 2 51 0 15 43 3 39 (a) (a) 515,000 56,000 145 Aug. 2 4 1 26 2 3 40 40,000 20, 000 2,000 146 May 31 2 1 6 0 o 0 4 32 270 147 Apr. 20 4 54 5 16 i 30 15,000 50, 000 5,000 148 c “ It will be a five years’ course of evening study.” d This institution has been transferred to Mexico. 1984 EDUCATION KEPORT, 1899-1900. Table 9. — Statistics of schools of Location. Name of institution. Year of first opening. | 1 President or dean. 1 2 3 4 149 Richmond, Va' _ Union Theological Seminary (Presh. ) 1813 G. B. S trickier, D. D., LL. D. 159 Theological Sem¬ inary, Va. Episcopal Theological Seminary _ 1831 Angus Crawford, D. D _ 151 Franklin, Wis _ Mission House of the Reformed Church in United Sta,tes. 18.59 H. A. Muehlmeier, D. D _ 153 N ashotah, Wis ... . Nashotah House (P. E. ) . 1843 Wm. Walter Webb, D. D . . 153 St. Francis, Wis .. Provincial Seminary of St. Francis of Sales (R. C. ).* 1857 Joseph Rainer. . . 154 W au-watosa, Wis . . Evangelical Lutheran Theologica.1 Seminary. 1878 Adolph Homiecke _ ... * lu 1898-99. SCHOOLS OF THEOLOGY 1985 theology for the year lS99-1900'-—Ooiiti\i\\Qd. Session closes— Number of professors. Special or assistant in¬ structors. Whole number of stu¬ dents. Number of women in¬ cluded. Graduated in 1900. Students having A. B. or B. S. '/ears in the course. Weeks in year. Value of grounds and buildings. j Endowment funds. | 1 Benefactions received | during the year. i Total income, excluding benefactions. Bound volumes in li¬ brary. 5 6 7 § 9 1© 11 1 _ 1’2 13 14 15 1& I ly 1§ May 5 5 0 1 84 0 21 50 3 34 $185,000 $300, 000 a $23, 000 i 1 5 $18, 000 18,000 149 June 20 4 3 45 0 13 12 3 40 140, 000 340, 000 18, 800 20, 000 150 May 17 3 1 23 3 38 6,000 151 May 31 4 1 38 0 u 3 32 60, 000 80,000 5,000 14, 000 17, 000 153 June 22 13 1 230 0 35 3 40 12, 500 153 June 15 3 1 1 25 0 8 7 3 40 45,000 1, 100 154 aGeorge W. Watts, of Durham, N. C., gave $20,000 for a chapel for the seminary. b Approximately. ED 1900 — VOL II- 45 1986 EDUCATION KEPOBT, 1899-1900. Table Id.— Statistics of schools Location. Name of institution. Year of first open¬ ing. President or dean. Session closes — Number of pro- fe.osors. 1 3 i ^ 5 ^9 1 Uniyersit3^, Ala._ University of Alabama, Law Department. 1874 "Wm. S. Thorington . 1 2 Little Rock, Ark. University of Arkansas, Law Department. 1889 J. H. Carmichael _ June 1 G 8 San Franci s c o, Cal. University of California, il.astings College of the Law. 1S78 Edward R. Taylor . Maj^ 18 4 Stanfo r d U n i- versity, Cal. Leland Stanford, Jr., Uni¬ versity, Department of Law. 1900 N athan Abbott . . May 29 5 5 Boulder, Colo _ Universitj^ of Colorado, Law Department. 1892 Moses Hallett, LL.D - Jxme 5 8 6 Denver, Colo _ Denver Lav7 School, Uni¬ versity of Denver. 1892 xHbert E. Pattison - i June 13 13 7 New Haven, Conn. Yale Law School . . . ia->4 Francis VGajdand, LL.D June 23 10 8 Washington, D.C Catholic University of America, School of Law. 1895 'William C. Robinson, LL. D. June 7 3 9 . do . Columbian Uni v e r s i t j. Law School. 1862 Walter S. Cox, LL.D.... J une 1 10 10 _ do . Georgetown University, School of Law. 1870 Jeremiah M. Wilson, LL.D. ....do ... 12 11 _ do . Howard University, Law School. 1867 Benjamin F. Leighton, LL. D. 6 12 _ do . . National Universitj^, Law Department. 1869 1 Richard H. Alvey, LL. D May 20 6 13 --- do . Washington College of Law 1896 Ellen Spencer Mussey . . May 31 4 14 Athens, GJ-a . . University of Georgia, Law School. 1859 Wm. E. Boggs, D. D., LL. D. J line 20 4 15 Atlanta, Ga _ Morris BroAvn College, Law School. 1896 James M. Henderson - J une 1 2 16 Macon, Ga _ Mercer Universit3^ Law School. 1875 Emory Speer _ June 6 4 17 Oxford, Ga _ Emorj" College, School of Law. 1 Charles E. Dowman, A. M., D.D. June 13 ! 1 2 18 Aurora, Ill . . Aurora College, Law School. 1896 Edwin Maxey, D. C. L., LL. D. June 4 j 1 19 Bloomington, Ill. Illinois 'Wesleyan Univer sity. Law Department. 1874 Owen T. Reeves, LL. D._ June 15 1 1 7 20 Chicago, I] i . Chicago College of Law, Lake Forest Univer¬ sity, c 1888 Thomas A. Moran, LL.D. ! June 2 13 21 _ do . Chicago Law School _ 1896 George W". Warvelle, LL.D. May 31 14 22 - do . . Illinois College of Law _ 1897 Hov/ard.N.Ogden,A.M., I Ph. D. 1 May — 13 23 . do . Kent College of Law e . 1892 Marshall D. Ewell, LL.D. I May 19 10 24 -do . - Northwestern UniAmrsitj^ Ijaw School. 1859 Peter S. Grosscup, EL.D.j June 14 9 25 Lebanon, Ill _ . McKendree LaAV School _ 1854 George A. Crow | do o 26 Quincy, ill . . Chaddock College, LaAV School. 1887 Thomas R. Petri, secre¬ tary. 1 June 1 4 27 Urbana, Ill _ Universitj" of Illinois, Col¬ lege of Law. 1898 James Brown Scott, j A.M.,J.U.D. June 15 5 28 Bloomington, Ind Indiana University, School of Law. 1842 William P. Rogers _ ....do... 3 29 Indianapolis, Ind. Indianapolis College of Law 1897 Francis M. In gler . . .. 3 30 _ do . Indiana Law School, Uni¬ versity of Indianapolis. 1894 William P. Fishhack _ May 23 8 31 Notre Dame. Ind. Notre Dame Law School .. William Hoynes, LL. D.. Mark L. DeMotte, A. M . June 14 3 32 Valparaiso, Ind.. Northern Indiana Law School. 1879 June 5 33 Des Moines, Iowa Highland Park College of Law. 1898 John l.Dille, LL.D _ May 9 5 34 - do . Iowa College of Law, Drake University. 1876 Chester C. Cole,LL. D... May 21 6 35 Iowa City, Iowa . State University of Iowa, Law Department. 1868 Emlin McClain, LL. D., chancellor. June 6 4 36 Holton, Kans _ | Campbell University, Col¬ lege of Law. 1897 John C. Brown _ June 5 3 a In common with the university. c Justice Field’s libra,ry. b Apxjroximately. d 2 for LL. B. ; 3 for LL. M. SCHOOLS OF LAW, 1987 of law for the year 1S99-1900. 4^ .2 £ CC o f p H 'S ® p CO Students. Pi Weeks in year. Tuition fee. Graduation or ex¬ amination fees. Fees of the entire course. Total income (ex¬ cluding benefac¬ tions). Value of grounds and buildings. Endowment funds. Benefactions r e - ceived during the year. Bound volumes in library. Instruction in day or evening. s S 9 o Graduated in 1900. ° 6 cq ® <1 ’CS) a ■: Years in t course. 7 s 9 lO 11 a iT> 13 14 13 lis 17 S§ 19 55® 51 0 28 13 O 33 13 3153 (a) (a) 61,500 Day .. 4 18 6 10 o 35 50 5 105 (a) 0 0 0 Eve .. o 107 21 49 3 39 10 o $9,34-1 8-50,000 $185, GOO Day . . 4 - 1 0 3 40 44 .... 5133 (a) (a) (c) 6 5,000 Day .. 45 2 0 3 3 36 40 0 120 3, 000 0 6 1, 200 Day . . 39 2 4 15 3 37 10 235 3,500 (a) 3,000 Day .. 20 195 63 3 35 135 330 75, 000 613,000 Day .. •ir 29 75 5 6 000 100, 000 0 6 1, 500 Day 354 25 8 3 33 SO 10 250 17,203 40,000 0 0 2, 500 Eve .. 3 253 72 3 33 80 10 ■ 3, 000 Eve .. 1 75 2 16 5 3 33 0 3 33 13,000 2,000 Eve .. 2 110 0 63 d2 7.5 0 400 Eve .. 11 3 13 6 3 34 50 5 1.55 0 0 100 1 52 42 1 36 75 Day .. 0 3 3 30 5 105 500 o 23 21 1 36 60 65 Eve 0 3 1 35 70 Day* . . 3 G O 3 37 60 5 185 120 0 63 1 22 10 3 38 60 5 185 100 ■ . 1 Day .. 9 359 5 163 68 3 37 75 10 240 i i 1,300 16 138 3 48 3 36 80 5 245 8, 000 500 Eve .- 14 185 11 25 3,3 36 75 10 (/) 4 103 4 5 13 3 36 75 231 8,000 0 Eve .- 3 209 2 83 14 3 36 105 10 325 3,298 Day .. 2 5 2 0 3 36 4.5 0 150 (a) Day .. 0 4 "o' 0 1 3 38 60 0 Eve .- 5 90 2 28 14 3 36 50 5 165 (a) (a) 1, 793 Day .. 1 151 4 33 10 3 36 37 5 (0) (a) 4,000 Day . . 10 47 1 17 3 2 36 75 155 7,500 0 0 1,200 7 ■ 90 44 2 30 80 5 1(55 7,000 0 800 Day .. 2 70 0 17 6 8 40 10 3,000 Day .. 3 162 1 59 21 3 40 'is 5 101 5, 419 3,000 0 0 COO Day .. 7 65 18 36 45 10 93 3,000 Day .. _ 153 1 5.5 29 o 36 60 5 185 0 0 1,500 Day . . 2 253 6 90 53 2 36 60 y 127 9, 650 Day .. .... 9 4 0 2 38 38 5 6 500 Day .. 1 3 4 5 6 9 10 11 13 13 j4 15 13 17 18 19 30 31 33 23 24 25 23 27 28 29 30 31 33 33 34 35 33 e Kent College of Caw was consolidated with the Chicago College of Caw in 1900, under name of Chicago-Kent College of Law of Lake Forest Univsrsity. / A day school and an evening school. 37 38 39 40 41 43 43 41 45 46 47 4S 49 50 51 53 53 54 55 53 57 58 59 GO 61 63 63 64 65 66 67 68 69 70 71 73 EDUCATION EEPOET, 1899=1900. Table 10. — Statistics of schools of laic Location. Name of institution. a c li President or dean. Session 6 u p. !i o b a i 1 ‘J s 4 5 6 Lawrence, Kans. University of Kansas, 1880 James W. Green, A. M .. June 7 3 School of Law. Danville, Kv _ Centre College, Law De¬ partment. 1894 I. Proctor Knott- _ May 28 3 Louisville, Ky . - _ Richmond, Ky. . - University of Louisville, Law Depa,rtment. Central University, Col¬ lege of Law. 1843 Y’’. O. Ha.,ri’is . Apr. 30 3 1897 R. W. Miller 3 New Orleans, La. Tulane University of Lou¬ isiana. Law Department. 1854 Harrv H. Hall. . . . May 30 5 Bangor, Me - University of M a i n e . 1898 George E. Gardner . J une 15 3 School of Law. Baltimore, Md... Baltimore Law School - 1900 Bernard G. Steiner, Ph.D June 6 10 _ do . . Baltimore U n i v e r s 1 1 y , School or Law. 1890 Thomas R. Clendiuen... _ do _ 7 University of Maryland. Law School. John P. Poe June 4 10 Boston, Ma.ss - Boston University. School 1873 Samuel C. Bennett . June 5 23 Cambridge, Mas.s of Law. Harvard University, Lavv^ 1817 James Barr Ames, LL. D June 26 12 School. Ann Arbor, Mich University of Michigan, 1859 Harry B. Hut chins. June 21 11 Department of Law. ll:d. Detroit, Mich .... Detroit Coilege of Law _ University of Minnesota, 1891 Philip T. Van Zile _ J une 23 20 IMi n n e a p o 1 i s , 1888 William S. Pattee, LL. D June 1 4 Minn. Jackson, Miss _ Coilege of Law. Miilsap’s College, Law 1396 June 13 3 Edward Mayes, LL. D. School. University, Miss University of Mississippi, 1854 G. D. Shaiids, LL. D . --..do... 3 Columbia, Mo _ Law School. Llniversity of Missouri, 1873 Alexander M a r tin. June 5 3 Department of Law. LL.D. Kansas City, Mo . Kansas City Scho.ol of Law . St. Louis Law School, 1895 William P. Borland _ June 10 10 St. Louis, Mo _ 1867 William S Curtis .. _ June 21 3 Y/ashington University. Lincoln, Nebr ... University of Nebraska, College of Law. 1S91 M. B. Reese . June 7 4 Omaha, Nebr .... Albany, N.Y _ Omaha School of Law 1897 T .T. Mahoney June 10 13 Albany Law School, Union 1851 J. Newton Piero, LL. D .. May 31 7 University. Buffalo, N.Y _ Buffalo Law School, Uni¬ versity of Buffalo. Cornell University, School 1837 Adelbert Moot _ May 23 9 Ithaca, N.Y _ 1887 Francis M. Finch, LL. D. June 31 6 of Law. Columhia Lt n i v e r s i t y , Juno 11 5 New York, N.Y. Y/m. A. Keener, LL. D_ .. School of Law. . do _ _ New York La,w School . 1891 George Chase . . June 13 3 . do . /New York University, Law 1 Scliooi. 1831 Clarence D. As li 1 e y , LL.D. :|june 7 9 Syracuse, N.Y... Syracuse University, Col¬ lege of Law. 1895 James B. Brooks, A. M., Juno 10 4 D.C.L. Chapel Hill, N. C. University of North Caro¬ 1846 James C. MacRae, LL. D June 6 4 lina, Law School. Shaw University, Law School. Wake h’orest Law School.. 1889 E. A. Johnson, LL. D - Mar. 17 3 Raleigh,N.C ..... W ake Forest, 1894 N. Y. Gullev, M. A . 1 N.C. Ada, Ohio . Ada College of Law, Ohio N ormal Uni vei*.sif y . University of Cincinnati, 1893 S.P. Axbne _ _ June 1 3 Cincinimti, Ohio. 1833 Gustavus H. \Vald, LL.D June 13 14 Cleveland, Ohio.. Law Department. Cleveland Law School of 1897 Charles S. Bentley, A. M. Juno 15 11 Baldwin University. 13 . do Franklin T. Backus Law 1893 Evan H. Hopkins . _ do -- School, Y/estern Reserve University. Columbus, Ohio . Ohio State University, Coilege of Law. 1891 William F. Hunter . , 8 a In common with the nniversity. b Approximately. SCHOOLS OF LAW, 1989 for the year 1809-1900 — Continued. 1 Special or assist- 1 ant instruotors. Students. j Years in the | 1 course. 1 Weeks in year. j Tuition fee. Graduation or ex- 1 amination fee.s. 1 Fees of the entire 1 course. Total income (ex¬ cluding benefac¬ tions) . 1 Value of grounds [ and buildings. 02 1 Bound volumes in library. In.struction in day or evening. § g n Graduated in 1900. HavingA. B.or B.S. degree. pj 0 7 35 4 6 0 3 32 10 0 80 0 0 Eve -- 57 93 1 33 23 3 32 100 5 215 9,304 22, GOO 0 0 2,190 Day.. 58 18 108 3 40 29 3 34 100 0 200 10,275 0 0 0 0 Day .. 59 3 243 1 53 3 36 100 5 305 28, 460 Day . . 60 3 380 87 32 150 25 ! Day . . 61 15 > 775 141 300 3 37 100 10 73, 055 0 0 9, 165 Both -1 62 6 605 29 138 133 / 3 (35 100 20 /3,30 1320 }54,815 1.50,000 5, .0 14,000 (c) 63 31 109 3 16 38 100 5 ^ 5,500 1,562 Day -- 64 80 o 10 3 40 100 211 (a) (a) Day -- 65 13 3 24 60 10 226 817 Day.. 63 1 77 0 4 3 40 70 5 145 0 0 750 Day -- 67 1 80 2 13 3 33 45 4 139 800 Day -. 68 113 43 46 3 36 100 5, 984 Day 69 114 33 16 3 38 50 10 5, .200 150 Eve .. 70 4 103 .... 31 33 3 36 100 0 300 8,000 60,000 0 &S5,000 010, 000 Day .. 71 0 199 3 50 17 3 36 60 5 185 0 0 0 b 3, 000 (d) 72 c The afternoon division from 8.30 to 0 in m.; evening division from 8 to 10 p. m. d Afternoon. 1990 Table 10.~Statistics of schools of Imv Location. Name of institution. Year of first open¬ ing. President or dean. Session closes— Number of pro¬ fessors. 1 :i 4 5 <5 73 Portland, Oreg.. University of Oregon, School of Law. 1 1884 i Richard H. Thornton... May 35 1 74 Salem, Oreg . AViilamette University, Law Department. 1.884 S. T. Richardson, A. M.. June 13 6 75 Carlisle, Pa . Dickinson School of Law.. 1834 A'fm. Trickott, LLTD _ June 6 8 76 Philadelphia, Pa. Philadelphia Law School of Temple College. 1895 Henry S. Borneman - June 13 5 77 - -do . University of Pennsylva¬ nia. Department of Law. tl790 AVm. Draner Lewis, Ph. D. June 15 10 78 Pittsburg, Pa.... Pittsburg Ijaw School, AVestern University of Pennsylvania. 1895 .John D. Shafer . . June 1 ‘ 79 Providence, E.I. Rhode Island Law School.. 1898 AViliiam G. AA^ebster _ June 5 14 80 Columbia, S.C... South Carolina College, Law School. 1870 F. C. AVoodward . June 13 1 81 Chattanooga, Tenn. Grant University, School of Law. 1899 Robert Pritchard . . J une 7 1 13 83 Harriman, Tenn. American LTniversity, Law Department. 1894 S. C. Brown . . Maj^ 33 1 83 Jackson, Tenn... Southwestern Baptist Uni¬ versity, Department of Law. 1895 James H. Land . June 1 4 84 PInoxville, Tenn. University of Tennessee, Department of Law. 1890 H. H. Ingersoll, LL. D... June 19 2 85 Lebanon, Tenn.. Cumberland University, School of Law. 1847 Nathan Green, LL.D ... June 5 2 86 Nashville, Tenn. Central Tennessee College, Law Department. 1880 John AV. Grant . . June 3 0 87 - do . Vanderbilt University, Law Department. 1875 Thomas H. Malone . J une 31 3 88 Se wanee, Tenn . . University of the South, Law Department. 1893 Burr J. Ramage, Ph. D-- 1 89 Austin, Tex . University of Texas, Law Department. 1883 R. S. Gould.. . June 20 4 90 For t AA^ or til, Tex . Fort V/orth University, Law School.* 1881 Augustus J. Booty - May 35 3 91 Charlottesville, Va. University of Virginia, Law Dei^artment. 1835 Wm. Minor Lile. . . June 15 3 92 Lexington, Va. .. AVashington and Lee Uni¬ versity, School of Law. 1851 H. St. George Tucker, LL.D. June 30 4 93 Richmond, Va . . . f Richmond College, School j of Law. }l870 F. AV. Boatwright . June 14 3 94 Seattle, AFash . .. University of AVashington, Law School. 1899 John T. Condon . May 31 6 95 Morgantown, AV. A'a. AVest A^irginia University, College of Law. ! 1878 1 Okey Johnson . . June 21 3 96 Madison, AVis .... University of AVisconsin, 1 College of Lavf. 1868 Edv/in E. Bryant... . ....do... (3 * In 1898-99. a In common with the uuicersity. b Reorganized in 1850. Special or assist¬ ant instructors. SCHOOLS OF LAW, 1991 for the year 1899-1900 — Continued. 7 3 9 3 0 5 1 3 4 0 3 3 14 0 1 0 1 Students. ’ lYears in the I course. Weeks in year. Tuition fee. Grad nation or ex¬ amination fees. Fees of the entire course. Total income (ex¬ cluding benefac¬ tions). Value of grounds and buildings. Endowment funds. Benefactions r e- ceived during the year. 1 Bound volumes in library. Instruction in day or evening. Men. Women. Graduated in 1900. Having A.B. or B. S. degree. § 9 1© 11 IS 13 14 15 16 17 .IS 19 39 31 33 31 0 15 3 3 33 860 |10 $130 150 Eve SO 1 9 0 O 36 50 10 130 (a) («) 0 0 Eve .. ill 1 10 3 33 10 395 Day . . G7 8 4 36 $1, 800 0 0 Eve 313 83 40 3 34 160 0 485 46,000 $500, 000 35, 000 Day . - 69 31 13 3 33 100 5 310 Day .. 58 0 0 5 3 32 80 0 340 0 0. 0 0 Eve .. 38 13 3 39 40 5 3, 000 Day .. 18 0 1 5 3 40 50 10 115 Eve .. 16 0 6 2 o 36 54 5 113 600 (a) 0 0 Day .. 3 3 1 40 70 5 85 I Day . . 57 0 33 3 39 60 6 136 0 0 c500 Day .. 65 51 _ 1 40 100 5 115 6,04)0 30, 000 0 0 500 Day .. 10 5 4 2 36 30 10 70 500 Day .. 36 19 13 2 36 100 5 335 100,000 6,0G0 Day .. 11 5 3 40 100 10 GOO Day . . 173 0 51 40 2 36 30 0 30 (a) (a) 4,500 Day .. 9 2 33 37 10 90 Day . . 171 33 44 2 40 100 0 16, 347 (a) ( a) Day . . 58 13 4 2 36 105 50, 000 $100, 000 I B c 7, 000 Day .. 46 .... 1() 8 Si |38 40 5 3,898 36, 900 500 850 Eve .. 40 4 0 10 O 36 35 0 (a) (n) 1,500 Daj’' .- 134 1 33 5 2 33 0 5 17 (a) 0 0 c400 Day .. 339 1 66 54 3' 34 50 0 1.50 86, 000 39, 000 0 c6,000 Day . - 73 74 75 76 77 78 79 80 81 83 83 84 85 86 87 88 89 90 91 93 93 94 95 96 c Approximately. d Mrs. Vincent L. Bradford, Philadelphia, gave the institution $100,000; James C. Carter, iJew York, $5,000; John E. Russell, Massachusetts, $5,000. 1992 EDUCATIOIn" PcEPOET, 1899-1900. Table 11. — Statistics of schools of Location. 1 1 1 Name of institution. j i Year of first opening. Pre.sident or dean. Session closes — Professors. Special or assistant in¬ structors. 1 ‘J 3 ' ‘ ■ 5 ii 7 i Birmingham, Ala Birmiiigham M e d i c a 1 1894 1 Eenjamin L. Wyman Apr. 1 12 3 College. 1 1 2 Mobile, Ala . Medical College of Ala- 1859 ! George A. Ketchum. Apr. 5 1 8 bama. University of Alabama. i 3 Little Rock, Ark _ Arkansas U n i v e r s i 1 3*, 1879 1 James A. Dibrell _ Apr. 15 15 4 Medical Bepai-tment. 4 Los xAngeles, Cal. University of Southern 1885 j Henrj' G. Erainerd.. June 14 21 7 California, College of i Meclicine. i 5 San Francisco, College of Physicians and 1893 1 D. A. Hodghead, J'jne 30 31 Cal. Surgeons. i j A. M. G _ do . . Cooper Medical College .. ! 1858 Henry Gibbons, jr.. Apr. 15 15 17 A. M. 7 _ do . Pacific Coast Regular 1900 Tenison Deane. . Dec. 22 17 3 College of Medicine. 1 8 _ do . - . University of California, 18G2 Arnold A. D’. Ancona. May 5 18 13 Medical Department. 1 9 I _ do . - . University of Colorado, 1883 : Luman M. Giffin _ June 7 13 10 Colorado School of ! 1 Medicine. 10 Denver, Colo _ Gross Medical College, 1887 : Thomas H. Hawkins. Apr. 25 23 9 Rocky Moiintain Uni¬ A. M.,LL.D. versity. 11 _ do . . . t University of Denver, 1881 Edmund C. Rivers, May 13 19 15 Denver College of Med- A.M. 1 icine. 12 New Haven, ' Yale University, Depart¬ 1813 Herbert E. Smith - .Tune 28 12 13 Conn. ment of Medicine. 13 Washington, D. C j Columbian University, 1820 E. A. de Scweinitz . . _ May 28 25 3 Medical School. 14 . do . Georgetov/n University, 1851 George L. Magruder, May 21 26 4 School of Medicine. A. ii. 15 ' _ do . Howard University, 1868 Robert R e y b u r 7i , May — 15 4 Medical Department. A.M. 16 do - . National University, John T. Winter . May 31 31 5 Medical Department. 17 Atlanta, Ga . Atlanta College of Phy¬ 1854 W. S. Kendrick . . Apr. 3 13 2 sicians and Surgeons. 18 Augusta, Ga _ ' University of Georgia 1829 Eugene Foster . Apr. 1 10 8 Medical College of Georgia. 19 ^ Chicago, Ill . American Medical Mis¬ 1895 John H. Kellogg _ June 26 12 10 sionary College. 20 _ do _ College of Physicans and 1882 William E. Quine _ Apr. 20 40 35 1 Surgeons, U niversity of Illinois. 21 - do . . Flarvey Medical College.. 1894 Frances Dickinson .. June 23 44 22 _ do . - 1 Illinois Medical School... 1885 Y/illiam F. 'Waugh, Sept. 27 32 "io A. Ivl. 23 _ do . .Tenner Medical College. . 1893 Wm. Rittenhouse... June 20 26 10 24 . do . N orth western U n i v e r - 1859 Frank S. Johnson, . . .do _ 33 16 sity Medical School A.M. ' (Chicago Medical Col¬ 25 . do . lege). N orth western U n i v e r- el870 Marie J. Mergler - June 14 25 20 sity. Woman’s Medical ; Scnool. 26 . do . . : Rush Medical College, 1843 Henry M. Lyman, if) 19 41 University of Chicago. A.M. 27 Fort Wayne, Ind Fort Wayne College of 1878 Christian B. Stemen, Mar. 27 22 3 Medicine. A.M.,LL.D. 28 Indianapolis, Ind Central College of Phy¬ 1879 Samuel B. Earp, Mar. 30 22 20 sicians and Surgeons. M. S. * In 1898-99. b Under certain conditions, a Approximately. cFrom Mrs. Phebe A. Hearst. SCHOOLS OF MEDICINE, 1993 Tiiedicine for the year 1899-1900. Students. 1 Years in the course. Weeks in year. Are graduates of literary colleges admitted to the second year in medicine? 0 A Graduation or examina¬ tion fee. Fees of the entire course. Estimated value of grounds and buildings. Endowment funds. Benefactions received during the yeai*. Total income, excluding benefactions. h .s m ® g "0 « Instruction in day or evening. Men. d s o P' Graduated in 1900. Students having A. B. or B. S. 8 9 1© It 13 13 14 ts &7 1 IS 19 ‘Ji 92 14 4 26 $30 aS330 I i _ _ i Da,y . 148 42 10 4 6 Ye 3 100 425 i 1 i Day . 122 1 0 2d Yes. 50 25 (1 255 ! 1 $20,000 ! $4, 264 i Day . 80 14 18 3 4 81 No _ 130 40 445 j 23, 000 0 0 8,000 2, 000 1 Day - loo 17 33 15 4 26 Yes. 75 25 350 1 ' 50, 000 1 0 0 20, 0(X) 0 Day . ’ 137 25 38 4 30 Yes. 100 25 472 ; 4.50,000 S-56, COO 0 20,257 4, 000 Day . 37 4 4 30 ! 60, 000 10, .501' 0 3,600 Eve . 130 20 30 45 4 30 Yes. 100 25 450 i ; 250, 000 0 C$21,250 23, 345 1, 803 Day . 54 7 7 3 4, 36 5 Yes. 50 0 200 id) 0 6, 500 (d) Day . 94 12 i .o i.> 4; 30 Ygs- "5 315 20 Of'O Ds-y i 49 4 ! 9 31 No - 25 a 375 id) Day . : 135 24 29 4 ! 34 5 Yes. 150 30 o(;o 106,0011 Day . 213| 0 38 4! 33 bY es . j 110 10 450 100. 000 Eve - ' 105 0 21 22 1 4 32 100 0 415 (J 0 ! 113; 19 23 4 28 No .j No .1 80, 320 250,000 15,0fHi ! . Eve - 1 1 SO 6 6 4 33 100' . Eve - 214 0 54 24 i 100 30 50, 000 0 0 Day . 56 4 26 No . 75 30 0 0 5,000 Day . 68 j 40 21 1 1 86 No . 100 600 30, 000 0 0 1.500 Day . 539 41 134 4 30 100 0 5(XI 160, 000 n Day . 230 20 17 4 40 No . 100 25 450 0 0 20, 293 300 Eve . llOi 'J' * 23 4 26 100 a 450 300 Day . 04 4 12 6 4 43 f)Yes. 100 a 425 0 0 0 6.000 0 Eve . 285 88 61 4 34 t)Yes.. 125 '”0 505 200, 000 50, 000 39, .500 i 2, 400 Day - 0 88 21 i (/) 100 10 415 I Day . 1,093 208 120! 4 I 36 5Yes. 150 0 600 3.50, OtlO 0 0 1 a 107, 000 a 5, 000| Day . 32 3 5| I 26 bYes 75 25 330 10,000 0 0 200 Day . 93 0 151 00 26 Yes. 60 25 a 300 18. 000 5, COO 2, 000 Day 1 2 3 4 5 3 7 3 9 10 11 12 13 14 15 16 17 18 19 21 22 23 24 2-5 26 27 28 d In common with the university. e Became a department of the university in 1892. /The annual session is divided into four quarters of three months each. 1994 EDUOATIOI^r EEPOKT, 1899-1900. Table 11. — Statistics of schools of 1 ii) .a .Is ce o Location. Name of institution. 1 0 1 President or dean. Session closes — 0 u tA O m CC 0) t p" CP 1 3 s 1 4 5 j 6 7 39 Indianapolis, Ind Medical College of Indi¬ ana, University of In¬ dianapolis. Iowa College of Physi¬ cians and Surgeons, 1869 j Henry Jameson _ i i Apr. 6 34 20 30 Des Moines, Iowa 1881 1 Lewis Schooler, Apr. 34 20 5 LL. D. Drake University. State University of lowa. 31 Iowa City, Iowa- 1889 Win. D. Middleton, Mar. 28 12 8 Medical Department. A.M. 33 Keokuk, Iowa Keokuk Medical College, 1849 George P. Jenkins, Apr. 10 14 3 College of Physicians and Surgeons. A.M. S3 Sioux City, Iowa Sioux City College of 1889 H. A. Wheeler, A.M- Apr. 24 13 4 Medicine. 34 Kansas City, College of Physicians 1894 J. W.May . . . Apr. 1 26 4 Kans. and Surgeons, Kansas City University. 35 Lawrence, Kans. LTiiiversity of Kansas, 1899 Samuel W.Wiliiston June 7 10 4 School of Medicine. 38 Topeka, Kans- - Kansas Medical College.. 1890 John E. Minney, Mar. 23 30 9 ! A.M. 37 Louisville, Ky - Ecspilal College of Medi¬ cine, Central Univer¬ 1874 P.Eichard Taylor..- June 30 10 33 sity of Kentucky. 38 _ do . - 1 Kentucky School of Med¬ 18.50 W m. H . W atheu , July 1 10 20 icine. A.M ,LL.D. 38 _ do . Kentucky University, Medical Department. 1899 Thomas C. Evans _ June 30 16 6 40 1 _ do . . . Louisville Medical Col¬ 1889 C. W. Kelly, C.M .... Mar. 38 10: 7 lege. 41 do . University of Louisville, Medical Department. New Orleans University, 1837 J. M. Bodine . Mar. 37 lo: 11 43 New Prleans, La 1889 PIarve5^ J.ClementS- Mar. 3 8 0 Medical College. 43 _ do . Tulane University of 18:14 Staniord E. Chaille, May 3 7 9 Louisiana, Medical De- pariment. Medical School of Maine A. M. 44 Brunswick, Me .. 1830 Alfred Mitchell, June 23 13 4 at Bov/doin College. A.M. 45 Portland, Me _ Portland School for Med¬ 1858 Charles D. Smith _ Dec. 20 13 4 1 ical Instruction. 48 Baltimore, Md... Balumore Medical Col- 1881 David Streett, A. M . Apr. 17 13 13 47 _ do . Ealtimore Univer s i t y. 1884 Hamnson H. Bied- Apr. 15 9 ; 13 School of Medicine. ler,\k. M. 48 . do . College of Physiciansand Surgeons. 1873 Thomas Opie . Apr. 18 13 ! * 49 . do . Johns Hopkins Medical School. Maryland Medical Col¬ lege. 1893 William H.KowelL. June 13 11 i ^ 50 _ do.. . 1898 Bernard P. Muse....- May 15 la 1 i 81 . do . University of M aryland. 1807 E. Dorsey Coale - May 1 9 School of Medicine. 1 53 _ do . . Y/oman’s Medical Col¬ lege. College of Physicians and Surgeons. Har yard U niversity. 1883 Joseph T. Smith - June 1 10 11 53 Boston, .Mass _ No report . 54 _ do _ 1783 V/illiamL. Richard¬ June 1 30 93 Medical School. son. 55 . do . . Tufts College, Medical School. University of Michigan, Department of Medi¬ 1893 Harold Williams _ May 37 16 33 56 Ann Arbor, Mich. 1850 Victor C. Vaughan, June 31 17 . 13 Sc.D. cine and Surgery. 57 Detroit, Mich _ Detroit College of Medi¬ 1869 _ Theodore A. McGraw May 11 31 33 cine and Surgery. ‘ 1 =*■ Statistics of 1898-99. a Unde" certain conditions. b A certificate is given upon completion of the two years’ coiirse. SCHOOLS OF MEDICIFTE. 1995 med'icine for the year 1S99~190Q — Continued. Students. Years in the course. Weeks in year. Are graduates of literary colleges admitted to the second year in medicine? Tuition fee. j Graduation or examina¬ tion fee. Fees of the entire course. Estimated value of grounds and buildings. 03 Cl -p C 03 a 0 nC C W Benefactions received during the year. Total income, excluding benefactions. Bound volumes in library. Instruction in day or evening. s. d q; S 0 Graduated in 1900. Students having A. B. or B. S. S 1© 11 13 14 16 17 IS ' J9 21 22 2S 218 12 34 4 26 aYes $340 1 Day . 29 (59 1 15 2 4 28 Yes, 75 $25 310 0 0 $5,000 150 Day . 30 230 11 18 18 4 26 aYes 65 0 260 $210, 000 0 1,200: Day . 31 240 20 42 15 ■ 4 28 aYes 50 10 200 50, 000 0 15,000 Day . 32 4(5 4 6 4 28 aYes 63 20 16,000 Day j 33 72 8 21 4 24 No _ 60 25 1,500 5, COO 210 Day . 34 4 4 52 0 90 0 c 2, 000 Day i I 35 90 27 3 4 26 Yes. 60 30 c245 15,000 (i 0 4,200 0 Day 1 30 252 59 4 26 115 30 495 Day ' 37 209 8 3(5 2(5 Yes- 30 420 250, 000 1 » 0 25, 000 Day . ! 38 15(5! 1 (5 9 4 26 Y^es- 75 SO 450 50, 000 1 Day . 39 135! 12 lo| 1 4 26 Yes. 100 420 150, 000 0 0 Day . 40 156 0 39 4 26 Yes. 75 10 c 450 100, 000 0 0 0 0 CO Day . 41 30 2 ■8 ”1 4 24 Yes. 30 10 150 30, 000 $10,000 1,500 500 Day . ^ 42 305 110 4 2(5 Y"es- 140 30 575 200, 000 0 2, 967 Day 43 131 78 25 12,000 3, 700 Day i 44 32 (d) 22 No . 50 20, OCO 0 Day . 45 5(>5 0 61 4 26 65 30 320 300, 000 ol 0 Dav ! 46 80 4 49 28 4 24 Y’es- 50 30 295 25, 000 0 15, 000 Day . 1 47 200 0 3? 4 28 100 30 430 3.50, 000 0 0 0 48 176 43 .211 4 42 No - 200 0 169, 000 427,000 0 64, 500 (e) Day . j Day .| ! 49 95 41 17 0 35 No. 50 30 240 c7,000 Da.y 50 325 _ 65 42 4 28 No - 100 30 490 300,000 100,000 0 44, 000 1, OGO Day .! 51 2.5 4 36 Y"es- 100 30 15, 000 7,388 439 Day . 52 [ 53 554 0 135 241 4 4(5 No . 200 i 30 c 760 2,240 Day . 54 191 (52 4(5 4 31 100 30 c 700 Da,y . ! 55 454 48 91 27 4 36 No . 45 10 355 200.000 c 10, 000 Day . 53 226 0 56 4; 30 Yes. 60 30 415 76, 600 1 1 57 c Approximately. d This is a preparatory school, e In comnioii with the university. 1996 EDUCATIOi^T EEPORT, 1899”1900. Table 11. — Statistics of schools of Location. Name of in.stitution. Year of first opening. 1 President or dean. Session closes— Professors. ' Special or assistant in¬ structors. 1 2 4 5 6 7 5S Detroit, Mich _ Michigan College of Med¬ icine and Sui-gery. 1888 Hal C. Wyman . Apr. 34 15 3 59 Grand Rapids, Mich. Grand Rapids Medical College. 1897 E. G. Edwards . June 3 24 7 60 Saginaw, Mich. . . Saginaw Valley Medical College. Minner.polis College of Physicians and Sur¬ geons, Haraline Uni¬ versity. 1898 L. W. Bliss . May 31 26 2 61 Minneapolis, Minn. 1883 Leo M. Crafts . . June 6 26 15 62 k _ do . University of Minnesota, College of Medicine and Surgery. University of Mi.ssouri, Medical DeiDartment. Kansas City Medical Col¬ lege. Medico-Chirurgical Col¬ lege. University Medical Col¬ lege. Woman’s Medical Col¬ 1887 Parks Ritchie - . June 5 36 20 63 Columbia, Mo _ 1873 A. W. McAlester, A. M..LL.D. Apr. 7 8 13 61 Kansas City, Mo. 18G9 Andrew L. Fulton. . . Mar. 35 20 - - - _ 65 .... -do . . 1897 George O. Coffin _ Mar. 20 20 10 66 ---.do . . 1831 Charles F. Wainright Mar. 33 33 15 67 . do . 1895 Nannie P. Lewis, Mar. 30 24 7 68 St. Joseph, Mo... lege. Central Medical College . Ellsworth Medical Col¬ 1891 A. M. T.E.Potter _ Mar. 1 18 4 69 do . - . - 1888 Jacob Geiger . Mar. 16 13 2 70 St. I lom’s, Mo lege. Barnes Medical College _ . Beaumont tlospital Med¬ ical College. 1893 C. H. Hughes Apr. 13 Mar. 39 23 6 71 . do . 1886 Frank J. Lutz, A. M. 20 13 73 _ do . Marion Sims College of Medicine. 1890 Young H. Bond, A.M . Apr. 28 21 6 7'3 _ do . St. Louis College of Phy- siciams and Surgeons. 1879 Waldo Briggs _ Apr. 10 18 15 74 _ do . Washington University, Medica.1 Department. 1810 John B. Shapleigh, sec. May 1 31 14 75 Omaha, Kebr _ John A. Creighton Medi¬ cal College. 1893 John P. Lord _ - do ... 25 10 76 . do . Omaha Medical College, University of Omaha. 1880 August F. Jonas _ May 3 22 10 77 Hanover, N. H... Dartmouth Medical Col¬ lege. 1797 Wm.T. Smith, LL.D. June 26 13 3 7'8 Albanv,N.Y _ Albany Medical College, Union Lbriversity. 1S38 Willis G. Tucker _ May 1 13 15 79 Brooklyn, N. Y.. Long Island College Hos¬ pital. 1860 Jarvis S. Wight, A.M., LL.D. May 17 9 25 80 Buffalo, K.Y . University of Buffalo, i Medical Department. | 1815 Matthew D. Mann, A. M. Apr. 27 7 63 81 Kew York,N.Y. Columbia University, College of Physicians and Burgeons. 1807 James W. McLane. .. J une 13 21 62 83 _ do . . Cornell University, Med- cal College, 1898 Wm.M. Polk, LL.D. June 6 12 37 83 _ do _ _ University and Bellevue Hospital Medical Col¬ lege. Edward G. Jane wav, LL.D. 1 June 16 26 38 81 Syracuse, N. Y... Syracuse Univer.sity, Col¬ lege of Medicine. M CO Ti Henry D. Didama, LL.D. June 13 15 19 85 ‘ Chapel Hill, N.C- University of North Car¬ olina, Medical School (preparatory). 1891 R.I-I. Whitehead . May 28 6 1 86 Davidson, N. C .. North Carolina Medical College. 1893 John P. Munroe . May 11 5 1 87 Raleigh, N.C _ Shaw University, Leon¬ ard Medical Fichool. 1883 Ja,rnes McKee . . Mar. 17 8 88 Cincinnati, Ohio. 1 Cincinnati College of j Medicine and Surgery. 1 1851 T. V. Fitzpatrick _ May 1 17 5 a Appi’oxiinately. 6 Under certain conditions. . SCHOOLS OF MEDICIHE, 1997 'laedichie for the year 1899-1900 — Continued. Students. Years in the course. Weeks in year. Are graduates of literary colleges admitted to the second year in medicine ? Tuition fee. Graduation or examina¬ tion fee. Fees of the entire course. Estimated value of grounds and buildings. Endowment funds. Benefactions received during the year. Total income, excluding benefactions. Bound volumes in library. Instruction in day or evening. 1 Men. Women. Graduated in 1600. 1 Studentshaving A. B. i or B. S. 8 to 11 13 14 16 17 J8 S A S3 73 5 25 4 28 Yes. $80 $25 $335 $40,000 0 0 0 Day . 7 17 3 32 25 250 Day .. 77 6 28 1 3 34 1-To - 50 25 270 40, GOO 0 0 |8, 026 0 Day . 137 6 17 22 4 32 5 Yes. 75 0 312 30, «30 0 0 8,320 0 Day . 322 23 43 32 4 34 5 Yes. 100 0 400 185, 500 0 0 43, 747 2,5a3 Day . 60 1 3 4 36 112 (c) Day . 150 49 26 75 20 305 15, 000 Day . 75 0 20 5 4 26 No - 50 25 305 0 0 2, 976, 0 Day . 298 112 56 4 26 Yes. 60 25 i 320 $1,500 0 Day . 30 3 4 26 No . 50 2.5 230 0 0 0 Day . 62 5 23 4 4 26 Yes. 40 25 1 a 255 25,000 0 0 3,500 0 Day . 46 1 1 1 20 4 i 26 \ es . 50 25 1 a 255' 0 0 Day . 541 0 109 1 46 4 28 Yes- 50 25 310 4, 000| Day . 108 54 15 4 26 Yes- 5, 000 Day . 2-iO ■‘1 16 20 4I 26 Yes- 50 25 a 280 150, CGO 4, 000 22,354 500 Day . 225 1 0; 73 20 4 26 50 .^5 65, 000 5,000 Day . 203 1 0 cZlO 38 4 30 6Yes- 100 0 425 Day . 122 19 20 4 30 75 0 a 330 100, 000 a 10, 000 0 Day - Hi 6' 14 15 4 30 Yes. 65 30 a 330 75, 000 0 0 Day . 118 o| 30 10 4 30 No . 110 25 a 490 10,000 1,000 0 a 10, 000 1,000 Day - 124 0 26 5 4 31 No . 100 ■25 505 100, 000 12, 500 15,164 Day - 163 13 17 4 32 No . 150 25 665 0 0 0 0 Day . 205 16 48 16 4 30 No . 100 40 545 218, 588 9, 500 0 26,541 5,963 Day . 801 172 276 4 32 No . 200 25 837 2, 133, 688 476, 752 Day . 257 70 59 66 4 30 No . 150 25 7.50 500 Day - 277 38 64 4 32 No - 150 25 740 38, 615 375 Day .. 95 14 24 10 4 32 No - 125 520 96, 742 0 15, 872 5, 109 Day - 44 0 4 2 33 No . 90 (c) 1,500 Day - 35 7 6 4 32 Yes. 75 25 316 5, COO 0 0 500 Day - 80 .... 13 — 4 24 No . 60 10 310 10, 000 5,000 $1,389 4,737 Day - 88 9 13 3 4 30 No - 75 25 335 25,00. Day . 58 59 60 61 62 63 64 65 66 67 68 69 70 71 72 73 74 75 76 77 78 73 80 81 82 83 84 85 86 87 88 cin common with the university, d First class graduating under four years’ course. 1998 EDUCATION EEPOET, 1899-1900. Table 11. — Statistics of schools of Location. Name of institution. Year of first opening. President or dean. Session closes—' Professors. Special or assistant in¬ structors. I 2 3 4 5 6 7 89 Cincinnati, Ohio. Laura Memorial Wo- 1890 John M. Withrow, 1 Apr. 15 20 1 90 _ do . . man's Medical College.* Medical College of Ohio, 1819 A.M. William W. Seelv, May 8 17 13 91 _ do . . University of Cincin¬ nati. Miajni Medical College... 1853 A. M. N. P. Dandridge,A.M May 3 15 8 93 Cleveland, Ohio . Cleveland College of Phy- 1863 Charles B. Parker ... ...do ... 38 34 93 - do . sicians and Surgeons, Ohio Wesleyan Uni¬ versity. W estern Reserve Uni- 1843 Hunter H. Powell, June 15 18 6 94 Goliimbus, Ohio . versify, Medical Col¬ lege. Ohio Medical University. 1893 A. M. Geo. M. Waters. A.M Apr. 24 38 6 95 .... -do . . - Starling Medical College . 1846 Starling Loving, Apr. 11 14 16 96 Lebanon, Ohio. . . National Normal Uni- 1889 LL.D. Seldon S. Scovilie, Mar. 17 S o 97 Toledo, Ohio _ versity. Medical School ( preparatory). Toledo Medical College .. 1880 A. M. Daniel E. Haag _ _ Apr. 26 17 98 Portland, Oreg University of Oregon, 1887 S. E. Joseph! . Apr. 1 15 ”’9 99 Salem, Oreg . Medical Department. Willamette Universitj^, 1865 W. II. Byrd . . Apr. 3 16 100 Philadelphia, Pa. Medical Department. Jefferson Medical College 1835 James V/. Holland. .. Mav 15 33 18 101 . do . Medico-Chirurgicai Col¬ 1880 Seneca Egbert, A. M. May 19 20 17 103 .....do . lege of Philadeljihia. University of Pennsyl¬ 1765 John Marshall, Nat. June iO 21 103 . do . vania, Department of Medicliie. Woman’s Medical College 1850 Sc. D. Clara Marshall . May 15 10 20 104 Pittsburg, Pa - Western Pennsylvania 1885 J. C. Lange . June 1 33 30 105 Charleston, S. G - Medical College, West¬ ern University of Pennsylvania. Medical College of the 1833 Francis L. Parker . . . Apr. 3 8 13 106 j Chattanooga, State of South Carolina. Chattanooga Medical 1889 E. A. Cobleigh _ Apr. 34 13 15 107 ! Tenn. j Knoxville, Tenn . College. Tennessee Medical Col¬ 1388 Charles P. McNabb.. Apr. 1 14 4 108 Memphis, Tenn.. lege. Memphis Hospital Med¬ 1880 W.B. Rogers. _ Apr. 30 10 14 109 Nashville, Tenn _ ical College. Central Tennessee Col¬ 1876 G. W. Hubbard ...... Feb. 21 10 6 110 _ do . . lege, Meharry Medical Department. University of Nashville, 1850 W. G. Ewing _ Mar. 39 13 111 _ do . Medical Department. University of Tennessee, Medical Department. Vanderbilt University, Medical Department. University of the South, 1876 Paul Eve . _ Apr. 3 Apr. 4 Jan. 20 1 1 1 6 113 113 do . 1873 Wm. Ij. Dudley . 13 13 11 Sewanee, Tenn .. 1893 J. S. Cain . . 4 114 Ft. Worth, Tex.. Medical Department. Ft. Worth University, 1894 Bacon Saunders _ Apr. 5 15 3 115 Galveston, Tex.. Medical Department. University of Texas, 1891 Henry P. Cooke . May 31 10 5 116 Burlington, Vt .. Medical Department. University of Vermont, MedicarDepartment. University of Virginia, 1823 A. P. Grinnell . . . June 30 7 18 117 Charlottesville, 1835 John W. Mallet . June 19 7 5 118 Va. Richmond, Va . . . Medical Department. Medical College of Vir¬ 1838 Christopher Tomp¬ May 10 13 17 119 .....do . . ginia. University College of 1893 kins. J. Allison Hodges _ May 3 18 16 Medicine. 1 1 Statistics of 1898-99. ' Approximately. SCHOOLS OF MEDICUSTE. medicine for the year 1899-1900 — Continued. Students. Years in the course. Vfeeks in year. Are graduates of literary colleges admitted to the second year in medicine? Tuition fee. k a a ® . Sh 0) o ^ II c3 13 A 0 Fees of the entire course. Estimated value of grounds and buildings. I Endowment funds. Benefactions received during the year. Total income, excluding benefactions. Bound volumes in library. Men. W omen. 1 Graduated in 1900. Students having A. B. or B. S. 8 © I® 14 1 S IS IT 1© 30 31 33 0 30 10 4 28 850 $25 $285. 1 $30,000 0 331 1 59 4 38 Yes. 100 25 a 430 116 37 9 4 30 Yes 100 25 430 20, 000 $11, 600 83 24 24 4 33 Yes. 100 10 a 480 50,000 9,000 . 366 144 30 4 33 125 375,000 $175, 000 2, 500 237 9 50 34 4 28 Yes. 50 10 a 370 63. 000 14,000 0 a. 500 175 .... 39 13 4 26 Yes. 50 25 384 50; 000 0 0 ((3,000 44 4 2 2 38 60 (5) 73 3 18 3 4 33 Yes. 80 25 35, 000 3, 000 58 10 11 10 4 26 Yes. 130 30 395 7,370 a 3, 000 20 1 5 6 4 34 Yes- 75 30 3.50 639 105 35 4 30 c Yes 150 0 ! 605 500, 000 93, 000: 2, 600 363 40 4, 31 c Yes 140 25 i 537 0 1,500 679 180 151 4 34 Uo . 300 0 ! 810 50, 000 0 10, 000 0 1.59 26 15 4 29 129 0 ! 1 516 123. 579 376, 314 0 28. 288 a 2, 100 3io! 1 7 63 31 4 36 c Yes 130 0 ioo;ooo 0 0 37, 000 700 110; 4 43 4 36 100 a 365 1 313; 0 58 4 26 Yes. 50 30 Cl 400 0,130, 000 0 0 101 28 4 26 Yes. 60 35 310 0 0 ! 0 ! 559; j _ 143 30 4 26 Yes- 75 25 350 60,000 0 0 i 45, 475 a 200 169 0 34 22 4 24 Yes. 30 10 150 30, 0-OO 1 18,000 $5, 600 ! 5,000 800 191 g 84 4 4 26 c Yes 100 35 425' 40,000 334 84 20 4 36 Yes. 100 25 395 14, 000 290 0 94 4 37 100 35 425 ! ; 83,000 0 0 30,000 0 180 80 15 4 24 Yes . 65 25 (5) (6) 0 133 3 24 4 4 26 cYes^ 75 25 335 I 35,000 0 0 9, 500 0 148 7 16 6 4 35 No . 0 0 95' 288, 800 0 0 45, 160 a 3, 000 191 40 187 39 31 4 40 Yes. 87 0 350 (6) 18. 628 209 _ 40 33| 4 30 Yes- 65 30 3.90 125, GOO 5,000 16, 194 2.50 241 61 19 4 31 No . 85 30 370 65, 000 i . . 1 . . . 1 350 1999 o c3 •S.S ‘JJI DajrJ 89 Day.; 90 Day . ^ 91 Day.; 93 Day.; 03 Day 94 Day - ( 95 Day.|_ 96 Day 97 Bay . : 98 Day - 1 99 Dav J JOO Day . 101 Day . 103 Day . 103 Day. 104 I Day . 105 Day . 106 Day - 107 Day _ 108 Day - 109 Day. 110 Day - 111 Day _ 113 Day. 113 Day .. 114 Day 115 Day .; 118 Day - 117 Day . 118 Day. 119 5 In common with the university. (■Under certain conditions. 2000 EDUCATION REPORT, 1899*1900, Table 11. — Statistics of schools of 1 .s 1 . Location. Name of institution. s o 4-> President or dean. Session closes— 'S n 75 ^ C3 ^ , 0 0 O-M CM o u o ‘g ct (D ' 'o G P. (U i 3 i ! 5 1 6 120 Milwaukee, Wis. Milwaukee Medical Col- 1894 W.H. Earles . . May 5 24 12 lege. 121 . do . . Wisconsin C ol 1 e g e of Physicians and Sur- 1893 A. H. Levina'S- Apr. 5 20 18 geons. ECLECTIC AND PHYSIO- MEDICAL. 122 Atlanta, Ga . Georgia College of Eclec¬ tic Medicine and Sur- 1839 A. G. 'Thomas _ Apr. 1 10 1 123 Chicago, Ill . g e i y . Bennett College of Ec¬ lectic Medicine a n d 186,8 A.L.Clark, A.M _ May 10 30 10 Surgery. 124 _ do . Chicago Physiomedical 1891 H. P. Nelson _ Apr. 20 32 10 College.'-^ 125 Indianapolis, Ind_ Physiomedical College of Indiana. 1873 N. D. Woodard. . Mar. 21 18 3 128 St. Louis, Mo .... America,!! Medical Col¬ 1873 E.Vounkin . _ . Aipr. 2 13 1 2 lege. 127 Lincoln, Nehr ... Lincoln Medical College 1889 W.S.Latta _ Mar. 15 24 4 of Cotner University. 128 New York,N. Y . Eclectic Medical College 1 1865 George W.Boskowitz May 1 12 16 of the City of New York. 129 Cincinnati, Ohio. Eclectic Medical Institute 1845 Fred. J. Locke . . . Apr. 9 15 3 HOMEOPATHIC. 130 San Francisco, Ha hne mann Hospital 1884 James W . Yfard _ May — 19 11 Cal. College. 131 Denver, Colo _ Denver Homeopathic 1893 James P. Willard - May — 17 13 Medical College. j 132 Chicago, Ill - _ Chicago Homeopathic 1876 N. B. Delamater _ Apr. 24 24 7 Medical College. 133 . do . Dunham Medical College . 1895 James T. Kent . . Apr. 6 34 31 134 . do . Hahnemann Medical Col¬ 1860 E. Stillman Bailey. .. Apr. 26 19 26 lege. 135 i:38 _ do . - do . Hering Medical College.. National Medica,! Uni¬ 1892 1891 Henry C. Allen . Julia Holmes Smith. Apr. 10 18 25 11 25 versity. 137 Iowa City, Iowa . State University of Iowa, 1877 George Royal _ Mar. 31 12 10 Homeoriathic Medical Department. i 138 Louisville, Ky . . . Southwestern Homeo¬ 1893 A. Leight Monroe ... Apr. 3 17 5 pathic Medical College. 139 Baltimore, Md ... Southern Homeopathic 1891 George T. Shower... May 4 10 7 Medical College. 140 Boston, Mass _ Boston University School 1873 John P. Sutherland . June 6 22 26 of Medicine. 141 Ann Arbor, Mich University of Michigan, 1875 Wilbert B. Hinsdale. June 21 32 8 Homeopathic Medical College. 142 Detroit, Mich _ Detroit Homeopathic 1899 D.A. MacLachlan - May 9 20 12 Medical College. 143 Minneapolis, University of Minnesota, 1888 A. P. Williamson _ June 6 15 .... Minn. College of Homeopathic Medicine and Surgery. 144 Kansas City, Mo. Hahnemann Medical Col¬ 1896 W. H. Jenney _ Mar. 27 16 12 lege of Kansas City University. 145 Kansas City Komeo- pathic Medical College. 1888 A. E. Neiiiueister _ ....do... 10 10 Apr. 12 21 146 St. Louis, Mo _ Homeopa,thic Me d i c a 1 1857 W. C. Richardson _ 9 College of Missouri. 1 I * Statistics of 1898-99. a Approximately. SCHOOLS OF MEDIOIME, 2001 medicine for the year 1899-1900 — Continued. Students. Years in the course. Weeks in year. Are graduates of literary colleges admitted to the second year in medicine? Tuition fee. Graduation or examina¬ tion fee. Fees of the entire course. Estimated value of grounds and buildings. Endowment funds. Benefactions received during the year. Total income, excluding benefactions. Bound volumes in library. Instructi(>n in day or evening. Men. Women. Graduated in 1900. Stiidents having- A. B. orB. S. 5^ 9 1«> IS t'2 13 S4 15 16 17 IS ‘ 19 20 21 22 23 151 O 82 8 4 26 No . $110 $10 $450 $150,000 0 0 500 Day . 101 6 28 Yes. 100 30 347 75, 000 0 0 0 Day . 60 9 26 5 4 26 80 10, 000, 1,000 Day . 9 18 4 32 Yes. 100 25 40, 000 $10,000 200 Day . 80 7 7 8 4 20 0 295 0 0 0 Day . 33 4 8 4 26 Yes. 70 280 20,000 0 0 2, 200 Day . 50 6 2 4 28 Yes- 75 25 2,500 300 Day . 51 4 4 7 4 26 Yes. 50 25 291 a 4, 000 Day . 65 IS 13 18 4 26 No . 100 25 500 42,000 $1,500 11,250 2, 308 Day . 125 2 8 11 4 28 Yes. 75 25 275 60, 000 0 0 10, 000 500 Day . 26 14 12 5 4 30 Yes- 75 0 365 30,000 0 0 3, 000 2,400 Day . 44 — 6 .... 4 28 Yes. 100 0 a 405 30, 000 0 0 0 Day . 140 36 8 4 30 Yes. 65 10 355 60, 000 11, 038 1,600 Day . 85 3? 26 7 4 30 Yes. 100 50, 000 6,500 Day 129 36 42 4 28 Yes. 70 10 375 200, 000 $103,000 13, 750 1,500 Day . 30 31 20 5 4 28 Yes 100 6, 000 a 300 Day . 120 21 4 4 26 Yes. C5 25 250 30, 000 0 0 12, OOO 64! 8 4 4| 26 Yes. 65 o! 50, 000 0 0 7,000 500 j Day . 16 6 5 1 •ii 26 Yes. 75 0, 1 0 0 0 1, 900 0 j Day . 21 6 5 1 4 30 Yes. 100 1 30i ■ ■ 30,000 0 0 2,674 Day . 101 49 35 4 32 c Yes 125 1 30' ■ 520 200, 000 35,000, 7,000 20, 000 ' 3, 500' ^ Day . 69 7 13 1 4 40 cYes 60 ! 1 10 a 275 150, 000 12, 000! Day . 26 9 6 4 Yes. 60 25 350 1,000 i 3,600 Day . 23 1 7 1 4 31 Yes. 90 0 360 (b) a 2, 000 Day . 34 6 7 12 4 30 Yes. 50 .10 245 0 2,000 . 2, 000 600 Day . 40 14 9 2 4 28 Yes. 50 10 18,000 0 0 3, 896 Day . 48 15 28 0 4 24 No . 50 25 1 18,000 0 0 2, 400 0 Day . h In common with the nniversity. c Under certain conditions. ED 1900 - VOL II - 10 m m 12'Z 12& L>4- 125 126 127 128 129^ 130 131 13^ 133 134 135 136 137 138 139 140 141 143 143 144 145 146 2002 EDUCATIOISr EEPORT, 1899-1900, Table 11. — Statistics of schools of 1 Location. Name of institution. Year of first opening. President or dean. Session closes— Professors. j 2 3 4 5 6 HOMEOPATHIC— COnt’d. 147 New York, N. Y . New York Homeopathic 1860 Wm.Tod Helmuth.. May 4 27 Medical College. 148 do . _ New York Medical Col¬ 1863 M. Belle Brown _ Apr. 13 18 lege and Hospital for Women. 149 Cincinnati, Oiiio. Pulte Medical College . - _ 1873 J. D. Buck . 18 150 Cleveland, Oliio-. Cleveland Homeopathic 1850 Gains 0“. Jones . Apr. 10 25 Medical College. 151 Pliiladelpliia, Pa. Hahnemann Medical Col¬ 1848 Pemberton Dndlev, May 17 16 lege. LL.D. 7 13 13 9 9 33 Special or assistant in- struccors. SCHOOLS OF MEDICIHE, 2003 meddcinefor the year 1S99~1900 — Continued. Students. Years in the course. | Weeks in year. Are graduates of literary colleges admitted to the second year in medicine ? Tuition fee. Graduation or examina¬ tion fee. Fees of the entire course. ■ 1 Estimated value 0 f | grounds and buildings. Endowment funds. Benefactions received during the year. Total income, excluding benefactions. Bound volumes in library. Instruction in day or evening. Men. Women. Graduated in 1900. Students having A. B. or B. S. S 9 ^19 It 12 IS I 14 15 . 1& It IS 19 29 21 22 23 128 36 20 4 30' ! No . SI 25 $30 $520 $450,000 i 3, GOO Day - 147 3o 4 3 No . 100 25 465 $3,021 0 Day . 148 48 14 18 1 J Us Yes- 75 25 330 20,000 $4,500 Day . 149 124 15 28 "is 4 29 Y'es- 100 25 430 1:25,000 0 0 1,200 Day . 150 270 0 58 .... 4! '!52 No . 125 30 550 600,000 275,000 0 33,889 15,000 Day . 151 2004 EDUCATION KEPOKT, 1899-1900. Table 12.— -Statistics of schools of Location. Name of institution. 1 1 Birmingham, Ala. . Birmingham Dental College . 2 Los Angeles, Cal. .. University of Southern Cali¬ fornia, College of Dentistry. 3 San Erancisco, Cal . College of Medicine and Sur¬ gery, Dental Department. 4 _ do . College of Physicians and Surgeons. Dental Dept. 5 _ do . i University of California, Col¬ lege of Dentistry. | 6 Denver, Colo . Colorado College of Dental i Surgery. . do . . University of Denver, Den¬ tal Department. 8 W ashington, D. C . . Columhian University, Den¬ tal Department. | 9 . do . Howard University, Dental i Department. 10 _ do . . - . Washington Dental College* . Atlanta College of Physicians and Surgeons, Dental Dept.* 11 Atlanta, Ga . 12 do . . Atlanta Dental College* . 13 Chicago, Ill . Chicago College of "Dental Surgery, Lake Forest Uni¬ versity. 14 _ do . - . Illinois School of Dentistry .. 15 _ do . . N orth western U n i v ersity , Dental School. 16 Indianapolis, Ind . _ Central College of Dentistry. 17 . , do . . . Indiana Dental College. . . 18 Iowa City,Iov/a . .. State University of Iowa, Dental Department. 19 Keoknk,Io\va . Keokuk Dental College _ 20 Louisville, Ky - Louisville College of Deu- tistiun 21 New Orleans, La .. Nev/ Orleans College of Den¬ tistry. 22 Baltimore, Md - Baltimore College of Dental Surgery. 23 _ do . . Baltimore Medical College, Dental Department. 24 _ do . . . University of Maryland, Den¬ tal Department. 25 Boston, Mass . Harvard University, Dental School. 26 _ do . . . Tufts College. Dental School. 27 Ann Arbor, Mich.. University of Michigan, Col¬ lege of Dental Surgery. 28 1 Detroit, Mich _ Detroit College of Medicine, Department of Dental Sur¬ gery. 29 Minneapolis, Minn. Uiiiversity of Minnesota, Col¬ lege of Dentistry. 30 Kansas City, Mo . . _ Kansas City Dental College. . 31 _ do . . Western Dental College * _ 32 St. Louis, Mo . Marion Sims College of Med¬ icine, Dental Department.* 33 _ do . - . Missouri Dental College, Washington University. 34 Lincoln, Kehr - Lincoln Dental College. . 35 Omaha, Nehr - University of Omaha, Dental Department. 36 t Buffalo, N. Y _ University of Buffalo, Dental Department. 37 New York.N.Y ... New York College of Den¬ tistry. 38 - do - New York Dental School _ 39 Cincinnati, Oliio... Cincinnati College of Dental Surgery. Year of first opening. President or dean. Regular session closes— 3 4 5 1893 T.M. Allen . May 1 1897 Edgar Palmer . . June 15 1899 Alfred E. Blake . May 1 1897 Charles Boxton . . . June 28 1881 Louis L. Dunbar . . May 31 1896 W. T. Chambers . Apr. 23 1887 Lloyd S. GiJ>bert . . Apr. 30 1886 J. Hall Lewis.- . May 1 1881 1 Robert Reyburn _ May — 1897 Yv’illiam N. Cogan . May 1 1887 S.W. Foster . . . Apr. 30 1893 William Crenshaw . _ do ... 1883 * Truman W. Brophy, 1 LL.D. May 3 1893 1 Frank N. Brown . . Apr. — 1889 G. V. Black, Sc. D., LL.D. May 2 1897 1 Milton F. Ault . May 3 1879 George E. Hunt _ May 7 1881 ! William S. Hosford _ June 4 ] 1897 B. C. Hinkle V . . Apr 10 18SG W. E. Grant . May 9 1899 Jules J. Sarrazin _ _ Juno 4 1839 M.W. Foster.. . May 1 1895 William A. Mon tell _ May 6 1885 Ferdinand J. S. Gorgas, A.M. Apr. 30 1867 Eugene H. Smith _ J une 28 1868 Harold Williams . . June 20 1875 J.Taft . . . . _ do ... 1891 Theodore A. McGmw, A.M. 3 une 14 1888 Win. P. Dickinson _ June 1 1881 J. D. Patterson . . . May 1 1890 Drury J. McMilien _ Apr. 4 1894 Young H. Bond, A. M _ Apr. 19 1866 Albert H. Puller. . . Apr. 27 1899 W. Clyde Davis . Apr. 15 1894 A. O. Hunt . - . May 2 1892 W. C. Barrett . May 15 1866 Fanueil D. Weisse - May 14 1893 Charles M. Ford . May 8 1893 G. S. Junkerman _ Apr. 5 * Ill 1893-99. SCHOOLS OF HENTISTHY 2005 dentistry for the year 1899-1900. Professors. Special or assistant instructors. Students. Years in the course. Weeks in year. Tuition fee. 1 Graduation or exami- ! nation fee. Fees of the entire course. Estimated value of grounds and build¬ ings. Men. Women. .s 5 5 Studentshaving A.B.or B.S. & 7 § 0 10 11 t’2 M 15 16 i7 7 rfl3 41 10 3 3 28 .$'100 .$25 $350 0 11 13 6 3 30 125 0 375 10 60 0 0 3 28 100 305 11 12 104 6 39 5 3 23 100 25 §60, 000 7 11 114 5 45 3 83 100 25 370 55,000 10 11 39 o 11 3 28 75 10 270 10 7 37 3 11 — 3 28 75 25 280 (b) 72 0 13 18 3 30 100 10 310 12 6 80 4 3 28 80 240 10 0 1 5 3 28 *100 0 300 8 7 86 0 30 3 28 100 25 352 20, 000 8 4 ISO 0 45 3 28 100 25 3.50 13 11 598 0 114 8 28 100 20 365 12 4 85 5 18 25 3 28 110 11 28 542 21 186 3 30 100 20 370 10 5 64 1 20 3 3 30 100 10 310 0 10 7 213 4 65 3 28 100 10 325 35, 000 10 3 121 7 26 "3‘ 3 36 75 0 225 30,000 13 0 57 3 1-3 £> 3 28 75 2.25 18 10 140 0 45 3 a 28 100 ’30’ 350 40, 000 7 11 32 1 3 0 3 27 100 25 380 8 23 227 5 73 20 3 28 100 35 350 0 12 16 93 0 28 19 3 28 100 30 oi:D 6 4 204 56 18 3 30 100 30 a3G5 10 40 131 33 3 38 150 511 11 11 160 5 44 2 3 31 1 100 30 0,385 9 4 237 10 65 6 3 CO 125 10 360 ".50,' 600' 10 11 119 1 34 0 3 34 a85 30 260 a-3o,000 11 5 126 1 0 36 _ 3 34 100 0 300 (b) 10 0 114 24 3 23 100 20 325 12,500 13 14 191 9 34 3 26 100 20 215 16 22 75 3 26 3 28 100 305 12 10 116 0 30 2 3 30 100 0 0 17 3 9 1 0 1 3 28 50 10 ,226 0 15 10 64 1 10 10 3 23 100 20 305 11 12 233 4 30 3 34 100 30 345 50, 000 5 30 318 26 4 3 3.1 150 30 540 120,000 7 22 45 9 11 3 29 1.50 25 490 8 1 ^ 78 3 32 I'y 3 30 100 0 3i)5 "3.5,' 6o5' 1§ $9, 000 80,000 0 0 0 0 5, 000 •i-H U 0) i:« o o; CD $500 0 0 2^ $3, 85^ 0, 500 21 , 000 13, 600 6, 050 17,0 0 3, GOO 30, 000 18, 000 20, 000 «.in,ooo al2,000 10, 000 Dr.y Day c rf Day Day Day Day Eve Eve Eve . Dav. Day - Day _ pay . Day _ Day . Day . Dav - Day Day Day . Day . Day - Day . Day _ Day . Day . Day . 11,500 41,814 7, 550 15, OfJO Day . Day . Day . Day . Day . Day . Day . Day _ Day . Day . Day . -i 3 J 4 5 6 r 8 0 300 -! D ;t2,ouo J 16 I D 1 18 .ll9 .120 ,;23 .124 510 a 000 25 0 134 (b) 0 'W a Aijproximately . oId common Avitli the university. 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 EDUCATION EEPOKT, 1899=1900. Table 12. — Statistics of schools of Location. Name of institution. Year of first opening. President or dean. Regular session closes — i 3 4 5 Cincinnati, Ohio... 1 Ohio College of Dental Sur- 1846 1 H. A. Smith . . 1 May 9 Cleveland, Ohio ... ge 1 ^ . Western Reserve University, 1892 H. L. Ambler . June 15 Columbus, Ohio... Dental Department. Ohio Medical University, 1892 Otto Arnold . . Apr. 24 Portland, Oreg: _ Dental Department. North Pacific Dental College. 1899 S. J. Barber _ _ May 1 Philadelphia, Pa. . . Medico-Chirurgical College, 1897 Robert H. Nones . . Apr. 30 _ do . - Dental Department. Pennsylvania College of Dental Surgery. Philadelphia Dental College.. 1 University of Pennsylvania, Department of Dentistry. Pittsburg Dental College, 1356 Wilbur P.Leitch . . May 1 May 4 June 1.5 _ do . 1863 S.H. Guilford, A. M .... do 1878 Edward C. Kirk Pittsburg, Pa . 1896 George L. Simpson . May 1 Nashville, Tenn ... Wester n U ni versify of Pennsylvania. Central Tennessee College. 1 1886 f • G. W. Hubbard . . Feb. 21 _ do . . Meharry Dental Depart¬ ment. University of Tennessee, 1877 J. P. Gray . . . May 1 Dental Department. Vanderbilt Univer.sitv, De¬ partment of Dentistry. Virginia School of Dentistry, 1 1879 D. R. Stubblefield May 7 May 19 Richmond, Va _ 1897 Christopher Tompkins . do - Medical College of Virginia. University College of Medi¬ cine, Dental Department. Milwaukee Medical College, 1893 J. Allison Hodges . May 2 Apr. 5 Milwaukee, Wis ... 1894 George V. I. Brown . Dental Department. 1 SCHOOLS OF DENTISTEY. 2007 dentistry for the year 1899-1000 — Continued. Professors. Special or assistant instructors. Students. Years in the course. Weeks in year. Tuition fee. Graduation or exami¬ nation fee. Fees of the entire course. Estimated value of groixnds and build¬ ings. Endowment funds. I 1 Belief actions received during the year. Total income. ' Instruction in day or evening. Bound volumes in library. • 1 Men. Women. Graduated in 1900. Students having A. B. or B. S. 8 9 1© 11 iS 14 15 16 17 I 18 19 21 22 r- 4 196 G 63 3 30 $100 i $305 1 i 1 _ ! Day 10 4 91 0 SO 1 3 33 100 810 3:15 Day - 15 4 180 o ■43 4 3 33 50 10 a300 $63, 000 $11,000 0 Day . 500 13 4 73 3 5 3 33 100 30 335 .$10, 000 Day 13 30 118 33 "3 3 30 100 35 350 Day - 1, 500 8 35 331 11 135 9 3 30 IQO 30 o4o 35, 000 Day G 3 37.5 14 105 3 30 115 3.5 370 150, 000 Day - 9 5 4S4 144 3 37 100 30 345 345, 000 0 Day 1 10 ISO 6 3 38 100 30 360 19, 000 Day - j 3 18 1 Q 1 4 34 30 10 140 500 Day - 9 0 107 1 35 17 3 38 110 35 33, 000 0 0 13, 500 Day . 9 10 133 3 40 0 3 33 100 25 360 Day . 9 4 QO 5 3 30 65 30 335 Day . 10 34 6 3 31 85 30 385 B 0 Day - 11 8 153 35 0 3 38 no 10 340 1.50, 000 0 0 Day . 500 a Approximately. 1 2 3 4 5 8 9 10 11 12 13 14 15 10 17 18 19 20 21 23 25 20 28 29 30 31 32 33 EDUCATION KEPOET, 1899-1900. Table 13. — Statistics of schools of Name of institution. Alabama Polytechnic Insti¬ tute, Department of Phar¬ macy. Medical College of Albany, Department of Pharmacy, University of Alabama.* California College of Phar¬ macy, University of Cali¬ fornia. College of Physicians and Surgeons, Department of Pharmacy. Howard University, Depart¬ ment of Pharmacy. Chicago College of Ph: macy , University of Illinois. Northwestern Univer s i t y. School of Pharmacy. Purdue Urdversity , School of Pharmacy. Notre Dame University, Col¬ lege of Pharmacy. , Northern Indiana; School of Pharmacy. Highland Park College of Pharmacy. Iowa, College of Pharmacy, Drake Umversity. State University of Iowa, De¬ partment of Pharmacy, University of Kansas, School of Pharmacy. Louisville College of Phar¬ macy. Tulane University of Louisi¬ ana, Course in Pharmacy (University of Maine, School I of Pharmacy. Maryland College of Phar¬ macy. Massachusetts College of Pharmacy. University of Michigan, School of Phai-macy. Detroit College of Medicine, De])artment of Pharmacy. LTniversity of Minnesota, Col¬ lege of Pharmacy. Kansas City College of Phar¬ macy. St. Louis College of Phar¬ macy.* New jersey College of Phar macy. Albany College of Pharmacy, Union University. Brooklyn College of Phar macy. Buifalo College of Pharmacy College of Pharmacy of the City of New York. University of North Caroline Department of Pharmacy. Shaw University, Leonard Medical School. Year of first opening. President or dea,n, Session closes— ti 4 5 1895 Wm. L. Brown, M. A., LL. D. June 13 George A. Ketchuin. .. . Apr. 2 1873 W. M. SearTjy . . . Apr. 30 1898 Win. J. Ja,ckson . . June 30 1868 Robert Reyburn . . May — 1872 Herbert E. Easterday. .. Mar. 31 . 1891 George E. Payne _ Mar. 31 1859 E. kl. Goodman . . Apr. 26 1886 Oscar Oldberg. . . June 16 1886 Arthur L. Green _ 1 June 3 1898 1 I. V. S. Stanislaus . 1893 ] J.N.Roe... . I Aug. 9 1890 1 Sherman R. Macy . . 1883 W m . Stevenson . . . 1885 i Emil L. Boerner. . Mar. 29 1885 Lucius E. Sayre . . . June 8 1873 Gordon L. Curry _ Apr. 4 1838 j Stanford E. Chaille, A. M May 2 i}l895 1842 A. W. Harris _ June 10 Charles Caspaid . . 1 May 1 1887 Julian W. Baird _ May 17 1868 Albert B. Prescott _ June 21 1890 John E. Clark _ _ _ Juno 14 1892 Frederick J. W ulling _ Juno 5 1885 J. R. Moechel _ Apr. 15 1835 James M. Good. . ...do _ 1892 P. E. Hommell _ _ .. do .. . , 1881 j Willis G. Tucker _ May 10 1891 Elias H. Bartley . . May 16 . 1886 Willis G. Gregory. . Apr. 27 1829 Edward Kemp . . May 2 „ 1897 E. V. How'ell, professor. June 5 1890 1 j William Simpson _ Mar. 17 3-99. a Approximately, SCHOOLS OF PHARMACY, 2009 pharmacij for the year 1S9'J-1000, Mn cummcm with the university. c Afternoon and evening, 34 85 8G 37 38 39 40 41 43 4:3 44 45 40 47 48 49 60 51 53 53 EDUCATION RETORT, 1899=1900. Table 13. — Statistics of schools of Location. Name of institution. Year of first opening. j i i President or dean. Session closes — I 3 4 5 Ohio N ormal University, De¬ partment of Pharmacy. Cincinnati College of Phar¬ macy. Cleveland School of Phar- 1 1884 H. S. Lehr _ _ July 31 Cincinnati, Ohio.-- Cleveland, Ohio... 1870 Julius H. Eicliberg _ 1883 Josejih Feil _ _ Apr. 35 Columbus, Ohio... iiictcy . Ohio State University, Col- 1885 George B. Kauffman, J line 19 Scio, Ohio _ lege of Pharmacy. Scio College, Departmejit- of 1890 B. Sc. J. H. Beal . . . . June 31 Norman, Okla _ Pliarmacy. LTniversity o f Oklahoma, 1893 Edwin De Barr . . June 8 Corvallis, Oreg _ School of Pharmacy. Oregon Agricultiiral College, 1898 E. Buchtold, A. M _ June 30 Philadelphia, Pa . . School of Pharmacy. Medico-Chirurgical College, 1898 Harvey H. Mentzer _ Apr. 35 _ do.... . . Department of Pharmacy. Philadelphia College of Phar¬ 1821 Joseph P. Remington ... Apr. 18 Pittsburg, Pa _ macy. ' Pittsburg College of Phar¬ 1878 Julius A. Koch . Apr. 1 Charleston, S. C... macy. Medical College of South 18f»6 Francis L. Parker . Apr. 7 Brookings, S.Dak. Carolina, Department of Pharmacy. South Dakota Agricultural 1888 B. F. Whitehead, Prof .. June 38 Knoxville, Tenn .. College, Department of Pharmacy."'' University of Tennessee, De¬ 1898 Charles O. Hill, Prof - June 30 Nashville, Tenn... partment of Pharma,cy. Centi-cil Tennessee College, 1889 G. W. Hubbard _ Feb. 31 _ do . . . . Meharry Pharmaceutical Deiiartment. Vanderbilt University, De¬ partment of Pharmacy. University of Texas, School 1379 J. T. McGill _ _ June 20 Galveston, Tex - 1893 Henry P. Cooke . . May 31 lliehtYioud, Va. of Pharmacy. University College of Medi¬ cine, Department of Phar¬ macy. Virginia School of Pharmacy, 1893 J Allison Hodges May 3 May 9 _ do . . 1897 Christopher Tompkins.. Pullman, Wash .. . Medical College of Virginia. Washington Agricultural 1896 George H. Watt . . Madison, Wis . College, School of Phar¬ macy. University of Wisconsin, 1883 Edward Krcmers - June 31 School of Pharmacy. * In 1898-99. a Approximately. SCHOOLS OF PHAEMAOY, 2011 pharmacy for the year 1899-1900 — Continued. Professors. [ Special or assistant instructors. Student. Years in the course. Weeks in year. Years of practice re¬ quired. Tuition fee. Graduation or exami¬ nation fees. Pees of the entire course. Estimated value of grounds and build¬ ings. Endowment funds. Benefactions received during the year. Total income. Instruction in day or evening. Bound volumes in li¬ brary. d § a o Graduated in 1900. 1 Students having 1 A.B.orB.S. 6 7 8 © 31 14 15 Ifs 17 18 19 22 23 4 2 207 74 1,2 40 0 $60 $4 1 1 Day _1 7 9 29 2 23 4 34 0 100 15 .$35, 000 0 0 $3,500 Day . 1,000 3 2 46 1 14 0 3 30 0 65 10 $205 0 0 $200 3, 200 Day . 500 11 20 3 *12 2 4 36 30 5 065 (5) (b) Day - 3 4 26 4 14 0 2 36 0 30 77 Day . 1 1 41 .3 11 0 2 38 1 0 5 48 Day . 7 5 33 IS 2 0 4 36 0 Day - 5 7 58 18 0 4 1 75 10 165 Day . 1,500 5 6 427 13 100 3 29 100 290 175,000 0 0 Day . al0,000 6 3 85 6 26 2 24 4 75 10 160 20,000 7,200 Day . 400 4 28 11 2 26 40 125 Day 4 25 0 8 3 36 0 12 50 Day _ 4 0 6 1 2 0 1 40 0 0 6 130 (5) 0 0 500 Day . 3 1 13 3 1 1 o 1 24 0 30 10 Day . 6 j 4 39 3 9 1 9 36 0 50 5 a200 (5) Day - 3 1 41 4 11 0 9 34 0 0 0 50 0 0 Day . 4 6 20 1 8 31 o 60 15 135 (c) 6 Q 12 2 1 2 30 0 60 15 135 Day - 4 2 18 1 2 0 2 38 0 0 0 20 Da.y . 0 20 W 46 5 12 3 2,4 36 0 0 0 (5) Day - h In common with the university. c Afternoon and evening. 1 2 3 4 5 0 7 8 9 io 11 12 13 EDUCATIOIM REPORT, 1899-1900. Table 14. — Statistics of schools of Location . Name of institution. i Year of first opening. President or dean. Session closes— S 2 ! .‘i _ 1 4 5 San Francisco, Cal . Washington, D. C - . L^niversity of California, V et- erinary Departm.ent. | United States College of Vet- ; 1895 Frank W. Skaife . Apr. 1 Apr. 10 1894 C. Barnwell Robinson... ' erinary Surgeons. j Chicago, Ill. . . J McKillip Veterinary College . 1894 E. Meriliat . Apr. 1 Indianapolis, Ind _ Ames, Iowa - . . - Indiana Veterinary College..: Iowa State College of Agri- 1 culture, \teterinary De- 1S93 1879 Sanrucl E. Crose, A.. M.. Mar. 38 June 13 Boston, Mass . ! partment. Harvard University, School 1883 Charles P. Lyman. . June 38 of Veterinary Medicine. Grand Rapids, Mich ; Grand Rapids Veterinarj" College. Kansas City Veterinary Col¬ lege. 1897 Leonard L. Conkey Apr. 5 Kansas City, Mo... 1891 S. Stewart . . . . . Mar. 15 James Law . Ithaca, K. Y . . Kew York State Veterinary College at Cornell Univer¬ 1896 June 23 sity. Nev/ York,K. Y .. New York American Veteri¬ 1857 A. F. Liautard . . . Mar. 31 Columbus, Ohio.... nary College. Ohio State University, Col¬ lege of Veterinary Medi¬ 1884 David White . . June 15 cine. Philadelphia, Pa... University of Pennsylvania, Department of Veterinary 1884 Leonard Pearson _ June 14 Medicine. Pullman, Wash _ Washington Agricultural College, School Vf Veteri¬ nary Science. 1897 Sofus B. Nelson _ _ June 21 a Afternoon and evening. SCHOOLS OF VETERmAHY MEDICINE, 2013 veterinary medicine for the year 1899-1900, Professors. Specia'i or assistant in¬ structors. 1 SUidents. Years in the course. Weeks in year. Tuition fee. G raduation or exami¬ nation fee. Pees of the entire course. Estimated value of grounds and build¬ ings. Endowment funds. Benefactions received in 1899-1900. ID g o o .s o n Bound volumes in li¬ brary. Instruction in day or evening. s ID S Graduated in 1900. Students having A. B. <>r B. 8. 7 S 9 19 11 I'i 13 14 15 17 1§ 19 31 7 2 2 36 Sico $335 $35,000 j Day - . 1 11 1 IT 4 0 3 26 70 0 1650 300 11 4 63 31 3 3 24 75 10 240 75, 0!10 700 ' Day - - 9 10 20 13 3 27 75 20 I)ay 7 5 42 7 0 3 32 0 0 10 6,000 0 Day . . 9 13 25 7 3 36 150 450 9,000 $5, 064 33, 339 Day in 18 8 3 Q 34 50 25 155 25, 000 0 1,400 Day - - 23 0 31 8 0 3 36 80 10 250 0 0 0 3,480 (a) 1 4 30 r- 3 40 0 5 150, 000 Day . 15 7 35 8 0 3 36 115 25 370 0 0 0 3,080 Both - 8 6 32 6 o 3 36 0 5 70 Both . 7 5 51 11 3 3 33 100 325 75, 000 $4,000 5,000 Day g 4 3 0 0 3 36 0 0 i • 15 i Day . - i i Table 14. — Statistics of training schools for nnrses for the year 1899-1900, EDUCATION REPOET, 1899-1900. •poqos 0s.inu .loj 9.in:i]:pu9c[xa; i • -o » i i CO t II S j i ; ; ; ; I I 8 : : o • * ; ; ; ; jt-T CO ' 1 111,':* 9q(j Siiuinp suoi;o'Bj9U9g ! ■« oo o •X'Bi^id.soq 9r[i|. JO spun'; an9inAiopua: •pjidsoT{ 9qj JO sSaippiiq pu'B spuuo.iS JO 0 li j T3 A p 0 j B ui i j s g; o o O' C: si oo ss oo S 55 •sjneijBcl .loj sp0a; M S O C O O >C i-ooc^ioo S O Mti0A p.inix •iisoA pu:oo0g CO O I ■'T'l O CO CO C'l O « -H O CC •0S.inoo 0qj ui SJ'G0 \ i @5 ! eo C'l •m ' coot i-jco co co c-j co « (Mcmc-i •0061 pajTJnp-B.io j CO O CC' O »0 O' : O lO O O i' CC •u0ttioA\ uo o 1-; o 5 j O'! ':t< Si S K 13 CO 0 COI-J - h y -2 O .-1 -ba C! &>r <1 § i £’-^rS=i i® S.i.-a jl III !0 d a ss S<1 "2 m ^ p p w 5 c ^ o - 3 g (D^N 2 SaSH-< III O O O O lO O CO O O O ■» O iO o CO CO CO CO GC CO CO tH 1.0 O -+H>- CO OOOOl-C- oo CO CO CO CO CO Is ' > ^ o 5 >> p-iS43 w £ 9 ■ts C sS S *^0 '2 > >1 ?? cl c! O m S C) -ffi ■?;-i s.. IT. ’ f-i k_2 o a c hH to hi o 52+=lC W O IL.'-' ■(dS g ^ “■3g?fe ^ a So ; S73 2T p.cj M te ” lO Q a CS Pa'-'-' IS a .t; -i-=sSoi 'So_ to Q. O a r * o ^ ^ ; s • p’a.^^ri!^,s s 'S'S 3-^ p, a b. l-lsi , o h^-S oS.-p'®o^ Ss sS s o O OSWKScqcC sK *5: 1 § I aQaKwo i ce S k22 ass cS ^ © III ® O cJ ^O c3 c:) JO 30 CO CO coo o^' • »o ^ : (ST^ c-5i O -4^ O O O CO CO OO CO 07 1-0 Ci O CO CO CO o ov CO CO 1 '. JQ 1 ^ a I’a .2 ijl i i2g 1 M ' o 2M 4^ C« a r- S &g3*' 2 o fi:2M OjS^ p, c^ 8o2 MS 5 ^ a) I ? S.2 J ss&-2-ta2 ^ S 3 ©^2 c3 g s O QJ^' :©|2M23- GKQ • c5 J k2 S ;‘p. .CO I u, 1^13, 2M2 Pv-I >. O' o -2 ^ M mS .g * ® c 2 2 MS%2-a§a2|M-^^^2 ^ ® a s » ® gs g ce 2®t3 Q -e, p -® 2 S fi M M o MS u r CO . O d) ' O IL, 2 P! 2 P! g 6j;&J3gM o-gA^'" PI PTr^ -- g^.g >.'S 2 ri += c >^2 Hi-H c«M 22^2 M a -E ^ JE ■_iP>Odl:jOL;t> 1 2 1^1 |o®.2|)2 jj 2 S" cr, S o fl . g a® 2 -g 2 PI S =12 2 k 2M 2cS o ■Jlai " ® crt ©.®a! 2 H g s o o gH ©rfSo pq MMM sc- 2 a cS 2 ® oa ga &ca -§0-3. 2 - -2 o M 0.2 ©CC g ■ ^2 o cs, aacGft' a Hi S a j^o aE 2 3 ® l®.3s£ JIps I ?! A 3 3 3 o3 . la ' ce 22^ .■2 a p,g C/} ^ o 2 ■^m5 -'a .2 © =32 g .2 : cc o S jz!. gSM.3 S.2? a >. ® ® 2 a 0 2? S 5 fe =^ o 2 a r 43 i-H g o ?? M Mr 4 *Sa ®— op iSm 2015 L- iO CO CC L- O CO 'JD 0> o o CO lO I-O ^ O CO CO o o CO oi . 07-1 50 CO 38 lO -+I o- o i-* 07 X -41 1 I * ^ 75 100 OO ^ o — T OTO Cl P- 07 >0 1 1.0 la: 'O' O LO i P X iiO ■ lO l-o' i c; o o xOi." a JiOOiO 10 0^ i .-*0 CC 1.0 o CO o o X O 01 ; X07 1 coo lO ic t- oc Ci lOL- OO LO 2*- 1-0 O'X K5 O' O'! CO =: CO <0 o> o CO 1 00 X O lO uo" CO CO CO O--C0 CO cool CO 07 CO CO 07 07 07 07 07 07 07 CO 07 CO 07 07 07 07 07 X CO 07 07 07 07 CO T-i O CO ^ o co-.©^ 07 07 0 U Td U.o' >.o MMg X 16 6 1 1 C:' ^ XO O ' o Saa 05^ lO* o o ?>• 0>-H O 30 L-- rHr-. ^ i?? 'O'i^CO ; 07 CO 1— ( 23 §:igg O X <:0 i:- CO 07 lO to 1— 1 C7C0 'iH O T-lX !c: o' OO o S ; ; ooo 11 0 |oo O i 1 ; i- ;0 i i sg 1 "~co ir> uo LO 1 il CO i 1 O J X O! ‘ rH 1 2 '2 July June May ® a a- a aE acE Mar. May May 2>. Hi Apr. Feb. ic) Sept. (C) June _ do May May June June June Oct. ® 2 2 B land.j * 03 o S 1 cc .* p i i g Q ; ^ ® -P 1 rt) p 2 &■ i ;g ! ip 1 1'^ O rn i o PI ® o .2^ IM N 1-4) Oi§ M>’ o o MMM a-ga 3 S © ©a CO &c> o ce o^ ^ ;-i ^ PhOJ 2 SO Q ;Q 2 1 2 O ' o 60 , ba C . S sss 03 a ; C« - ^n o y ©aaaa <10 CO' MO? (M jo icio lOlO * In 1898-99. a Board and lodging are siipposed to be furni.sbed free unle.ss otherwise stated. b Approximately. c No definite session. Table 14. — Statistics of training schools for nurses for the year 1899-1900 — Gontinned. 2016 EDUCATION KEPORT, 1899-1900. I I •[ooips guiui'B.i:} I I es.x'au .loj e.inlipusclxa ' ^ \ •.iBeA 0ITT Sui.iup saot^oiijeaeg •p:(id.sou eqcj JO spunj jueuiAvopua; -5 2 c^S I 11 W Ui-H o c ' qyjiclsoq 8qj jo sSuippnq ptiB spuaoiS JO 8 11 1 "BA pojBuiijsa; •sjusTjBd .loj sp0g S So sss Sccco o o o o CO o 6i CO ir; io : 01 0 0 0'+' O O ' Ot O CC. lO 1.0 lO »0 2 MBOX p^inix puooec^ '.IBSA JSJig j ^ i 'O-OTO O' O' O'! O LOO- : 1-0 CO 1.0 00 00 O ■ CO CC 00' 1-0 'O-H - ' 00 1.0 CO CO O' CO o •es.inoD eqj ui s.iBej^ CO 01 01 01 01 01 01 01 01 01 01 CO CO 01 co oi oi co oi oi oi oi co co co •0061 pajBupB.Tf) C£ -+ O OI OI — '+ Xi 'X> c ' ?+ S •u0T,ij I — CC' aJ CC ■£ D C ccr. a o o: CO s'S : S o o o ® j • W br J . c3 S'" I is-" 12 CD ® ai . CD c c a+-' a oC^.^ ^ p S 1-0 2.2 ffl-" fcJO. o ® p; o CD a • 2^^ a CO 2 aoi ®,a a.o i'&iiT g J3 CO o ;-. fccn^'o M;:H;aaa.®a 2 ®s,_, .a a a fH 2i3 a 5 o.J «ju -w.' i.y.- wj Oi Hi X> C:- Ci crs rp C: C^) C: O X' CC' CC 'X’ CO 00 CO X X X X CC X X X X X X X -■a .1 -51.1 -I ■sl'lop'i'o M'S.'® J c2 2 CO ^ 2 o ® > ME p bn '^o Pee a j KH WJ2 a .a ga c/j c/j M ^ r* ^ y*' -a; o o ^ i Sets I'-c.'a 'a a.-.: CD 3 o3 EcE E-aE'~’!ilo2M’p-oEE ? a=1l ba SeSSS'S § S“ I*"® ^.a -ESa^iTjoo!=*s'^'2a>’®S oAo!>4iO.-2oaa.^iE®4.;:.2'bJ'-Hc: OCQiDHa2KDMWMaji> ccDM E a.M § a .a i-j ® '^'2 'IT^ ^ ^ ; sED a ^ a * . . 2 '— * • • n ; ®.®Dra" rT -^•zi c-g a I ■ ,• {0+2 o) +3 a PQ TO H u y - ce s Qj ^ C > ' o ^ o ^ o o OS-i O ao! O'oiaa ';-irri > a S a c t> ' o a ;HDHC5 DCMM :DMD,cfDMUO 10 cO O O O 'O o TRAINING SCHOOLS FOR NURSES, 2017 ( W lO I-H 0 1-i 0 p ■ 0 1 0 0 0 I CO 0 I • 0 00 I 0 I 0 1 I ' 0 000 1 June 1 June ;’ a) Jan. 10 June 14 Dec. 10 Apr. 1 Oct. 1 July 1 June 16 _ do - .. _ do... - do - .- - June 15 (a) July 1 (a) {a) (a) (a) June ]5 •Tune — Oct. 1 June 30 June 1 {a) >1 S ^-p ; ip i ; ' . 0 ; : i r i ® id 1 r2 I J 1 ■ t . ^ 1 s a 0 n -p o. fi ^:26a ^ 31^ bT: .' “ =3 S S ^ Sc s stg ® s . S ® ■ ce . pH O ^ ^v3 c«C^ S r- • ffi fis rH igs fe.xH 5s : s^i ^3 i .2^^ a S ^ • •S o « +2 t^.Ps >x f^-'6 'S Q 2 2 (SI Co ^ :i:j S: h S g . ^ h p S to o ^*. S 3 r* C-:> 'O : T> CTi O < 'tocc-n C2 i- C5 O O O 00 CC WD CO 00 OO rH O -H CO c: 00 c*.' c:: CO CO CO CO Ci O CO CTv OC OO CO 00 o c: oc CO CO CO : CO :o CO CO -rH l.t^ ^ : ^^9 o -ga a^i.g Pt-rt-p g !» r 5? M sh p O g o cJ O fcCca^ ig • ■^"»I1I cS s :p ® fP-hSS^ 'K'3 o oQ-^ ^ SiS-o^ 1 Soa a 1 h rJ S S o >-H >-.a'^ K Ig CS p a.-ti P P P Cl C r SfiP <1 .2: p CO ; • PH ® 5 a ^ .j- .X ai 0. &<7. ■a? -h'P as ga cc^q S-r3 M-i ^.S a >>3 r- pri oa-^ p c- P ^ 3 0 pa—'' ■p -p H a ® CO CO ;-, -p s; t O O OSrP p pqfQOO^c^^ 3 a O cS aaa 4^ ST s . ^ . li Sa aa gaa a a a a CO «a CO P & O a p a®a s a p cS a |a ;a g ® p ff '-p'Sia ® ^ ^ ^5 CO pO cp 1^. . (D a p 2 ^ P o ^ m w X % 3 s5 a. c3 a 'P’R P ■O 1 ® j ; •o'w'u ^c; g i>'S '^ . 'I . . r 0 0 • K- © 0 PH i^aa ;a ; i^a a (Sffl ; M ; 1 ; : ^ aa i i i i i i i CCOOGOCOCOCO COCOC Ci O C5 C5 o o O OO 000*-i7-H^- 0000 o o o -H 1-0) O ED 1900 — VOL TT- 47 *InlS98-99. a No definite session. 6$100 at gi'aduation. c Approximately. Table 14. — Statistics of training sclwols for nui'ses for the year 1899-1000 — Continued. 2018 EDUCATION REPOKT, 1899-1900. •poqos SuiuiR.1:;. Gs.inu aoj eaujiDuaclsg . 000 ‘sS 1 i; CO b I i : ■0 : : |oi \ivsJi exi; Sui.inp •Kiior:;o'Kj3U0a; 1 i ° = 1 "1° s s i of 1 rcccccD. 1 o ! Oi J i i i; I ill s is- -1 ' •lU'lidsou JO spuuj jusrii.’iiopug; ill a § 8 ii "I" - iii s's ' 1 ;=i i I ill 1 S2 •pxjidsoq oqj jo sSmpjtuq piix? spun.oaS JO ’ 0 11 j u A p 0 j H ui rj s ill & 1 g 11 ill 3?' gas 11^ I ill : S :S3 1 iiliii •sjuonisd .loj spag 1^+3 MiiaA p.itqjj 1 I 1 0 It III i J ] ' pS i i 1 c ^ -.raa.^ puooas 1 O ' OC O r-H x- C'l c: C-l C'"; C''! X O c: C<> * -C^ CD O -H i-H O O O^t ^ ^ ^ i g o i ! - MTJ0A © « o jccoco occc. c.a.=c:c-oc3 •0Sjno0 aqj tii s.iuo^\ Si j-i S'! 0 i r: (M 5'! 01 01 01 oi 01 S'l oi oi CO 01 01 oi 01 01 oi'ro oi oi ' •IL*6T paj 8iip'B.i|3 Ct X CD O O ^ if: I-C t- tDl -M X CO Cl X L.O 0> :0 O i ' »o a p. ; -uaaTo^ j P-4 ! 1 "^9pi Q o o oooo i o |~r-io i 1 CO O OI 1 I c: CD o Session closes — : : 13 3^ 3 i?S 1 ; ^ c ^ h., o '-' 0 o o ® ; : 25- l"? |I-S 3 i; o I 2 ! ^ l' I i L I i 3 -0 > i Superintendent of school. 1 1 I « 1 § 1 S Ss 1 ? If d N = ^ 3 s f ^ O H < Alma C. Hogie. . P. Madeline Shaw C-lrace B. Beattie _ Ella Freeze _ _ Alice M. Eodgsou _ J. Augusta Briggs . . . Elizabeth M. Smith.. Cornelia li. V/alker.. i' iNi •?co ' il; 1 ii i ; ifs §5 m il: 4'S^ f^gi l?1 .|y Lslsls' £3 j lifs C o 'co s 0 P £ -:hP;>-oPQ Year of first ojien- iog. f- i 1 Ilii III liililiil iiliii 1 ‘ 1 i 1 1 s .jj !'§ i is 1 |S|| ;6 ; ^ 1 3 '1 -1 “ 111 J M3-5a'»||*33Sa 5 0f^ S3K ??; i^; i i ;, y ■ i @1 Crt P' b^PQ- Addison Gilbert Hospital. . Franklin County Hospital- Holy oke City Hospital _ :i it til cos ii? S»3 s3c IJ: ill ' O cu i il Malden Hospital . Melrose Hospital . St. Luke’s Hospital .■ _ Anna Jacques Hosiiital . , . . c •-B 1 I ; ! g ; i 3 2 2c iP r- ^r; 1 i i « ' • c ■ ' ■ S .t 5 0 0 44 O 0 C; n’ Hi s |i > : If : : p ! '£ i ili^ 1st! !i 33 i • 1 » li > o P' J 'CO 2; irj'; Nil 1111 llfl ce 0 0 0 TSAmiKG SCHOOLS FOR FTURSES. p C>1 o o o Oix5>^:) oco 2019 \ o • 8 '; irj. t § 1 » O CO o o j O CO o o 500 CO Q^ o o i.O O'! O O O 60,000 8 SS o -^o 8 508 Ct5 OO o ?c^8 88 CO O aTcD CC' CO 0^0 O ' O O O’ o 1 LO o o • i- -o o I o’ GO ; ftl CO o 8 o of CO O O o 8 t-H OO o5?5 tocc CO rH 88S oot- '^cTco' T-! O O-cH O O O ' ©> OOO O ^ O CO C 1 o o C ' cc CM O O |C ©388 id'tP' c"" o' o' 5 8 o^oo OtOi O O >-2 ■ c-- o c- CO 1— 1 rH CO ' T— 1 Oi r-1 o o o o lO o" Ct rH o o o Q • o ■8 t lO So oS id'o o^-c^io o< o o o o o O ^ O 00 CC -Tt 00 o o O 50 00 00 O 00 CO c: CO O COO CO jC ^ O 00 CO o o o CO eo CO o'i o:> co oi co co co co oi o'^ crj co co co <>'t o> co o't oi con coco o'! cooico CO Ci C'z co CO CO ) L- O lO O 00 I i [3-2 fsdj ci a S'i lO O 03 OO CO CO O *.n) r sss o o : c t-h . 1 o o ' o ! ’ o o o o o I o o I 1 fti _ ^, ' 1 ; o 1 ‘11 (b) . June — Oct. 31 June 15 June 80 June 15 Dec. 28 8 ! 1 d' ©,■§ ^<50, rH O CO § t ^ 01 •o CO (Apr. --I lOct. -/ (b) June 1 Dec. 31 June 1 Apr. 25 May — Aug’. 20 Mar. 23 (b) July 1 O |L< 03 E.|a ^Ph'^ 0 ^ fll H33 ^ rH P! ^ I I ^ S u © o ^ J 0*^0 ct M fci} o ® II H . Pi c!;:^ n ■© St Cr5 . n « OJF cq P^o |pq pi ©QE^ '.2 ife ^ lAfip hP ;a;> 0 . 1^- o OJj o< 0 . Q c« file O p ■gcq u . cfjq Eh © sL g CO O o o So © ® ■p^.S &-3 a? o§ u: , 8© i o ^ ^ 00 irs CO 00 CO CO CO P : ® .-^[C; (C & _ O S^q o ^ -p:; w% ^ cj . O <7^ rd h S'tEl P‘3 I rf. ■'ft ' CO ' O ii'3,9 ®&a rp o a •©Kg r^nH bc3W 3 4© c ©. ce, S a . c j« Oc/ife co^^pQ ' P. ^ “5 ^ kS .-sM m c3 o-p W o ^a k b^ ; i :8i Q‘->-^ks 'tagg K-i 111:^1 2 !>vLCd 2 a gf^“S.“og = I'gSab^m^ bjjf 2Ji^ ® S S' 4 agie©5!.5b. S^Mgb'gp'S- (±1 Hfe OcoHb -S s ill II I jwjg a| islijo; M.t; ^ Kd r “ pJ d p o.ps S pStrj ■ p P0=!> i4 y2c/jU' 03.M ao .0:0 I ’ (73 ; ' 0^ I'SQ '.4 d ; ad .'do© "d 4J P. © ._, - O d dKS A d o A® ^ ^ £ p s ^ fe S ^ CQ^ ■- © 2 £ P O a fe a p p § rC §M ^..a o © ^ 4 ^ r/lO'J} © o p . o © 4 CO t> d SJ ■ 14 IS -I d ;Tfl © ‘ p a’Lqn - d a i 0+1 cp o P d M p-t? P g|idi-gg| ^'p b§ ad ® OVi cc &•: Eh a ^ L a 0 d [0 0 P; o O O'O o -on© P-d ; i0 d P 4 0 0 P 00 o d o i- CO (T; O I -33 CO CO>'-' 8 * In 1898-99. « Approximately. 6 No definite session. c $100 at graduation. 'able li.—Sfatisties of training schools for nurses for the year 1890-1900 — Continued. 2020 EDUCATION KEPORT, 1899-1900. •poqos ^ o s .1 11 u .1 o j eiiiiipuaclxa; j «=i •.I130A ’ c© ' Sui.iiip suoi:).ouj8UOC]; : ; •{lUidsoq eq^ JO spuiij juaui^viopua; o o o S 8 GO O •jujidsoq 0qj jo sSuTppnq puu spuiio.iS JO ‘ 0 h J 11 A p 0 J u ui I J s s[ 14 ^OO'S' ' c5o 0 «' 0 0 0 ' 0 • ' 00 0 » ' c^ficTcd Ic^f ! ' o'jo ic I » ^ CO \^ \ ' p ^ 1 J ^ 11!^ It III II O O ' ' o O O Jtr- S g : 25,000 •SJTI0TJT3d .lOJ spog w iCOOiCO^O 0 O^O 0 x0>00>0 O--HO1C *0 00 ^ 1 10 '>z 01^71 0 10 »o t-h oio:)c5i--. ioco^i-i ^ »-i co 1— 1 r-i Or-H Monthly allowance to pupils. ■.inoA paiqj, e? $.5 . 8 5 3 10 lO 1 CO « 1 1 1 1 muoA puooay iOO-OOOO^ 00 1-0 Oi CO 0 CO 010 lOiOOO 0 01 I-H rH r-i r-i I-H .-m MuaA js.iijT 1 OO-HOO-^i 10 10 5^ 0 COOOlO OiO»-OcO O O O j CO ^ rH I— i r-i rH •0S.IUOO 0qj UT s.inoA 1 et CC 31 C-l 31 31 31 CC CC 31 31 CC 31 31 CC 31 CC 31 31 31 31 31 Pupils. 1 ‘0061 ui pajuupujo 1 31 CC lO O T— p O ei CD O 31 0< O CC ^ CC ilC ^ CC CO ■itouio j\A 5 O O CC CC -8 O-i lO i-i c> O GO' cr. O lO o o- CC CI co O lO ^ T-lp_l CC CCrH Cl— lr^r-( r-i 1« c: O j I O I tH CC O j o * i o :.-Ho o o Session closes — i »-■? 1 ©hJ.,..-® . ©r- .• lo- §®o^m§ '53-3. :'-• ^-^coOl^<^|-5 C I-I <: May 15 Apr. 30 Mar. 1 Feb. — June 30 i I . c« ; ^ ■Q S o ^ riQ SoW 0) . o -s^ ffl;::: : c Rp£10f£lMH cm lO 3; -!< C; CO CT. CO CO CO 85 CC' -O ip ' 4-3 1 1 1 C/2 02 0 j ;■ Jt i 1 ' 2 |Jh 02 CO © ’p ' ©5^ 5 5m -im^_ :£|m 0 n 4m ©5 5 eg PuJ 5’ ■?: o _ a 50:15 CO oT i=> . Offl ;^eg ■'M $ ® O -^ O ^ Jr -IJ K<8t^ ^ c5 V S ?* s 5 'm ,iS;i.t]>soi^4jJ:;gocoS-p2 1-1 r- !-■ p^H-l CO'S - ogj^_a:--^ prg . . O :5m !0 m eg & O 5 ^ ^ _co _to pH bn &5m5 05 pc) m » 055 M P F? S u2 ® 5 f" S m 8 p.'^ o c/}.7^ a ^ mQ>3 J _ o-^ 5 J ^ 2 O c ’i—i O S o ,, ^ p. g § rP 5.05 S.51 >p§^-25g' a|-a om > &25 8 ^-^3 S § q b5 pIp5 §5 g,-, S’ 5 m a b o 3 2 jl Oh^ © . tp_, ^ jzi P^iQ^OlOl OCOP-iQ .5 PI ’7^ m p 5 O 5m TRAINING SCHOOLS FOR NURSES. 2021 1,500 3,000 . . 5,000 9,510 2, 500 1,530 0 X 01 0 1 0 0 0 tH X -CO ' 0010 CO |0 1 '^'i-o'or cT Oi 1 ^ o o o o' o 8 32"" o 0 op 8 88 r-T 2>r-H ifO ^ 0 X 0 g*8 lO x" p! 0 0 X 01 0 000 ‘ts 0 000 ‘9 oee'xze o o xeT 20,00u 180, 000 10,000 90,000 lo ';0 • x'' 1 iCOO i-oo''o liO X X o c8 3I 90,900 200,000 30,000 1 § ! x" oT • rH 01 ; 0 8 0" I 1 8 8'' rH X 0 * ' 0 ^ ' ‘ 0 ' ’ 0 1-0 ' ' 0 ' 1 0*^ 01 '• • ^ : : ?1 : : 1 81 i O ICO 01 1-0 OOUOUO iOOOO'OOO O lO .--tJHlOOI O 01"^ XX CO O 2.-- i.-- X x T— i X 01 X 100 1-0 10 0 lO 10 0 lOOOrH 0 oe -H 0 01 O' 01 i- ^ i'-OlOX 10 OIX 0 t-H X01 01 01 CO - I X oi i 32 X • ics 0 1--- « « > iC 1 ! 0 1-0 0X0 X O' lO^^? 1 « rH X O O' P O CO O CC O r-l O irs T-J o c-l lO O CO O' O lO o? O lO G^'i o lO CO 00 O CO O CO »o L- GO CO O O 1-0 CO :0 1-0 t- 1-0 O Ci O Ct CO ir- lO O t- CO -x* CO 'O ^ C5 X O lO 0-5 O'? CO 01 O-l CO CO 01 01 01 01 CO 01 01 01 CO 01 01 CO CO CO 01 01 01 CO 01 01 CO 01 CO CO CO CO 01 CO 0101 CO L- CO lO lO ic rH o X IC O 01 5 O O! C5 CC O X 01 01 O L- C^ 01 X 01 ^ O X 1-- c: O O X CO O X O CO CO lO O O X c: C5 O CO r-J .-o X 1 Mr^ 1-H X X^ rH 01 1-^ 1-H T-1 01 rH O ^ ^ CO r O O CO O 01 X C) X ^ coo 01 ^ 0> O Ci t-H X i 01 ! ' 0 0 r-IO i 0 j Io--i '5H •Ob ; 2 g u >> u , p 3 '■-' 3 ©'TO .0 sF-S P3 3 3 3 3 •-5 i-j i-oi-ti 'oo o oe5 a ~S'~5 Pi c a S pi ° 13 P O i"? o ’ riS l9 ' 'f rQ . Pfii: 5 ■SI s2 §a liS 9 1 • ' d ^ ' ' ; ; : 0.0 ; ; ^ ' i ' • a g ' ' 0 bf] H _M tj ti Gj ^ 0) li^ aj M W ^ 9S .pii - CS • Si o r j l|S®li1|i O 3 3C/2 r9 -i ^ ; A ? PI'S I 03 r a; ut E . a; be ^ a ^ rO 3 A'<» OJ fl g &fi ofi 3 O ' -§ 5^ 2 ® X g ^ '-- •P| 9 KO W CO X O X oi X 01 X c eye oe c •01 X X CO T X Oi t- I:- Oe GO 2:^ X X X X X X XXX c3 I ^ •3 ' o^ ' S 0 t«2'&3w S asSs'st, o o o 3 P aTP o HHc/jfQO 3- g W ^3 ;’3 3 1 V ; o P- CO d CO H 53t^ O a?P3 • i o •M be 0 '3 9 a 3 c3 ^ o hKo^ ■”- Pi-P Ljj — I a3-3^ I? .P & iPlM ^ a— a 3 CS C3" S .1P^g■3 CS 3 affi O 0 3 M rj2 3 00 .3 -I- O eg S 3 •9 ^"2 3 • '^ t2 9 9 0 0 g 3 0 la g ^ 3 +'^r-,PcQ3c/20 a o 0 4J 2 ^g d is- S o I •9 Mr C/1 m <3 0i5 9 ?i®^l a ■3 o ■p-K >-,p o ® • 8-2 koeaW a bo CO 0 P:a Wo ^ w c8pgg ■p 0 a f? Pi 9 p o ^^ — CO p o 8^.2 a a P.g P 3'P to;"" 3 h 03 O kSW 0 O y, 3 O ® beie •Sg ww ap^.2 ® 33 a o iP 9 0 ®of£i njwga CO 0 O o.t kOW Wj _ ~. 3^33 p Pa P3 3^ a ®w. -3^*2 •an ^.-253 3.50:0 0 a0 3 0 p 3 ap o p;^ "3 ^ 3 cOM^fQ W pqo H NNi • • 1 ; ’^-1 ;Sg ©a o o o 3 3 3 MO o 3.'3P 3 O ccr:) 3 fe 3 f-i S ® rSa 0 tn be 0 ?! 0 3 3 3 p WWi9,Ai 3!^; ; i ! ; !k ;H I : 'i-j i'"'^ i ^ . I :ww' U 03 PP ^ 3 fe^'Pi S cn 0 H ;? I ' 3 CO -t- u2^ I ' '« 3 3 : ;oMP-i a ol^l 3 •3 .p 3 CO " : 03 ;2 a : s' a ^ ; pS o kMM : 50 t— CO O O T C5 Oi 35 (K c; c i-l T-l r^ .-H (M C CO -+110 --O i-COC^CC'-— Ibtco 0000 o o o ^ I— I <— I --I W CM O-l (M S'! CM 0-2 32 32 32 32 3 '•-3 ^ ^ S c 32 32 32 32 32C *In 1898-99. a|100 at graduation. & Uniforms are furnished. cNo definite session. d|50 at graduation. Table 1A.— Statistics of training schools for nurses for the year 1S99-1900 — Continued. 2022 EDUCATION RErORT, 1899“1900. •poqDS Snini'B.iq. I e s .1 n u joj o.inirpuaclxa; | 111 till 1 o • III 1 1 1 1 1 o ' 1 ' . 1 1 1 1 1 ^ ^ I * 1 CO : ;sg 1 05 ' • • CO ' • 1 ‘ » III! ' CO • III 1 1 1 1 1 • i 1^ 1 >0 1 1 •a'ce.S eq^ Supnp suor40'Bj8n8a ^ 1 •o' CO o iiii o> o o 10,000 quaidsoq Gq4 JO spunj jnemmopua 1'?) 0 $142,000 4. 500 0 5.500 . t-co cT kO X 237,500 q^'jidsoq oqq. jo sSaip{inq put? spuno.iS JO '0uxt?A pejtJiuTjsg; ’f I 12 4o O lo g :s g is ooo oooooo o o o o o o o o o OOO OOOOOl^ S s' of S 8 8 S 8 8 o 431,500 •&'juoijT?d .loj spog : 'O' iO 'GO O C L- 1—1 CO 1-t L- »r X) i-O o 1-H o O 50 O IC O X o o >o o r-iO^Oi OiCC'OOJOCOO Ol ^ ^ Monthly allowance to pupils. I -.inoA p.iiqL O’O ! St j s I j • 1 on i 1 1 1 lO lO •.it?0ii puooog ' W( ccco^ sii-^oo ocoooio id dire'co 3uO O'! •.it?0A js.ii^ © 1 CO- 1 O' I- 05 t- i- O i:- OO CO CO CC' lO i-'- O O^ i-H ot- •03.11100 0qj Ul S.l'BO^\ 01 CO 31 OlOld'oi 313'?3131CO "^*31 31 d* COCO i cc '0061 Tii p0jt?npt3.io ® 1 ro '-H 31 ■ O O c: C3 CO C3 O O C3 CD ^ CO ^ 25 ^ S •cieinoAI ; 4^ Q a a » ^ a -v « a ^ i=t ; .2- rvi oj" m 2 o a J SiP O r-l O O I-' O • °2-gK .[viQ mai ^ oPh a .■ffl ® 5 s! d ® oofi g 0^0) a a 5^0 pH a hH ,T[ h gs o2 §tC 5 a e £ 3o ^!x|KS^, o o ^ a ipg •|W ® a KS a 2 a ® -j as is cd'cj 0Ph ; jx '^1 C-a ;h ■p ® a- A?i a ce ^5 3 ^ ® o CO a >- d p s ® a ; ipx ; : iSItl . 4G> ^ O') a:) CQ ’>H J w JL, o ■'ow pchCDcd*^ : :0 1- :jQ 05 O 1-h 5. Ol (O! Oi OJ Oi ,. So S oo C-l «M 3^ 0-1 C2E cSl (M «l W W 0-1 M TEAINING SCHOOLS FOE HUKSES. 2023 1 « 1 11 ' 0 0 0 !o 0 loo I ‘ ' o:i 0 is : : ; j 0 j , 0 « <0 1 0 t 'O I i 1 1 ! ! g. « CO ' ' 1 > 1 1 ^ ' ‘ 0 0 ( 1 t I 1 0 CO 1 'ir-TcT • i 1 CO 0 : i o' j I 1 1 • 1 1 I I I 1 COO CO rW o O O CO of OC^i lO o o. C5 Oi- O O O' ggs o'ofo irto o ct) Oi- r-i o-tH e-'j ooo- o o i-o 'c, 00 CO CC CO O 0 J CO C ? C'l lO «■> L- i-H rH CO O^l r-t r-i C > t- 1 ID 00 1 CP COi- 1 II 1 01 L- lO 0 O'l 0 • t • oi: '-H 0 . 1 T-^ I— i Oi Oi rH * ' 1 rH *— H rH ' i i i i (M eO CO 00 1 CO CO I.- EO 1 ' 1-^0 i- 0:ECC'0 -Z?: ir-o LO 00 01 00 912 Si®" 1'® ^ ^ ' i 1 1 5,1 1 9 1 1 1 1 0 O- 00 CO 1- CO iD i C3 CO t- 01 CO CO CO lO CO lO i.- CO 0 t- CO CO CO t-- 0 rH rH t f CCl COZ-l CO coco O’} O'..- C2 O^COCO CO O^ CO 0>01 01 CO CO CO 01 OlOlOl 01 01 01 CO < O 1C C5 i-- ) lO- I- CO O CO CM 01 0 01 O 03 0 0 00 I I ! 01 , — ^ i I CO 1 10 — ^ tH rH 1 CO (a] Oct. Mar. S ^0-4 ©■ 3 p ' ' S J '■ a I 3’ 2 9 'i 4J o ® ® ^ CD -0 ^-Ol^ O 50 a 3 r3 3 3 03 >> ® >> fH fH CS- CD c3 ^ mSI o rQ P! &7A .rP^ M 3 . ^02^ d<^-< Pi a- p! 'ba 5 f si C3 >od pnd P P 40 _?H a^cj ® 3 Ph-3 fL S.p~‘ t- c^ t> c2 c3 O ; 3 P o r4| S S S o p P P CB ® Pi ffl P P ®rPP30 S.2 pd!i=^ ■ .rH O pH.'zc; u; n:) i'>5 i_3PlUP;®!>i3Pl . rt SP ® fi ;p; CO p lO i:^ I- I-- O O O CO CO CO CO 00 CO- -H C''i 00 o o ot 00 C3:> CO CO 00 GO Oo 00 co¬ co So 6a co os 0^03 05 CO CO GO CO GO - GO' ^ CO CO '’St - 03 03 03 00 GO 00 o nj > "qS O (p m . CO bf)

O P^ O hi-i _ 'A'^ S J2i p^pfcQ hT^ O -■ p-ai p' ' S -p-.lP °-’S, P- 3°^ >"f: K 'rP'®i3 1,^- o 3 Kcp 3 3 Oi3 3.^' !>; P S-p , ® y ■p p 1 p is. I ci CO O Kg _4-^3K cSQ Pi ^ rp bC K ^ -3 M O ■’I c2 ^ Ip t>> H ■3 O Pi ■p o o KK CQ t ^’.pKti.-S u s2|s&s ^ .^"3 ® p rtSj- - S' w .13 m ® -p ^ p p ^cj p p p-P S1i34.p^ G o p R 3.0 o 3 3 pCi'S, P S£ w.tl i5,9 Pi 3 m M [3 ?? S 3 O a •Z 'n CG O ^ ^1 “’"S O Pg I o p R 3^3 £ O 3 S w.Pr^w K4S I orP^ ^K i 3 1.3 8 5 c/2 O K CZ}^ m C/2!3qC/2cO C/3<1<| OOd^-J rip . Pccf lil'S 1 o o 2 2 2 'R'R'R raip be _p o22 0 1 1 « i : 2 >1 3 0 02 'H jr ' ' K*"* J I CO . . Troy, Utica _ dc Yonk 2 gd ■4 i k^iO Cincii _ df _ d( . dc 255 S !d SI IM COC^ 61 61 260 261 01 CO -HH :0 CO 0 01 OI CM LO GO CO 0 OJ 01 CO o CO GO CO '"O ^1 -IM (M In 1898-99. a No definite session. Z>S100 at graduation. Table l-i.— Statistics of training schools for nurses for the year 1890-1900 — Continued. 2024 EDUCATIOJS' REPORT, 1899-1900. •lootfos SnimB.x; ! a n u To j 0 iniipuodxa 0q'4 Sui.inp snoi^^D'Bjeuaa •pec^tdsoq jo spunj :}xi0mAvopua; q'B^jiclsox]; ex^;; ,50 sgxiippxxq pxixi spuixolS JO oxx'iixA pocjxjxunsg L': 2 == o ss 00 iisgg ' iT I-C '+" 10 r/3 ' CC rH CC ^ »0 aa 1— I OX IC O no IC O O O ifMO C O C:> O OX '-C O OX •sc>u0t:^xjcI .loj spaa I ^ i 2 S 2 -^ ccoxco-* o 2? CD . "S f3:;3 rt cs ft o ^ go a \i-eoA pjxipL 2 axxaA pxxoo0g CO O GO CO •.IX50A :;sJia ! ® I ^ ox ' ox o CO GO c; 00 00 o 1.0 • to CO CO 00 o •0S.ino0 ox^:} III SJX30^\ j §i ox ox ox ox coco ox ox ox 01 ox Oi CO CO ox ox ox ox ox •U06I po'^xxnpxjjf) (X) CO 1-- 1-0 CO O O CO 10 10 CO •X10XXXOM I 4^, •XIOH i o m V. -y •SS s r o n ^ J. ^.^0*^23 o S ® ;i5.2 Oftft le- egftl OOOxo<1 pH<5fqoo eg CM ft O ft X CO O S M O XH (jQ 03 fn 44) 0) egpli •2 S 05 o ■si o CO .0 '3ft 1 eg SO ^ IPh > -o ' - PftS" : a ID *1 00 fto2'®go3n ftft ftg 3 2-gg of ' ' 3 ' b S o 'ft : ; p^ :■< 0 ; 03 'D4 eg : ■ ■ b 55 03 eg "d bn ft ft w '2'a |r-i !h cgft O <5eqoo ift P-i S G'X ox C i G- > ox ox CO CrC CO CO CO CO CO TRAmma schools for nurses. 2025 j » to • ' 1 f 01 ‘ ' i : ; I i i i. j i i i ii i . CO ' III 1 III . I 1 »o ' III 1 III 1 i M ” i i M » Ol * III 1 -.11 1 «ico:o . O oo 1 1 o CO 1 ! lo ■ o 1 o o ■ O ' i ^ i J S : 88 : S i : 1 !i~( o o . o • i o i i . o O ' 1 o ■ o o ■ 1 • 1 ' OOl • O I 1 ‘ ‘ bo o 01 - • o' rH 1 1 CO !o 1 ^ 1 i rO 1 1 t • lO I 1 O 1 Oxf I ; ^ i ; I 1 GO O 1 01 ; oo §3 w SS C:. O O O i.-- L- ! 'M O iC i.-- OO 1 CO 01 01 01 01 01 CO Oi CO CO 01 CO CO CO CO CO CO CO CO O 7-i CO T 'CO iO 01 O 01 lO O CO 00 O CO lO CO lO oo OlOiOl CO jjO O CO lO O ’ o i =■ ; I lo o > ioo O ■ OOO O i ioo rH OOO —1 1 i May 15 May 81 Sept. U May 1 1 June 1 do ! j May 1 June 30 June 1 Apr. 30 N ov. 1 Aug. 31 Apr. — 83 i-sO May 38 (a) July 1 (a) June 15 1 -H O - -H 1 rHrH « ® Oj a) . S 5 P ^ -2S2^ m o £ o (!)?> o U Q o'B'oS O i3 ® OOO “ cs g £ 3 c ;:h cc a.-P ,P ^ C p,£a ^5?! 3 & & C5Cb|X|K flli-j i-jt-s m o ,a>QjScfp ^ b. ce P O) 0) o— I wco CO coco CO 03 ' A Ph p ' 2 ^P^ a C 'rP -|j !>> (D tC-^r^ V6^ -+< lO O i>> CO 0 0^01 S CO CO CO CO CO CO CO CO CO CO CO CO CO CO CO CO CO o5 CO CO CO icr. o ) CTD )COCO * In 1898-99. a No definite session. Z> Approximately. Table 14.— Statistics of training schools for nurses for the year 1899-1900— CoTiimned, 2026 EDUCATIOI^' EEPOET, 1899-1900. •looqDS guTnfB.ici. _ ' as j nil joj ein^^ipusaxg; j 1 I cc 7^ 1 — 3 • -H-l 1 1 1 1 • 1 1 1 ( ■ 1 , 1 5 CO ■ o^ « 1 Idt) 1 1 I 1 1 • 1 1 1 1 1 * z£ 1 CO o jOJ i I ;© eq^ gui.inp suoi'i^onjenaa | ^ •incudsoq eq'^ JO spun'j jiiocaMopng; 1 iC o c:- q'Gjidsoq aqj jo sSnippnq piie spuiiojS JO ‘ariT'BA'poj'Buiijsa; o ooo c: o 2 O e i c: c: o > o o cri-- o g.sss^s ^ ^ g s 22- m s S •sjaeijnci .loj spag 2?o . +i C T-l >=1 03 pH O ^ P g o a •.reaA pJiq.L O C'l o ^ '.I'BeA piiooog 05 lO) CO C'> GO O CC kO GC CO CO .il39A JS.Il^ C: I ' O OOCCl-COO CO. M >Oi CO ’S "asninoo eqj nt s.itsqj^ 01 00 oi oo CO 00 oo (0> o} oi e-i s-i oi o :o 01 01 CO 00 oi 00 00 oi •0061 paj'Bnp'B.i^) oo O -tH t- 01 ^*1 >-0 01 01 -o CO t- CO O --0 oo CO cs co •uaiiio^^ : CO ^ >.0 •napj; C: I O O ■ O O Jj I i ® © p p p p i-:>o ( I 'yjlOU-Or-l O 01 I .-lOl^ OO • © © © © 'T'-P ' t-j O ^ i-oi CQ O P © P o ® o ■<-‘P3 P © 'd ^ © a CA a I ^ i r!c PO ©©OO .P^ >-0 O ' ' ' UJ ' Ah S ' ltP4J 5 I §'S S-A I- >rp ^ o © -; hC'EhP. -d-^^ fcf+'?a fflF> p Pplpi^ Pjf^P P Ilj P P '"I n r~i *y! rP -i-H P o rg n O'-'O . ;=!ij bxi— '■ m © ^ a ^ P ^ Wo p . Pu_i1« ?. si oo O I ICO O OI oo liO r-J, oo 01 -H CO -fH' OI OI 05 G5 ' CO Oi 05 o:: 05 105' 05 C5 C5 CO 05 CO CO 05 00 XCO 'CO CO CO cooocooococccocoooccccco ©92 '^d.rt©*^’S®.9o >5^ “'p a § P ; blip) ^ .oppjg.p’qoppppp© p ©•© ;<1H gic£!kP]OHF^!>i-5,pdQHK_;^ Hj H cca ! O OI oo liO r-J, oo 01 -H CO -fH' OI OI I 01 OI OI 1.0 OI OI 1.0 CO C5 05 GO 00 CO !_P 1 p ' t> ils cfa 1 -i- . A-h ^ © Cfl P 5 nc'”' o © P S^92 p 'p c ^ '-I A s o-' M fH -■ ci-H p _:i ^ g §P35 ^ P^ a:? .■p p P p,^ p J fe > aHap5Ka^920^ok^*l2;fL, cco ’P12 ■ ^ - ..t: a ^ p " ' aw r-©P 451 O k2 [Tj a ^ .r-i o ^’aiia*^ . X'pdd'"' [X!,5 'J'-i pQi^aP'^'AO'-^ ^ w 5 p p r ^ c ^ ’©.a s ^ S i ??/^o S ^ :a ■p !jti B p 2fp ^ d pea p %,-p 2 as a ©nP a o p a^i ■ a ^ © Cfi [U ■O >1 a be ©^ c o np ^Tjeo p ' >.2 .a S a 2*^0 ■2 t^.Sa © (M Sa : ©aa^^ 1 © p- ©■ p ' . ^ id^^a :^S ' © ^ 5? CO rt -p P ijS 2a Pig p © cd^gp ,2:2 a-A 05 ^ > o oa a a A ;a ■o 1 *»-H '-+1 -a-' I't' O id; i't id; O iC o ) CO CO :0 CO CO CO CO CO CO CO CO CO CO CO CO CO CO CO CO CO CO CO TRAINING SCHOOLS FOR NUK3E8. 2027 o oo 8 « o of «o lie SS :S O 00 ' lO ft- i DJ p : O • 8 : 1 1 0 J 1 o o • o « O ' CO 1 o lO O o O CO i W CD O O 8 O O' j o o o s o lO o joo o' I o O o 5,000 100,000 O O O O’ o o o o o o s' 1 iiiii I 2 i88S2 8 O Jo i o o X o o o o o o o o o o o o o o'' o o lO 05 O O r~i L- 05 X CO I O'l i-'^C r-l C^iC' o o X' o i-H o ’ft-t X c t-> X o ir: lo o o ox O C-5 ^ <5^ X c- CC> T-l X C5 C^i O r-l (^5 r-lrH O irt) O O 0^5 1 o o O CO X O O • O T-l Oi o 05 x^^ rO \o ■ o > o -; j lO lo iiD ^ 05 i 88 r-f;i 1 O O^OOD^^OO^ CO i-OCVOOOQOCOCO O <^001.3) jO 2 2 S 8S CO O Oi-O O CO GO O 00 1© 5c- O OD CD 1-0 O 1-0 ciOO-iOiO 'O C LO XX 0X0 rH rH05 OO ' — . — ' X o T-lOl O't 05 05 C0CCCv5 05 CO 05 05 CO 05 05 O'l 05 O CO CO O O C'v5 05 O' -?t* CC CO CO O ?i 8 pi pi -S pi P ® P t~5 1-^ Wi^fjO r-S T-l l.OOlOl-> P ^ Q 'P >; ® P ^ QJ fe £ t-:!|E^ fe p !> Cj p r-i CD E <1 73 a P ^ • .2 * ^ M S cS '/2 ;h ^[T! o o i‘% .a .g s s h”® p Pud ® ^ ^ ^ 9^ zt: 5 00 00 cc S5 55 55 ^ S5 ^ iJO >0 J:- CO CO CO <3;) o Ct! CC O C:; Ci GO OO 00 00 00 GO CO IC 05 Ci c?s © fcfl >=p o * ; ■ h ' K 2 1 p 1 ; Pft ' P ! ft -2 ; p ■ +1 c3 ■ftft ft2 ' § 32i i=p^ -Ip ftOrP, 02 U Pa O P tf KaP pr :_- .i-i 2 ^ , _ o -p p &:::s ®'P™I >3 . O P ft ^ ^ fti ft-^ 3® Ixj S K g g-q go ft; tei“ngl2«t3: Sl-2a§§gra _:a'*-'o7^"P3 p Q ll^l §'.av o c a-, P ScQ ' p .■;. 1 1 ip 'p'i M i®t,l g’t>30 « P ^ P o &ac8l> □ a ’P« O ia K® I © ;U| >-' .P £4 ’35"5 ■ 2 p tS; sii ,>-'p 2 p p ® p p p p p g - 2 i-^ o ^ P tc rd P ©ft ® P P Sgt p © o o' w 12; ; 1 o u \ d'.S Ji K tc bX) •S i, c5 m d ft p” o +1 O ^ c3 > f/i P" a rj} o o "cS fcL p p p oft c5 c3 ft V c c/2 Ir p O o3 OPs >->“ o .ft « 1 1 ,Z3 1 » 1 1 • 1 « eg • I 1 1 : p ift : ; : : p 3 X - : p ; ; I i 1 ■ 03 ' p © ® >1 !i> J : © ft ft 4G , P eft p5 :^p ' 'i> 1 .- 'O^ 2'^ '2‘C'^ p o Pif fPg Oft aGa 03 P* g-a 2 2 O cS'sft g ® Ci S!2;0a2PH0 ?■( e-l S-l -H r-( ^ ^ (M — I O'! ^ t-H (M O'! T-H O'! i-H O'! r •9Sj;noD 011^ tit sj:B0i O'! 0! O! CO O! CO O! O! 0! 0! 0! 0! O! 0! •0061 tJi pe^BnpBJO o CO •u0tnOjAV •ti0H c ^ 02 fn *J Ai . cS-+^ cc s b» o c ^ S fS >■( tC Q TO OC OT a a a a TO ITO a a s J ft a ^ a a iTO 1-0 iTO CO CO CO Ci CC) CO CO CO GO CO CO CO H cfi a "I H a > cj a '•/2 a Q 4^ -iij o’S. a a •3^1 a 02 a S 2 "cSTO ^ a 03 O a & M C a a -I'i 02 02^ a O 03 -1'=’ a Ohh Pu ;h o a *^oo^cocO*X>'^ i r-lS'lr-lCtT-HOIrHCMi-iCI | i- CC GO CO rH CO -h 00 ■-T' CO CO CO CO ’X) 07 'CO 1^ 07 07 CO 07 t-H 07 -H 07 T-f 07 r«H 07 1— 1 07 t-H CM ^0x0 rH 07 rH ^^3 t-H CO 07 07 GO CC lO O ^ O O ^ -Hh O » rH 07 rH 07 T-H 07 -H Ct r-t -M | lO.— i-+0 0-?5H07-^0-^^'+'rH'^OCOCO i-H 07 T-^ 07 07 — * 07 r-l 07 T— 1 07 t-H 07 ^ 07 r-^ 07 CO O SSS^! ^ in CO CO 1-H07 Oi ot oi ot oi ot ot 01 Ol 01 07 07 07 O CO o:) t- O Xi to '>1 Oi '4^ >f5 t- a 4^ 1^.0 In. o fl (4 >> cS P( cS ^ i -23 3^ H OT* lO CO o:» 00 OO CO O iO CJl OS CC GO 2 S P'S 3^ o3 ® ffi:3 M E>j o 3 'X • O d) CD Q 3 W 03 fe S § S ^ H OQ E3 rw23 nd +4 P! o3 Si &x)i P! o3 044 d o •rt 2< a ■ftp w o o I— ' o5 _2 ^ "S ^ -2 cf> 44 ft M ft-lf ® 3 i l®j£ ^ gp &,o oft § 3 ft§ -‘ft s'ft tc a M gl|l® -2 ^ cc rf 3 |p ^ CQ ft 44 ^ “S3 P! o ^44 -sP & ?4 ft yj r-4 t> 3 4*- ■-’ “ o 5^ P ^ “ o Is ©h-i ft 44 ^ ps o ^ W M I® ft P 3 '■F P W PC d 3 d 1 3 g pj o pq P 3 ' ^ 3" 3 3 3 3 ■O! p: rp ^ ® fcC 3 i^i o 3 bi^OQQP ^Ph A 3 * In 1898-99. \ y . ■ .> CHAPTER XXXYII. AGRICULTURAL AND MECHANICAL COLLEGES. The reports for the year ending June -30, 1900, recelYed from the presidents of the institutions endoY/ed by the acts of Congress approved July 2, 1862, and August 30, 1890, for the establishment and for the more complete endowment and support of colleges for the benefit of agriculture and the mechanic arts show a decided increase in instructors, students, propertju income, etc., as well as the inauguration of new lines of work. The number of such institutions has increasd from 64 to 65 by the establishment in Oklahoma of the Colored Agricultural and Normal 'University at Langston, Okla. , and its designation by the legislature, to receive a irortioii of the funds authorized to be vsAd annually to the Territory of Oklahoma by the act of Congress approved August 30, 1890. Women are admitted to all but 10 of the 65 institutions. Those not admitting women are: Delaware College, Georgia State College of Agriculture and Mechanic Arts, Louisiana State University, Maryland Agricultural College. Alcorn Agricultural and Mechanical College (Mississippi), Rutgers Scientific School (New Jersey), North Carolina College of Agriculture and Mechanic Arts, Clemson College (South Carolina) , Agricultural and Mechanical College of Texas, and Virginia Agricultural and Mechanical College. TEXTILE INDUSTRY. Instruction in textile industry Vv^'ith special reference to the manufacture oLcot- ton fabrics has been undertaken by three of the agricultural colleges of the South. ^ The Clemson College of South Carolina established a textile course in 1898. The textile building is a two-story brick structure of modern cotton-mill design, protected from fire by automatic sprinklers and a 10,000-gallon water tank in the tower. The first floor is occupied recitation rooms, carding and spinning rooms,, amd office. On the second ficor are the dyeing and weaving departments. Much of the e.puipment of the textile building was donated to the school by manu¬ facturers of machinery in the North and South. In the freshman and sophomore years the textile course is the same as the mechanical course, but specialization in textile subjects begins in the junior year. The course in textile industry, leading to the degree of bachelor of science, is as follows: FSESHMAN YEAR. Subjects. Mathematics . . English . . . . Composition and spelling. History . . . . Agricnlture . . Hours xier ^ week. i First Second term. term. 5 5 4 4 1 1 3 3 - i Hours per week.' Subjects. First ! Second term. I term. Woodwork.. . 3 3 Mechanical drawing . . 3 3 Free-hand drawing - - 4 4 Forge work- . . 3 3 Military drill . 2 2 SOPHOMORE YEAR. Mathematics _ _ English - _ Chemistry - . Natural philosophy History . . k-J. Woodwork . . o 5 3 3 1 3 aS i 3 3 1 3 3 3 3 Mechanical drawing . . Foundry - Chemical laboratory . Desci'intive geometry Military drill . ^ The State of Georgia has a textile department at the State School of Technology, Atlanta, Ga. a Chemistry first half; surveying second half. 2031 2032 EDUCATIOiS' EEPOET, 1899-1900. JUNIOR YEAR. Subjects. j Hours per week. Subjects. Hours per week. First term. Second term. First term. Second term. Mathematics . 5 English . 2 2 Chemistry . . . 2 Q ' Mechanics 2 0 Chemical laboratory . . . 4 4 ! Machine shop . 4 4 Textile industry . . . 3 5 Military science . 1 1 Textile industry (pi*actice) . 5 5 ! Military drill . . 2 2 SENIOR YEAR. Applied mechanics and hydrau¬ lics . . . . - 3 3 Mechanical drawing . . English.... . . 2 Textile industry . 6 6 History . 2 Textile industry (practice) . 11 11 Military science . 1 Mechanism . . . 1 0 Military drill . 2 Steam engine . . . 0 1 The North Carolina College of Agriculture and Mechanic Arts established two courses of study in textile industry in 1899 — a four j^ears’ course leading to the degree of bachelor of engineering, and a short or manual course of two years. As in the case of the Clemson College, specia’ization in the regular course begins in the junior year. The courses are as follows; REGULAR COURSE. Hours per week. Hours per week. Subjects. First term. Second Third term. term. FRESHMAN YEAR. Subjects. First Second term. term. Third term. .JUNIOR YEAR. Free-hand drawing . 4 . . Mechanical drawing - 4 4 Carpenter shop - - 4 4 4 Forge shop . 3 3 3 Lathe shop - - 3 3 3 Algebra _ 5 o - Geometry - - - - 5 Bookkeeping _ 1 1 1 Elementary physics - 3 3 3 Physical geography - - - - 3 Physiology - 3 i . Rhetoric and composi¬ tion . - - . - - - . 3 3 3 History _ _ 3 3 3 Civics - 3 - Military drill . 3 3 3 SOPHOMORE YEAR. Steam engine . Mechanical drawing. ... Turning and pattern shop - - - Architecture . Architectural drawing. Geometry . Trigonometry . . Analytical geometry . . . Mechanics. - inorganic chemistry _ Inorganic chemistry (laboratory) . . Higher rhetoric _ American literature _ 1 5 1 4 Military drill . . j 3 | 3 3 Cotton milling . 5 Cotton machinery (practice) _ 6 Drawing and designing 5 Analytical geometry... 5 Calculus _ _ _ _ _ _ Organic chemistry _ 3 Qualitative analysis _ 4 English literature . English history . 3 Military drill . . 3 SENIOR YEAU. 5 5 fi 6 5 5 6 3 4 3 3 3 5 2 4 3 Mechanics of engineer¬ ing - . - Mechanics of machin¬ ery . . . . 3 Graphics of mechan¬ ism . . . . . . Machine design _ 4 i 4 Cotton milling . 5 [ 5 Cotton machinery 3 4 5 (practice ) . Textile chemistry and dyeing . . . . Textile chemistry and dyeing (labotatory).. English . . . Political economy . Military science . Military drill. . 8 8 8 3 3 3 7 1 3 3 3 o 1 3 3 3 2 3 1 3 AGEIOULTUEAL AKD MECHANICAL COLLEGES. 2083- SHORT OR MANUAL COURSE. Subjects. FIRST YEAR. Drawing . Shop . . . ... Cotton milling . . Cotton machinery (practice) irif Arithmetic - Algebra . . . . English composition.... Military drill . Honrs per week. First Second Third term. term. term. Subjects. Honrs per week. SECOND YEAR. Mechanical technology. Drawing . . Shop . . Cotton milling . . . Cotton machinery (practice) . . Algebra . . . Geometry . . Physics . . Military drill . First term. Second term. 1 f 3 3 8 5 2 2 5 5 8 8 5 5 2 2 3 3 The Mississippi Agricultural and Mechanical College announces the establish-' ment of a te.xtile department for the year 1900-1901, but has not yet published an outline of the course of study provided. The building for the te.xtile school is to cost 120,000. The nature of the work included in the general term “ te.xtile industry is shown in the following statement taken from the cataJogue of Glemson College for the. year 1899-1900: Chemistry and dyeing. — Physical and chemical nature of the cotton fiber,, bleaching agents, mordants and dyestuffs, coal-tar colors, aniline dyes, prepara¬ tion and application of mordants and dyestuffs to cotton; experimental dyeing of loose cottons, yarns, and cloth; practical work in the dyehouse. Carding and spinning.— The cottons of the world; their suitability for different yarns; botany of cotton; structure and composition of the fiber; selection of cot¬ ton for different classes of work; classification of cotton; conditions, favorable and unfavorable, to the manipulation of the fiber; strength of fiber; detection of faults in raw cotton; picking and handling of cotton; advantages and disadvan¬ tages of the saw gin, construction, speeds^, etc.; roller gin, uses, speed, production, etc.; baling of cotton, sqirare and cylindrical bales; compressing and its effects on. the fiber; testing for cotton and other fibers. Mixing. — Reasons for mixing cottons; hand and machine mixing; the advan-- tages and disadvantages of each system; biending, methods of blending, combin¬ ing of cottons of different characteristics to produce special effects in the yarns. Picker roo?n.— The arrangement and cgtnstruction of picker rooms; dust trunks, their forms, construction and use; automatic feeders, their constructiou, action of the feeder on the cotton, speeds and adjustments of the various parts; the breaker lapper, use, construction, different kinds of beaters, speeds and settings- of the different parts of the machine; intermediate and finisher lappers, feed rolls,, evener motions; different kinds of beaters, speeds, settings, etc., advantages of. each; shape and setting of screens; regulation of air currents; formation of a good lap; care and operation of lapper; all calculations on the above machines, drafts, length of laps, etc. Carding. — The principle and purpose of carding; different types of cards; con¬ struction of the feed pla~te, the licker-in, cylinder, doff er, coder head, flats, screens, etc.; the different settings of the cards to produce the best results on different lengths and qualities of fibers; the regulation of waste made in the card; card clothing, and different methods of grinding the same; setting of the various parts of the card; calculations. Railway heads and draw /rawics.— Object, use, construction, advantages, and. disadvanteges of railvv^a.y heads; comparing metallic and leather rolls; explana¬ tion of stop motions and evener; calculations. Principle of drawing slivers; object and purpose of draw frames; r*ethod of setting the rolls; size and speed of. rolls; distribution of draft between the rolls; stop motions and calculations. Fly frames. — Slubber, intermediate, roving, and jack frames; construction of the modern fly frames; the bobbin and flyer lead, method of driving the bobbin- in each; the differential motion and its iDurpose; traverse, builder, and stop motions; the formation of a bobbin; drawing rolls and their adjustment; calcu¬ lations for drafts, twist, lay, tension, and other gear’s. ED 1900 — VOL II- 48 CO pitCCJXCO 2034 EDUCATIOIS^ EEEORT, 1899-1900. Spinning both on frames and mules, — Construction and nse of tlie ring spinning frame: its principal parts, such as rings, spindles, travelers, builder motion, etc.; the eriect of twist on the strength, color, and elasticity of the yarn; calculations; the spinning mule and its uses; special features; description of the head stock, cam shaft, and other parts; the copping rail and formation of a cop; different movements in the mule and timing of the same; Ccilculations. ilifsce/taneon.-?.— Reelings; bundling; twisting; doubling; spooling; warping, etc. ; calculations and information regarding each process. Slashing. — The slasher, construction and use; necessity for slashing; creel, cyl¬ inders, size box, etc.; mixing of size; different sizing ingredients for special pur¬ poses; methods of preparing warps for the slasher. Designing. — Principles generally used in the formation of weaves; design paper and the method of representing weaves on same; explanation of warp and filling; the plain or cotton weave; twill weaves, satin weaves, and methods of construc¬ tion; foundation weave derived from plain weaves; rib weaves, basket weaves; weaves derived from twills and broken twills; steep or diagonal, skip, reclining and curve twills; combination steep twills, corkscrew twiils, entwining twills, tv/ihs producing checker-board effects, pointed twills; the method of making drawing-in drafts, chain drafts; methods used in reducing weaves to the lowest number of harness, plain and fancy drafts— point, skip, mixed, or crossed draws; rules for finding number of heddles required for each harness; fancy effects pro¬ duced wdth the plain weaves using colored warp and filling; effects produced by using two or more colors on ribs and basket weaves; weaves derived from satins, shading of satin weaves, figured effects produced by using warp and filling sat¬ ins: honeycomb weaves; imitation gauze wmaves; fabrics constructed by com¬ bining w'eaves with one system of warp and two systems of filling; figuring with two warps and one filling; double cloth, construction of double-cloth weaves, methods of indicating them on design paper, stitching of double-cloth weaves to give figured effects, the double plain weave to give reversible figured effects; weaves for special fabrics— Eedford cords, xhque, matellasses. Jacquard designing. — Exxffanation of the Jacquard machine; Jacquard harness, tying up of the harness— the straight through, center, French and English systems of tying up; the single and double lift Jacquard, the single and double cylinder machine; the open and closed shed machine exxffained; method of laying out patterns for Jacquard designs, size of sketch required; enlarging and reducing figures from sketches; comber board and method of figuring texture for same; casting out of hooks to reduce texture of goods; card cutting, lacing and wiring. Cloth analysis. — Methods used for arranging cloth for analysis; figuring the size of cotton, woolen, worsted, and silk yarns; calculations for converting one system of yarns into that of another; finding the weights, counts, etc., from the analysis; reed calculations. This work takes up all classes of weaves that can be woven on harness, and gives the student a thorough knowledge of figuring yarns, weights, ends, picks per inch, etc. The results obtained in this manner are very instructive, as they show the good and the bad qualities of the various weaves and color effects. Powerdoom tveaving. — Construction of the i)laiii loom; various shedding motions; open -shed machine: side-cam loom, setting the cams; xnck motion, meth¬ ods of picking; take-up and let-off motions; box motion, dro^) box, skip box; timing and setting box motion; the dobby and its uses, p.'ittern chains for single and double index dobbies, setting and timing of the dobby: ieno motion and setting of the same; doup harness and setting of same; Jacquard loom analyzed and explained. The equipment of the textile department of Olemson College consists of 'the following: Pickers.— 1 Atherton automatic feeder; 1 Atherton combination breaker and finisher lapper with evener motion. Cards. — 1 Saco & Petcee 40-inch revolving flat card; 1 Mason 40-inch revolving flat card; 1 Entwistie traverse wheel grinder; 2 Entwistle drum grinders; strip¬ ping and burnishing rolls; complete set carder's tools. Combing, — 1 sliver lap machine; 1 ribbon lay)p3r; 1 combing machine. Railivay heads. — 1 Saco & Pettee railway head with evening motion, stop motion, and metallic rolls: 1 Mason railway head \V^th evening motion, stop motion, and metallic rolls. Drawing. — 1 Saco & Pettee drawing frame, 4 deliveries, stop motion, and metal¬ lic rolls; 1 Mason drawing frame, 4 deliveries, stop motion, and metallic rolls. Fly f ramies.— I Saco & Pettee 40-spindle slubber with latest improved differential motion; 1 Saco & Pettee 60 -spindle intermediate roving frame with latest improved differential motion; 1 Saco & Pettee SO-spindle fine roving frame with latest improved differential motion. AGRICULTURAL ANU MEGHARTIoAL COLLEGES. 2035 Ring spinning. — 1 Saco & Pettee combination warp and filling ring spinning frame', 128 spindles; 1 Mason combination warp and filling ring spinning frame, 112 spindles. Mule spinning. — 1 Mason spinning ninle, 120 spindles, If-inch gauge, with all latest improvements. Spooling. — 1 Draper spooler, 40 spindlos; 1 Saco Sz, Pettee spooler, 72 spindles. Tioisting. — 1 Draper combination wet and dry twister, 48 spindles. Winding. — 1 Sclianm 8z Uhrlingerbobbin winder; 1 Atwood- Morrison Company winder. Reeling. — 1 D, ik, Tompkins Company OO-spindle adjustable reel. Warping. — 1 Draper beaming machine. Hand looms. — Hand-loom weave room fully equipped with 4 by 4 box looms, fitted with 30 harness- shedding engines for fancy cottons; also drawing-in frames, warping frames, beaming frames, etc. Power looms.— OnQ 28-inch Northrop loom with warp stop motion and auto¬ matic filling magazine; one 40-inGh Northrop loom with cams for weaving up to 5-harness fabrics; 1 Mason 4 by 1 drop-box loom with Stafford 20-harneFS dobby; 1 Mason 40-inch loom with Stafford 20 -harness dobby; 1 Mason 24-harness dobby loom; 1 Stafford 20-harness loom with leno attachment; 1 Stafford dress-goods loom with Stafford 400-hook, single lift, swing cylinder, Jacquard. Jacquard card cutting.— 1 John Royle French index foot-power card cutter; 3 card-lacing frames. STATISTICS. The number of instructors in the agricuitural and mechanical departments of these institutions has increased from 1,958 in 1899 to 2,321 in 1900. This increase is at the rate of 13,4 per cent. The increase in men is 12.7 per cent and in women 18.3 per cent. The students in the undergraduate courses of the agricultural and mechanical departments have increased from 15,084 to 18,060, or at the rate of 19.8 per cent. The men have increased at a greater rate than the women — men 30,9 per cent and women 14.3 per cent. A considerable increase is shown in the number of students irursiiing courses of study in agriculture and in the various branches of engineering. The income shows an increase of $918,733, This is due to greatly increased State appropriations and the increase in endowment funds. Summary of statistics. Men. Women. Professors and instructors: . In departments of agriculture and mechanic arts . In all departments . . . Students: In depa-rtments of agriculture and mechanic arts — Preparatory . . . Collegiate . . . . . . I Graduate _ . . . . . . . . . ' In other departments . . . Total . . . . . . 1,923 [ 3, 799 299 373 4. 707 15, 103 556 9,033 2,206 3, 983 119 4, 836 39, 389 10, 114 Distribution of students in courses of study. Agriculttire _ _ _ _ _ _ _ _ _ _ _ _ _ _ 5,03-5 Engineering" Meclaanical . . . . . . . . 3, 938 Civil- . . . . . : 1,964 Electrical.. . 1,617 Mining . 82.3 - 8,341 Architecture . . . _• . . 293 Household economy . 1,868 Veterinary science . 1,167 Dairying . 1,215 Military tactics . . 13, 800 2036 EDUCATIOISr EEPOKT, 1899-1900. PROPERTY. Libraries: Number of volumes . . . . . . . 1,153,380 N umber of pamphlets . . . 336, 938 Endowment funds . . . . . $26, 748, 465 Land : Total number of acres . . . 23,471 Acres under cultivation . . . . . 11, 000 Acres used for experiments . - . . . . . 3, 822 Value- . . . . . . . $2,508,559 Value of buildings: Total . . . - . . . . . $17,618,823 Used for instruction in subjects specified in act of August 30, 1890 _ _ $13,039,343 Value of equipment: Total.. . . . . . . . . . . . $7,604,635 Used for instruction in subjects specified in act of August 30, 1890 . $6,453,821 INCOME. Federal aid: From land grant of July 2, 1862 _ _ _ $644, 177 From act of August 30, 1890 . . . . . 1, 200, 000 Total. . . . . . . . 1,844,177 State aid-... . . . . . . 2,916,837 Fees and other receipts . . . . . . . 2, 350, 735 Total income . . . . . . . . . . 7,111,749 EXPENDITURES. For instruction in subjects specified in act of August 30, 1890. . . . $2, 763, 707 For instruction in other subjects and administrative expenses. . . . 2,555,598 The following table gives the amounts that have been received each year from the General Government by the several States and Territories in accordance with the provisions of the act of Congress approved August 30, 1890, for the more com¬ plete endowment and support of colleges of agricultui’e and the mechanic arts: AGEICDLTURAL AND MECHANICAL COLLEGES. 2037 Disbursemejits to the States arid Territories of the appropriation in aid of colleges of agricidture and the mechanic arts under the act of Congress approved August SO, 1800, Year ending June 30— t-4 o iliiliiiiililiiiiiiiiiiiiliiiiiliiiiiiiiii o cS iiil§§i§il§i§i§iii§ii§iiliili§iiiil§iiii§i o o CO ^ w ^ 5? 5J §5 ^ 5a 5?! 5 j Ji of sf ?f cf CO s i'j c-i §f Si i>i cf i-i ?f i-i i'f ^'2 &.i iv> Sf ii Sf?f ^7 i-i c-i Sf ?2 i-f 02 w i'? Sf §5 SfSfSfSfSC 05 CO iliiliiiiiiiiiiiiiiiiiiiiiililiiliillllili 05 CO 1895. illiili§li_§ji_§i§liiiifiiili§§ii§§§i§^^^ S ii S ?i ri ?? !> w ?2 S ?2 Yi 51 ?1 ?? rj §2 ?2 8 ?2 ?! 'ri ?2 ?J 55 n 52 ^2 ?2 '5i S Ti S S M § CO liiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiii S3'333S3 3333 33333333 533 SS3S333333S333'33S2'33' 3 iiiiiiiiiiiiiiiiiliiiiiiiiiiiiiiiiiiiisi^^ CO ii§iiii:ii iiiiiiiiiiiiii 1 iiiiiiiiiiiliiiiii i.— " t-" t-T C'" t-" 5 05 CO iiiiiiili |§iiiii§iiSiii ! ^^5 ;£j ^ 3 3''3*'33^^ ^3'33' ' iiiiiiili liiiilisi o o o 20' o' » o" '•A to ■o'o'oooid'oo O 3 $15,000 15,000 15.000 15,000 15,000 15,000 15,000 15,000 15,000 lo, 000 15,000 15, OOO 15, 00!) 15,000 15,000 15,000 15, 000 15,000 15,000 15,000 15.000 15,000 15,000 15,000 15, 000 15,000 15,000 15,000 15,000 15,000 15,000 15,000 15,000 15,000 15,000 15,000 15,000 15,000 15,000 State or Territory. Alabama . . . Arizona,- . . . Arkansa.s _ _ _ California . . Colorado-.. . . . . Connecticut . . . Delaware . . . . Florida _ _ Georgia . . . . Idaho . . - . TJlinois . . Indiana . . . . . Iowa . . . Kansas . . . Kentucky . . . Louisiana. . . Maine . . . . Maryland . . . . . Massachusetts - - - Michigan . . Minnesota . Mississippi . Missouri . . . Montana.. . .. Nebraska . . N e vada . . . New Hampshi re . ... New Jersey - - - New Mexico . New York . North Carolina . . North Dakota . Ohio . . Oklahoma . . Oregon . . . Pennsylvania . Rhode Island . South Carolina . . South Dakota . Tennessee . Texas . Utah . . Dislmrsements to the States and Territories of the appropriation in aid of colleges of agriculture and the mechanic arts, etc. — Continued. 2088 EDUCATION EEPOST, i899=1900< Year ending June 30 — 1 T— 1 5 2 o 5 5 S 'p¥ofs¥ P 5 1 rJ" 1 liliii ssfsfsss s i r— ! 8 PSSSSP 1 pi.PJ, §2 Si 1 i iiiiii p¥¥¥si¥ i i SSSSS8 M5i5i5i ji5j t I iiiiii 55 ?i i I iiiiii cT crT cT cT cT cT p 5 c: I stiiii GO 00 OC X; X-CO' ^ T-l ^ --1 2 2 i i iiiiii v-* l¥ U- 2 '2 I 1 ss isss oo = zzS 1 I 11 itll as lass J i i c ; ( c I ^ '1 i 3 Q Vermont . . Virginia . Washington . West Virginia . Wisconsin . Wyoming. . . Total . AGRICULTUKAL AND MECHANICAL COLLEGES. 2039 NEW BUILDINGS. The reports of 27 institutions show that during the year there were erected or in course of construction new buildings costing $1,150,224. A description of the buildings, together with their purpose and cost, so far as reported, are given in^ the following pages: Alabama Polytechnic Institute. — The forge and foundry building of the mechanic arts depa,rtment has been enlarged and the equipment increased. A separate building for the experiment station chemical laboratory has been built and the laboratory for instruction enlarged. A second greenhouse for the horticultural department has also losen built. These im.provements cost $2,402.83. University of Arizona.. — A substantial brick dormitory has been built for the use of male students and teachers at a cost of $12,000. It contains 40 rooms and has many modern conveniences. University of Arkansas. — A valuable addition lias been made to the chemical and physical laboratory. It is 60 by 30 feet, two stories high, with basement built of bricks with stone foundation. A neat cottage residence for the farm manager has been erected. Many important repairs and improvements have been made on the farm lands and buildings and on the station grounds. University of California. — Additions to buildings have beerx made as follows: Chemical laboratory, cost $5,167; students’ observatory, cost $1,575; gymnasium, cost $13,387. Florida. Agricultural College. — Foster Hall has bevn erected as a residence for the director of the experiment station and as a home for a limited number of women students. The building will furnisii accommodations for 30 young women. The cost of the building, grounds, fencing, and furniture will aggregate about $9,000. University of ida/?o.— The State has completed and furnished the main building, which ha,s been incomplete for a number of years. This was done at a cost of $14,000. A farm house costing $1,000 has been erected, and plans are now drawn for a nevv" barn, to cost about $1,300. University of Illinois. — An agricultural building, costing $150,000, will be ready for occupancy September 1, 1900. It consists of four seiiarate structures built around an open court and connected by corridors. The main building is 248 feet long, from 50 to 100 feet in depth, and three stories high, and contains oihees, class rooms, and laboratories for the departments of agronomy, animal husbandry, dairy husbandry, horticulture, and veterinary science; offices of the State ento¬ mologist; the chemical laboratory of the experiment station; commodious admin¬ istration rooms; an assemblj^ room with a seating capacity of 500; and on each floor a fireproof vault for records. The other three buildings are each 45 by 116 feet and two stories high; one is for dairy manufactures, one for farm machinery, and one for veterinary science and stock judging. An adjacent glass structure serves the departments of agronomy and horticulture. The building is of stone and brick, roofed with slate, and contains 113 rooms and a total floor space of nearly 2 acres, Purdue University {Indiana). — A portion of the men’s dormitory has been remodeled for recitation rooms. Eleven additional rooms are thus made available for class work. Over 11,000 square feet of cement walks have been laid on the campus, completing the work so far as present needs go. The equipment in all departments has been added to, to the value of not less than $10,000. loiva State College of Agricidture and Mechamie Arts. — A horse barn, composed of brick walls, slate roof, and modern equipment, has been contracted for $13,500. A house for the residence of the president of the college is building, and vdien completed will cost about $12,000. The contract has been let for an engineering 2040 EDUCATION EEFOST, 1899-1900. hall, to house the civil, mechanical, electrical, and mining engineering depart¬ ments. The building is four stories and fireproof. The contract price is $154,800. Kansas State Agricultural College.—ThQ agricultural hall, 90 by 95 feet, two stories and basement, contains ofSces, classrooms, and laboratories for the depart¬ ment of agriculture. It is well equipped with modern improved machinery for butter and cheese mahing, milk testing, etc. All the workrooms are lined with opalite tiling. The building cost $35,000; equipment and apparatus $19,286. The dairy barn is 40 bj 175 feet, and will be fitted up with modern swinging stalls for 80 head of cows, arranged in two rows, with driveway between. Cost of building $3,000. Additions have been made to Mechanics Hall at a cost of $9,000, and to the heating plant at a cost of $5,000. Louisiana State University. — Garig Hall, costing about $10,000, is a handsome brick building facing the parade ground on the east. It is a gift to the university from Mr. William Garig. of Baton Rouge, and is used as an assembly hall, having a seating capacity of about 1,300. A two-story wooden laboratory for the experi¬ ment station, costing $3,500, and a two-story wooden addition to the mechanical workshop, costing $3,300, v/ere also erected during the year. University of Maine. — A drill hall is in process of erection at a cost of about $35,000. Michigan Agrieultural College.— lAwQe buildings are now in course of construc¬ tion, and will be ready for occupancy during the next school year. The women’s building will cost when completed, with the furnishings, $95,000. It is well constructed of Findly pressed brick and red sandstone, and has hard V70od floors, red- oak trimmings, and adamant plaster throughout. The heating, plumbing, and lighting are of modern design and of first-class quality of material. In this building are the oflices and private rooms of the dean and of the various women instructors; a suite of four rooms for the department of domestic art; a kitchen laboratory, with adjacent dining room for classes in cooking; a large reci¬ tation room; pleasant parlors; a large dining room, kitchen, and serving room on third floor; a two-story gymnasium; music rooms; waiting and reception rooms; toilet and bath rooms; living rooms for 130 young women. The dairy building is a brick structure of 64 by 70 feet, two stories high, with basement. In the basement are the storerooms, cold storage, cheese-curing rooms, lockers, and wash rooms for students. On the first floor, are the home dairy room, butter room, cheese room, wash room, and testing room. The second floor is given up to class rooms, offices, and laboratories. The cost of the building is $15,000. The barn is a two-story building, I’? by 73 feet, wflth a wing -40 by 76 feet. University of Blinnesota. — A building for instruction in horticulture and for¬ estry, costing $30,000, was erected. It consists of a three-story brick building, 80 by 50 feet, with adjoining greenhouses 66 by 135 feet in area. Mississippi Agricultural and 3Iechanical College. — Since the last report there has been erected a new creamery building at a cost of more than $3,000, and equipped at an additional cost of more than $3,000. There is in course of con¬ struction now a new textile school building to cost $30,000; also a new dormitory and chapel to cost about $30,000. Alcorn Agricultural and Alecluvnical College. — About $4,000 has been expended in erecting a professor's residence and making general repairs. Alissouri School of Mines and Aletallurgy. — Erected one temporary building for lecture and drawing purposes; also extended the building used for shops by a 50- foot addition. Both buildings are temporary in nature and were necessitated by the crowded condition of the school. Montana College of Agriculture and Alechanic Arts. — A new building has been erected for a gymnasium at a cost of $1,100. Additional ground has been pur- AGRICULTUEAL AND MECHANICAL COLLEGES. 2041 cliased amounting to 35 acres, at a cost of $4,000, as an addition to the college campus. University of NehrasTca. — University Soldiers’ Memorial Hall, an addition to Grant Memorial Hall (armory and gymnasium), is noAvin course of construction. It is designed for use in giving enlarged accommodations for the military depart¬ ment, and also as a women’s gymnasium, but for a time will provide a temporary auditorium and chapel, with a seating capacity of 1,500. New Mexico College of Agriculture and Mechanic Arts. — A large adobe corral, for the accommodation of the horses, cattle, feed, agricultural implements, etc., v/ith a well and windmill, is partly comrdeted, and v/ill cost, when finished, about $2,000. North Dakota Agricultural College. —A new building, 40 feet square, has been added to the drill hall, giving the building now the shape of the letter Ti The new portion corresponds in general appearance to the main building, and has been fitted up with lockers, dressing rooms, and shoAver ])aths for the benefit of the athletic association; also a room for the custodian of the gymnasium. The new building is steam heated and has water connections. QJdahoma Agricultural and Mechanical College. — Tv/o two-story brick buildings, with basements, have been erected; a library building, costing $20,000; and a chem¬ istry building, costing $8,000. The library building will contain, besides the library, the departments of languages, history, and biology. Oregon State Agricultural College. — The mechanical hall has been completed at an additional cost of $8,416. A steam beating plant has been put in at a cost of $18,877. Colored Normal, Industrial, Agricidturcd and Mechanical College {South Caro¬ lina). — A barn and stables have been erected, at a cost of $1,500. There is now in course of construction a manuai-training building 125 by 90 feet, three stories high. The first floor of the north wing will contain the woodworking by machinery, and the south Aving the blacksmith, wheelAvright, and machine shops. The second floor of the north Aving will contain the textile school, and the third floor the saddling, shoemaking, and tailoring shops. The second floor of the south Aving Avill contain the plumbing and tinning shops, and the third floor the paint¬ ing and glazing shops. The cost of the building will amount to about $10,000. South Dakota Agricultural College. — Tavo new buildings have been completed and occupied during the year. The gymnasium is a brick structure CG by 70 feet and two stories high. The ground floor is devoted to a girls’ gymnasium, ofSces, bath rooms, etc. The second floor consists of one room vrithout posts and is used as a drill hail and gymnasium for the cadets. The cost of the building was $12,500. The dairy building, costing $7,500, is also two stories and of brick, 32 by 52 feet. The ground floor is occupied by the dairy proper, and has the usual machinery, such as separators, vats, churns, etc. Off from the main room are the laboratory, cheese-making room, and storage room. The second floor contains class rooms, offices, and the agricultural dairy museum. Agricidtural and Meclianiccd College of Texas. — There have been con}.pleted during the year Foster Hall, costing $28,000, three i)rofessors’ residences and a bachelors’ hall, costing $6,500, and an artesian Avell, costing $2,500. Nearing com. pletion are an agricultural and horticultural building, costing $31,000, and a sewer system, costing $8,000. Foster Hall is a brick dormitory, and consists of three separate x)arts; the central one is four stories high and contains 19 rooms; the tAvo ends are three stories liigli and contain 18 rooms each. The building has a capacity for 165 students. The Agricultural and Horticultural Building is planned to accommodate the agricultural and horticultural features of the college and experiment station by furnishing specially designed rooms for class instruc¬ tion, laboratory iiiA^'estigations, museum purposes, butter and cheese making,, 2042 EDUCATION EEPOET, 1899-1900. pasteurizing milk, canning fruits and vegetables, seed storeroom, photographic room, and the necessary offices for the accommodation of these departments. The building is 160 by 77 feet, covered with slate, two stories high, and built of brick. It will contain 37 rooms fitted v/itli the best apparatus and machinery now in use for the instiuctioii of students in the several branches of agriculture. The live¬ stock room will permit the introduction of animal subjects for the purposes of class instruction. Prairie View State Normal and Industrial College, Prairie Vieiv, Tex, — A new three-story brick dormitory for boys, 29 rooms, cost $10,000. Virginia Agricultural and Mechanical College. — New barn, costing $8,000, largely for experimental purposes; Y. M. C. A. Hall, cost $30,000. JVashington Agricultural College. — Science Hall, costing $53,000 and devoted to the departments of botany, zoology, agriculture, horticulture, bacteriology, geology, and museum, has been completed. It is 170 by 80 feet, three stories, pressed brick and sandstone. Ferry Hall, the boys’ dormitory, costing $40,000, is four stories, 140 by 90 feet, and is arranged for 180 students, v/ith dining hall, kitchen, etc. The Mechanical Building has been enlarged b;r an addition 65 by 95 feet. K hospital Iia.s been fitted up for the veterinary department and 110 animals received for treatment during the year. TFcs^ Virginia Colored Institute. — There lias been erected a new boys’ dormi¬ tory, brick and stone, at a cost of $16,000, and a brick addition to the Academic Building, at a cost of $7,000. The third story of the girls' dormitory has been finished at a cost of $500. Universitg of V/isconsin. — The horse barn of the Agricultural College has been thoroughly rebuilt at a.n expenditure of about $10,000. A central heating plant, costing $17,000, has been installed in a separate building, heat being conducted by steam xfipes through tunnels to buildings near enough to make this- practicable. A cheese-curing room, costing about $7,000, is in proeess of erection for ex^ieri- mental work on the curing of cheese. In this new cheese-curing building facilities will be provided for the manufacture of so-called foreign cheese. A building for the College of Engineering, to cost $100,000, is in process of erection, to be com- lileted about October 1, 1900. University of Wyoming. — A new science hall, to cost $35,000, is in course of construction. About 30 acres of land have been added to the campus and SO acres to the experiment-station farm. CHANGES IN COURSES OR METHODS OF INSTRUCTION, ' - The work of the agricultural and mechanical colleges is constantly broadened by the strengthening of existing courses of study and by the establishment of new courses. The past fev/ years have witnessed the organization of special courses of study in a large number of the institutions, prominent among which are the short winter courses in agriculture for farmers and the special courses in dairying. These courses are of special benefit to and intended for persons who can not spare the time to complete a regular college course. The new courses established dur¬ ing the year by the various institutions, as well as the changes in courses or methods of instruction, are as follows: University of Arizona. — Courses in domestic science Vv^ere added to the curric¬ ulum, and classes were maintained through.the year in cooking, plain sewiug, and dressmaking. The young v/omen showed much enthusiasm in the prosecution of this work. University of Arhansas. — A department of elocution and physical culture has been organized. This has been attended mainly and quite largely by women. Besides various experiments in farm crops, increased attention has been devoted to horticulture and pomology. AGSICULTUEAL AND MEGHANICAL- COLLEGES. 2043 Colorado Agricultural College. — The preparatory year has "been dropped. Connecticui Agricultural College. — The only change made in the course of study was fi’om the regular course for the senior class to three elective courses, begin¬ ning with the winter term: (a) General course; (b) course in agriculture; (c) course in. horticulture. In these courses students were permitted to specialize to a certain extent. , Florida Agricultural College. — Provision has been made for the study of Greek and the adoption of a full classical course. Purdue University {Indiana). — The winter course in agriculture put into active operation for the first time industrial courses especially designed for women, as follows: Floriculture, household economy, household sanitation, domestic econ¬ omy, botany, drawing, studies in literature. About 20 women attended one or another of these courses. Iowa State College of Agriculture and Mechanic Arts. — A two-year 'course in milling engineering, a review course in mining engineering, a two-year course in ceramics., and a course in technology have been added. The reviev/ course in mining engineering is designed to assist 5'oung men to meet the requirements of the law iiassed by the last legislature requiring examinations of mine foremen, pit bosses, and hoisting engineers. Kansas State Agricidtiiral College. — The requirements for admission were raised by the addition of physiology, composition,. one-term algebra, and bookkeeping. The work of the first year was made the same in ail courses except such difference as sex requires. An electrical engineering course was added. Louisiana State University. — A commercial, course of four years leading to the degree of B. S, has. been established. Southern University. {Louisiana), — The printing department has been made more elaborate and.it has done much better work. The boys of the printing class, who learned all they know in that line at the institution, have all secured work for the summer vacation, on good pay, as printers, in New Orleans. University of Maine. — The classical course was inaugurated in the fall of 1899. Massachusetts Agricidtiiral College. — The only changes in. the course have been making French, German, and geology required studies in freshman, sophomore, and junior years, respectively, and electives in senior year. The course in chemis¬ try has been, greatly extended, Massachusetts Lnstitute of Technology. — Two new courses have been established, one in landscape architecture and the other in heating and ventilation. In the former, besides the time spent in the genera.! courses given in the course in archi¬ tecture, time is given to horticulture, surveying, topographical drawing, biology, and botany, natural landscape, curves and earthworks, geology, landscape design, landscape, gardening,, sanitary engineering and drainage, and masoniy. In the latter, hesides the- subjects followed in the course in mechanical engineering, the su’ojects of hygiene of ventilation, dynamo electric machinery, and heating a.nd ventilation in a less elementary way are treaded. University of Minnesota. — Texts or class bulletins have been prepared by memr bers of the faculty of the School of Agriculture and of the College of Agriculture on the following subjects: Soils and Fertilizers; Sheep in Minnesota; Forage Crops; Feeding Dairy Cattle, and Sewing.. The need of texts and class helps is fully appreciated, and several other text-books on the industrial and scientific lines taught in the agricultural high school are nearing- completion. Text-books are becoming an imperative necessity, since the School of Agriculture last year registered 407 students, the College of Agriculture 23 students, and the Dairy School 73 students. KI omen having, been adniitted to the Agricultural High School three years ago, the fourryear college course was last year modified hy the addition of subjects in household economics and other more general subjects, and 2044 EDUCATION EEUOKT, 1899-1900. women graduates of the Agricultural High School are now admitted to the col¬ lege coarse. The work in mechanical engineering shows a healthy development. The courses in railroad engineering have keen materially strengthened, and especial attention has been given to the practice of locomotive testing, with very satisfactory results. Cooperation with the railway companies in the vicinity has been found. mutually advantageous. I^Iississipiji Agricultural and Mechanical College. — A course in dairy husbandry and a textile course are to be added. Montana College of Agricidtiire aiul Mechanic Arts. — A course in civil engineer¬ ing has been added. University of Nebraska. — In the Industrial College no changes have been made in -the curriculum, as the group system, consisting of the general scientific and general agricultural with 8 special and 4 technical groups, still prevails. The last of the 8 technical groups, namely, that of chemistry and domestic science, was added this year. In the engineering groups the studies of the first three years hfive been more closely correlated. Owing to the advanced stage to which sugar culture in Nebraska has grown the past few years, the sugar school has been discontinued. Neiv Hampshire College of AgricidtiLre and, Mechanic Arts. — The standard is being raised as rapidly as possible, and an increasing number of the freshmen are graduates of good preparatory schools. New Mexico College of Agriculture and Mechanic Arts. — The course of study has been revised so as to make a strong and well-balanced course in agriculture, beginning with the academic 3'ear 1800-1901, instead of the merely nominal course heretofore offered. Heretofore there had been no live stock on the college farm except the work horses, and all that related to animal husbandry had to be omitted from the course in agriculture, but even such theoretical instruction in scientific agriculture as might have been given was not offered, and the strength of the institution went into the scientific and iiiechanical engineering courses. Hence¬ forth a good course in agriculture will be offered; the addition of a professor of civil engineering to the instructional force will make the civil engineering course a reality instead of a name; the mechanical engineering course vdll be stronger in the higher and post-graduate grades by reason of added equipment and an enlarged staff; and the general or scientific course has been so revised as to offer at the same time a more thoroiigli and uniform educational foundation for all who take it and a wider range of election within the prescribed limits. Cornell University, Ithaca, N. Y. — The legislature appropriated $10,0G0 to the college of agriculture for promoting agricultural knowledge throughout the State from May 1 to October 1, 1900, and $35,000 for continuing the work from October 1, 1900, to October 1, 1901. The work carried on by reason of these appropria¬ tions is divided into two bureaus — investigations and experiments, and university extension and nature-study work. Investigations are carried on through the cooperation of many farmers, who give their time and attention to tho experi¬ ments mapped out by the field agents. These investigations are divided into two general groups — one, the testing of soils through application of fertilizers of various kinds under different conditions and to different crops. In addition, many soils are analyzed. The tillage experiments have eJso been conducted by coopera¬ tion with the farmers. Three leading farm crops ha,ve been selected, all requir¬ ing introculture. The object of these investigations is to discover what effect superior tillage has on productivity. Judging from results, nothing which the college has done gives promise of improving tillage more than this class of inves¬ tigation. AGEIOULTUSAL AND MECHANICAL COLLEGES. 2045 The extension of agricultural knowledge is also carried on by means of i^rinted literature and lectures, and is arranged under six principal heads: 1. Farmers’ reading course, on the correspondence plan. 2. Publication of teachers' leaflets on nature study, treating in a popular form many of the common things of country life. 3. Junior naturalist clubs, which consist of a cooperation with the teacher in interesting pupils to observe and study salient principles of life of some of the common things. 4. Home nature-studj^ course, designed for teachers, on the correspondence plan. 5. Lectures at teachers’ institutes on topics i)ertaining to rural life. 6. Summer schools. The farmers’ reading course shows a most gratifying development. Ten thou¬ sand copies of each reading lesson sufficed to supply the demand last year; now 20,000 copies of each edition do not meet all the wants. During the last year 175,000 pages of instructional printed matter and 20,000 circulars and circular letters were sent to the farmers’ reading-course students. During the year the teachers’ leaflets on nature study have been changed, and they are now issued at regular intervals in the form of a quarterly. Four editions have been published, containing 250,000 pages. The junior naturalist clubs have grown during the year from 2,000 members to 35,000. The home nature-study course is a correspondence course, designed exclusively for teachers, and numbers some 2,500 members. Many lectures at teachers’ institutes have been given during the year, and about fifty lectures have been delivered before various farmers’ organizations. It is estimated that more than 30,000 persons received instruction by means of these lectures. North Carolina College of Agriculture and Mechanic Arts, — The course of instruction has been enlarged by the addition of a textile dex^artment for instruc¬ tion in cotton manufacturing. All the courses of instruction have been some¬ what enlarged by additional requirements of slio}) work, drawing and designing, laboratory and field work. Enlarged instruction has been iDrovided in industrial chemistrj^ and electrical engineering. The college will not receive, hereafter, students desiring merely general education without technical instruction. Oklahoma Agricidtural and Mechanical College.— TYie courses of study were materially revised and enlarged over previous years. Courses were offered as follows: General science and literature course; agricultural course; mechanical engineering course; courses in special sciences: 1, chemistry; 2, biology; 3, bot¬ any. All of these courses extend through four years and lead to the degree of bachelor of science. A ten weeks’ course in agriculture and the mechanic arts was given, beginning January 1, 1900. Instruction was given in stenography and typev/riting and printing. Pennsylvania State College. — Three changes have been made during the past year in the organization of the v7ork of the college, which are regarded as of more than passing importance: 1. The work of the college j^ear has been divided into two semesters, with exam¬ inations at the close of each, in the place of three sessions with three examinations, as heretofore. Students enter the freshman year with very different qualities of prex)aration, representing almost every grade of preparatory work throughout the State (55 counties of Pennsylvania being represented in the college this j^ear), and the consequence has been that many have loroved unable to stand the test of exa^minations at the close of the fall session. Under the new arrangement, such students will continue advanced work until the Christmas holidays, and then return after a period of respite and refreshment to review and take examination on 2046 EDUCATION REPOET, 1899-19{X). the work of the first session. An additional advantage of the new arrangement is a better sequence and coordination of studies in different deiDartments. 2. Increased provision has been made for electives in English, French, and Ger¬ man, history, political science, and philosophy, with a view to making the general courses as thorough and attractive as the technical courses already are. In the general courses students may now drop mathematics at the end of the freshman year — that is, on the completion of college algebra, solid geometry, and plane and solid trigonometrj" — with an option subsequently between higher mathematics and certain branches of the general subjects above named. 8. The classical course has been thoroughly recast and exi)anded, with a view to making amt)le provision for such students as desire to take full work in Latin and Greek, Souih Dakota Agricultural College. — Several important changes have been per¬ fected in the courses of study. Forty- three courses above subfresliman are required of all c^tndidates for the B.S. degree. These courses are quite uniform through the subfreshman and freshman years. After that, students may elect one study each term of the junior year and two each term of the senior year. Five of these electives must be in some one line of work, in which the student has already completed the amount required for graduation. All students are required to take one course in agriculture and one in horticulture. These are prepared with special care, so as to emphasize the importance of these studies as life vocations and to show how scientific knowledge may be useful in the improvement of agri¬ cultural methods and processes. A short course of twelve weeks’ work in domes¬ tic science and another of two terms of twenty-four weeks in public-school draw¬ ing have been established. The institution is also conducting home reading courses, which are becoming quite poi)ular throughout the State. Universitij of Tennessee. — The four years’ course leading to tlie degree of B. S. in agriculture has been rearranged and greatly strengthened. A twelve weeks’ course in agriculture, beginning with the opening of the second term in January and continuing until its close, was established. This course is designed especially to present in a practical way the results of the scientific experiments, etc., in agri¬ culture, horticulture, stock raising, dairying, etc. A professorship of horticulture and forestry was established and an enlarged course in horticulture was adopted. The session has been divided into three terms instead of two, as heretofore. This was done to bring the opening of the second term immediately after the Christmas holidays, and thus make provision for new students desiring to enter at that time. Virginia Agricultural and Mechanical College. — Now course in bacteriology, also in Latin, making a three j^ears’ course in this iaaguage. HamjAon Normal amd Agricultural Institute. — While the courses in agriculture have been much the same as during the previous years, it is felt that advance has been made along the following lines: Instruction in agriculture has been given to a larger number of pupils than heretofore; the time devoted to the subject has been extended; the method of presenting the subject to the pupils has been im¬ proved; a greater interest in the subject has been developed in the pupils; the amount of subject-matter treated has been enlarged. The junior class, which formerly received only one lesson per week, and that at night, has received four lessons per week during the past year, and all in the daytime. Ail the girls in the day school, except the middle-class girls, received the same instruction that was given to the boys. The method of presenting the subject has been more of the laboratory and field- observation method. It has been nature teaching with a practical application to the farm. Instruction in agriculture has been introduced into one of the county schools over which the institution has control. This school is located on the institute grounds and numbers from 300 to 400 imisils, ranging in age from 3 to 17 years. AGRICULTURAL AR'D MECHAR^ICAL COLLEGES. 2047 This year a school garden was conducted for these children by way of experiment. The experiment was so successful that a permanent garden will be laid out this fall. One hundred and seventy beds, ranging in size from 3 bj^ 4 feet to 10 by 20 feet, were laid out and two pupils assigned to each bed. Vegetables and flowers were planted. The children took great pride in having ga,rdens of their own, and many gardens were started at home as a result of their work. Aside from this and the interest and pleasure the children took in the gardens, three ideas, impor¬ tant factors in the solving of the negro problem, seemed to stand out and develop in the minds of the children: (I) The idea, of possession, brought out by the indi¬ vidual bed system; (2) the idea of production, brought out and strengthened by allowing the children to carry home the products of their gardens; (3) the idea of cooperation, by having much of the work done as class work, all doing the same kind of work during part' of each period. Washington Agricultural College. — The course in veterinary science has been extended to three years. West Virginia Colored Institute. — The only change in methods of instruction was the correlation of subjects. This year, for the first time, it has been possible to place kindred subjects under the direction of one teacher. University of Wisconsin. — At a meeting held April 17, 1900, the board of regents established a school of commerce to supply facilities for the training of young men who desire to enter business careers, especially in such fields as domestic and foreign commerce and banking, or branches of the public service, like the con- sula,r, in Avhich a knov/ledge of business is essentia,!. Students wdio complete the prescribed course of studj^ will receive diplomas conferring upon them the degree of bachelor of commercial science. farmers' institutes. According to the reports received from the agrieultura,! and mechanical colleges endowed by acts of Congress, thirty-five of them took part in farmers’ institute work during the year. The institutes are gTowing rapidly in popularity, and the demand for them is becoming so great in some of the States that the question of supplving instructors at institutes by the agricultural colleges is becoming serious, fhe number of institutes held in Kansas has grown from 10 in 1888-89 to 136 in 1899-1900, and for the six months ending December 31, 1900, tumnly-seven ditferent speakers from the Kansas Agricultural College attended 153 farmers’ institutes. One of the speakers attended 49 institutes, traveling 7,648 miles; another attended 20, traveling 3,346 miles. The number of institutes attended by the twenty-seven speakers is as follows; Number of teach¬ ers. Number of insti¬ tutes at¬ tended. 1 Num ber of teach¬ ers. N umber of insti¬ tutes at¬ tended. N umber of teach¬ ers. N umber of insti¬ tutes at¬ tended. 1 49 1 11 1 5 1 47 1 10 3 4 1 43 2 9 1 3 3 20 1 8 3 2 1 16 1 7 1 In some of the States the farmers’ institutes are under the direct control of the agricultural colleges, while in others they are under the management of the State secretary or commissioner of agriculture. Even when the institutes are not under the control of the colleges these institutions furnish a great many of the lecturers. The following statements, made by the presidents of the several institutions, give some idea as to the work done by the staffs thereof in the line of farmers’ institute work: 2048 EDUCATION EEPOKT, 1899-1900. Alabama Polytechnic Institute. — One of the professors in the agricultural depart¬ ment was, two j^ears since, appointed director of farmers’ institutes. Since then a large part of every vacation is spent in conducting institutes with the farmers in different sections of the State. In some localities much interest is developed, and large numbers attend. In the past two years 21 institutes were held in 21 counties. In this way 2,000 farmers have received instruction of value. University of Arizona. — The exx3erimerit station staff has organized, conducted, or'materially assisted in nine fanners’ institutes or agricultural conventions dur¬ ing the year. University of Arkansas. — A x)omologist v/as appointed by the board of trustees last year. During the year he attended a number of agricultural meetings in the State and arranged with some half dozen farmers in different sections of the State to make experiments in fruit growing. University of California. — About 80 farmers' institutes have been held during the year, with an average attendance of about 200. The localities visited are required to bear local expenses, such as hall rent, xorinting, etc. The university from its general fund bears the compensation and traveling expenses of univer¬ sity speakers. The expenditure is about §4,000 per year, and there is no State appropriation for this wmrk. The institutes are increasing in popularity from year to year. Colorado Agricidtural College. — Institutes were held at fifteen points in the State, with increased interest and number in attendance. Three things contrib¬ uted to this increase: (1) The widening possibilities of the sugar-beet industry; (2) the threatened cantaloupe blight; (3) the renewed interest in stock interests on the i)art of the college. The best talent the college affords was sent to these gatherings. Help was given in arranging programmes. Connecticut Agricultural College.— me of the college instructors have been in attendance upon farmers’ institutes during the year. They always readily respond when called upon at institutes and grange meetings, speaking upon subjects related to agriculture, horticulture, and the mechanic arts. Delaivare College. — The staff of workers in the agricultural department devoted a great deal of time during the winter months to lecturing at farmers’ institutes, grange meetings, and other gatherings of farmers and fruit growers. • Florida Agricultural Uo/Zegc.— Several farmers’ institutes have been held in different parts of the State. These have been under the direction of the professor of agriculture, and he has been assisted by several other members of the college faculty. The expenses of these meetings have been borne largely by the com¬ munities in which the institutes have been held. The attendance has been fair and the results gratifying. Georgia State College of Agriculture and Mechanic Arts. — No systematic work in farmers’ institutes was done this year. The president, on invitation and at his own expense, attended and addressed ten meetings of farmers. Georgia State Industrial College. — A farmers’ institute was held at the college on March 5, 1900. It was well attended and did much good. University of Idaho. — Farmers’ institutes have been held in nearly every impor¬ tant agricultural center in the State, which have been v/ell attended and produc¬ tive of much interest. A farmers’ short course was given at the university also, which vvas regularly attended for a month by 31 practical farmers, none of whom were regular students. Purdue University {Indiana). — The State appropriation of $5,000 has been inade¬ quate of late years to meet the increasing demands of farmers’ institutes. This sum is supplemented by appropriations from the university funds which pay the salary of the superintendent and the general expenses of administration. The university also places its corps of professors at the disposal of the institutes as lec¬ turers. During the past year there were held, under the direction of the superin- AGEICULTURAL A^J) MECHAmCAL COLLEGES. 2049 tendent, 104 regular institutes, and in addition to these, about 43 independent or supplementary institutes, loica State College of Agriculture and Mechanic Arts. — The members of the fac¬ ulty, especially of the experiment station and agricultural departments, take an active part in institute work throughout the season. The law is such that the work is not under the supervision of the college, but the college authorities aid in every way practicable in the development and work of the farmers' institutes. Kansas State Agricultural College. — Farmers' institutes have been organized in about 60 counties of the State, in which from two to four members of the faculty share with the people in lectures, essaj^s, and discussions upon topics of most inter¬ est to farmers and their families. There were held during the year 136 institutes. The extraordinary growth of this work is shown by the following tabula;r statement: Year. Institutes. Year. Institutes, 1888-89 . . 10 1894-9.5 . . 33 1889-90 . 8 1395-96 . . . 23 1890-91 . - . . 11 1896-97 . 19 1891-93 . . 11 1897-98 . . . . . 30 1892-93 . . 11 ' 1898-99 . 63 1893-91 . 17 ; 1899-1000 . 136 State Normal School for Colored Persons (Kentucky) . — During commencement week “Agricultural Day” was a number on the programme. Farmers from the neighborhood were present and took part in the discussions. The following are some of the subjects discussed: Industrial develoximent; How to manage a farm” Heed of educated mechanics; Poultry raising by farmers' wives and daughters; Heed of educated cooks; Dairying as a business; Sewing in the home. Louisiania State Univei'sity. — A very successful series of farmers’ institutes was held during the summer and fall of 1899 by the State commissioner of agriculture, most of the work being done by members of the university faculty and experi¬ ment station staff. University of Maine. — There have been given at the university a series of insti¬ tutes, continuing four days, of a rather higher grade of work than the ordinary farmers’ institutes. In addition the director of the experiment station, the pro- fessor of horticulture and the professor of animal industry have attended about 150 institutes. Massachusetts AgricidturaJ College. — Seven members of the faculty have par¬ ticipated in farmers’ institute vrork, averaging seven or eight institutes each. Michigan Agricultural College. — The college has always taken an active part in farmers’ institutes. For a number of years the faculty carried on this work with¬ out State aid. In recent years, however, the State has made an appropriation for this purpose, the amount for last year being $5,500. The director of the experi¬ ment station is also superintendent of farmers’ institutes. In this way the college keeps in close touch with this Vvmrk. The members of the faculty take an active part and go from county to county addressing the meetings. Quite a number of them give up several weeks each year to this work; also a number of graduates of the college, who are now successful farmers, are among the principal State speak¬ ers. About 67 two-day institutes and 90 one- day institutes were held during th© past year in all but about half a dozen counties of the State. Mississippi Agricultural and Mechanical College. — There were held during the year about 30 farmers’ institutes, which were a great success from every stand¬ point. The la^st legislature made an appropriation for this work. ED 1900 — VOL II- -40 2050 EDUCATION EEPOKT, 1899-1900. Montana College of xigriculture and Mechanic A7ds. — Institutes were held in several localities of the State, but the attendance was small. The work was done entirely under the supervision of the director of the experiment station. U7iiversity of Nebraska. — Fifty-one farmers’ institutes vrere held by the univer¬ sity during the months of January, February, and March, covering all portions of the State. For this purpose $1,500 was expended by the State superintendent of farmers’ institutes, Prof. E. A. Burnett, head of the department of animal husbandry in the university. He was assisted in his work by specialists from the United States experiment station and the university, by speakers employed for special addresses, and by various State societies. All railroads generously furnished a large amount of transportation for these institutes. The meetings were well attended and successful tJiroughout the State. Neiv Mexico College of Agricidtnre and Mechmiic Arts. — One farmers’ institute was held in November, 1899, at Aztec, in the northwestern part of the Territory. This was gotten up by the superintendent of the branch station at Aztec and largely conducted by the professor of agriculture. The frequent changes in the headship of the agricultural department of the college have conspired with the sparse iwpulation of the Territory and its great extent to prevent the college from doing much in the way of institute work. The principal railroads of the Terri¬ tory have agreed to grant free transportation to the members of the staff when engaged on agricultural experiment station business, and it is believed that this concession of the railroads will enable the college to do more in the way of insti¬ tute work and other extension work than ever before. North Carolina College of Agricidtui'^e and Meclumic Arts. — Institutes have been conducted by the professors of agriculture and horticulture and by the instructors in animal industry and horticulture in conjunction with the State department of agriculture. Noidh Dakota. Ag7ncidtural College. — The farmers' institute work in North Dakota is in charge of the assistant dairy commissioner, Prof. E. E. Kaufman, who is at the head of the department of dairying in the college. For the year ending June 30, 1900, 25 institutes were held, at which the attendance numbered 3,710. The director and members of the station staff were called upon to speak at the different institutes, and their work Vvas of great practical value to the farmers of the State. The principal subjects discussed were: Crop rotation, maintaining the fertility of our soil, the cultivation of cereal crops, the selection of seed, the prevention of plant diseases, weeds and how to destroy them, the growing of forage crops, dairy¬ ing, breeding and feeding live stock, relation of the agricultural college and exper¬ iment station to the industrial interests of the State. Ohio State University. — The president and members of the faculty, during the past year, have x^articipated in 54 farmers’ institutes and delivered 54 lectures. Oklahoma Ag7ncidtural and Mechanical College. — A persistent effort was made during the year to organize a system of farmers’ institutes, but resulted in com¬ plete failure. But one institute was attended, and the attendance at this was very small. In the absence of some dehnite institute organization, so that meetings may be arranged in a circuit and attended without wasteful loss of time and expense, it appears that the institution must seek another waj^ of doing this work. This it is doing, to a large extent, through correspondence and by attendance at the meetings of the different agricultural and live-stock associations which are held in the Territory. Three of these associations will hold their next meetings here, all of them beginning on the 4th day of December and continuing for several days. Oregon State Ag7dc7dtaral College. — During the past year 12 farmers' institutes have been held under the auspices of the experiment station, with a total attend, ance of about 1,650 persons. In addition to regular institutes, seven special AGRICULTURAL AND MECHANICAL COLLEGES. 2051 ’ lectures on dairying and diversified agricnltnre have been given, with a total attenda.nce of about 700 jpersons. Pennsylvania State College. — The farmers’ institutes in the State are under the control of the State department of agriculture, but the college regularly furnishes the full time of three or four of its men as lecturers and instructors for a x^eriod of about three months. Two members of the board of trustees are also engaged in the same way. Clemson Agricultural College {South Carolina). — During the xpast year farmers’ institutes were held, under the management of the college, in many counties of the State. The president and professors of agriculture, chemistry, horticulture, dairying, veterinary science, botany, and other members of the facuit}^ have taken part in these institutes. The purpose has been to bring practical information to the farmer, and to give him the results of scientific investigation in the interest of agriculture. The success thus far attained is most encouraging, and leads to the hope that these institutes may become a permanent feature in the work of the college. A special institute of ten days’ duration is held at the college during the month of August. Colored Normal, Industrial, Agricidtural and Mechanical College {South Caro¬ lina). — Farmers’ institutes were held by Thomas E. Miller, director of farm and lecturer on farming, and J. W. Hoffman, professor of agriculture, in 22 counties of the State. South Dakota Agidcidtural College.— The la,st legislature appropriated $2,000 for farmers’ institutes, making possible the employment of some helj) outside the col¬ lege faculty for a part of the year. There were held during the year 24 very suc¬ cessful institutes, with an average attendance of 100 people. University of Tennessee. — During the year the university assisted the State commissioner of agriculture in holding institutes in different portions of the State. Institutes were held thus at about 20 different points, at each of which two or more of the professors and assistants were present and took part in the exercises. The interest in farmers’ institutes continues to grow, and it is believed that they are doing great good in av/akening farmers to study their business as a profes¬ sion. The trustees and officers of the university are greatly gratified to report that the State is furnishing good su^^port for these institutes. Agricidtural College of Utah. — During the past year, as required by State law, farmers’ institutes have been held in different counties of the State by members of the faculty. The State provides a fund of |1,500 annually for this purpose. In addition to the meetings held in different counties, a central institute was held at Ogden lasting three days, at which agricultural questions were discussed by members of the faculty and others. The proceedings of this central institute have been published in pamphlet form, and are distributed free among the farmers of the State. University of Vermont and State Agricultural College.— Kemheis of the faculty have attended meetings of the board of agriculture, and have given addresses in connection v/ith these meetings and on other occasions. Virginia Agricidtural and Mechanical College. — Professors spoke at 3 institutes during the year, Washington Agricultural College. — About 20 farmers'institutes were held during the year with an average attendance of about 100. The interest has been very great in this work and the demand beyond the ability of the institution to supply. West Virginia University. — The dean of the college of agriculture has attended and spoken at a large number of farmers’ institutes. Members of the experiment station staff have also spoken at institutes. University of Wisconsin. — A carefully sux)ervised system of farmers’ institutes is maintained. The institutes are in immediate charge of a superintendent, who 2052 EDUCATION KEPOET, 1899-1900. elaborates and controls the ori^anization and execution of the institutes. He is aided by special conductors, who assist in perfecting the details and carrying the whole into effect. Members of the agricultural faculty render as much assistance as is consistent with their other duties. Exi:)erts in different departments are engaged to present special important themes. Lecturers are often brought from other States to treat on specific topics in which they are recognized authorities. Local talent is used to some extent, and not the least of the educational benefits is the development of latent ability in writing, speaking, and experimenting, which has followed as a natural result of the interest awakened by this important stim¬ ulus. Institutes are placed f cr the most part in localities which show the greatest interest in this movement. Applications for institutes will be received by the superintendent and presented to the agricultural committee bjuSeptember 30. The committee goes over the list and carefully considers the needs and interests of each locality and places the institutes where in its judgment they will prove the most helpful. Generally, there have been far more applications for institutes than it was possible to supply. Institutes were conducted during the year as follows: Summer, 1899: 12 one-day institutes and 1 three-day closing institute; winter, 1899-1900: 100 two day institutes and 1 three-day round-up institute; 10 cooking schools of two sessions each were held in connection with the winter institutes. GOVERNING BOARDS. The methods of choosing the governing boards of the several institutions endowed by the acts of Congress of July 2, 1862, and August 30, 1890, vary greatly in the different States and Territories. In three States — Illinois, Nebraska, and Nevada— the governing boards are elected by popular vote. In several States they are elected by the State legislatures; several are self-perpetuating, but in a large majority of the States they are appointed by the governor, by and with the advice and consent of the senate. In the following pages are given, under the names of the several institutions, the titles of the governing boards, the ex officio members, the number of other members, by whom chosen, the length of term, and such other particulars as it has been possible to obtain. Alabama Polytechnic Institute. — Board of trustees consisting of governor, State superintendent of education, ex officio; 1 member appointed by the governor for a term of six years from each Congressional district, except that the district in which the institution is located is entitled to two members. Agricultural and Mechanical College for Negroes {Alabama).— Pourdiof commis¬ sioners consisting of 3 members named in the act establishing the institution and who may fill any vacancy that may occur in the board. University of Arizona.— of regents consisting of governor, State super¬ intendent of public instruction, ex officio; 4 members appointed by the governor. University of 'Arkansas.— Bosird of trustees consisting of governor, ex-officio; 6 members appointed by the governor and confirmed by the senate for terms of six years, the terms of 2 members expiring every two years. Branch Noimial College {Arkansas) .-GoYCTmed by board of trustees of Univer¬ sity of Arkansas. (See .above). University of Calif or nia.— Board of regents consisting of governor, lieutenant- governor, speaker of assembly. State superintendent of public instruction, presi¬ dent of State Agricultural Society, president of Mechanics’ Institute, president of the university, ex officio; 16 members appointed by the governor and approved by the senate for terms of sixteen years. Colorado Agricultural College.— Bi&iQ board of agriculture consisting of gov¬ ernor, president of the agricultural college, ex officio; 8 members appointed by the AGRICULTURAL AA^D MECHANICAL COLLEGES. 2053 governor and confirmed the senate for term of eight years, the terms of 2 mem¬ bers expiring every two years. Connecticut Agricultural College. — Board of trustees consisting of governor, director of Conneeticnt Experiment Station, ex officio; 6 members elected by the State senate for terms of four years; 1 member elected by the alumni; 1 member elected annually by the State board of agriculture. Delaicare College. — Board of trustees consisting of governor, president of Dela¬ ware College, ex ofhcio; 15 members representing the original board who have pov/er to fill all vacancies arising in their number; 15 members appointed by the governor, 5 from each of the 3 counties in the State. State College for Coloi^ecl Students (Delaivare) . — Board of trustees consisting of the president of the college, ex officio; 6 members, 2 from each county in the State, appoinled by the governor for terms of four years or until their successors shall be appointed, Floynda State Agricultural College. — Board of trustees consisting of 7 members apr)ointed by the governor and confirmed by the senate for terms of four years. Not more than two may be appointed from the county in which the college is located. Florida State Normal and Industrial College for Colored Students. — State board of education consisting of governor, State smperintendent of public instruction, secretary of State, attorney-general. State treasurer, ex offiicio. Georgia StoJe College of Agriculture and Mechanic Arts. — Board of trustees of LTniversity of Georgia consisting of governor, president of board of trustees of State School of Technology, president of board of commissioners of Georgia Nor¬ mal and Industrial College, president of board of commissioners of Georgia.Indus- trial College for Colored Youths, ex officio; 1 member from each Congressional district, 4 from the State at large, and 2 from the city of Athens appointed by the governor and confirmed by the senate. Georgia State Industrial College for Colored Youths. — Under control of the board of trustees of the University of Georgia. The local board of commission¬ ers consists of 5 members originally appointed by the governor. They have power to nil all vacancies arising in their number. University of Idaho. — Board of regents consisting of 9 members appointed by the governor and confirmed by the senate for terms of six years. University of Illinois. — Board of trustees consisting of governor, president of State board of agriculture. State superintendent of public instruction, ex officio; 9 members elected by popular vote, 3 at each biennial election, for a period of six years. Purdue University {Indiana). — Board of trustees consisting of 9 members appointed by the governor for terms of four years. The State board of agricul¬ ture has the privilege of nomiinating 2 members and the State horticultural society 1 member. Iowa State College of Agriculture and Mechanic Arts. — Board of trustees con¬ sisting of governor, State superintendent of public instruction, ex officio; 1 mem¬ ber from each Congressional district, elected by the State legislature for a term of six years. Kansas State Agricultural College. — Board of regents consisting of the president of the college ex officio, and 6 members appointed by the governor and confirmed by the senate for terms of four years. Agricultural and. Mechanical College of Kentucky. — Board of trustees consisting of governor, president of the college, ex officio; 15 members appointed by the gov¬ ernor, one-third every two years, for terms of four years. State Normal School for Colored Persons {Kentucky). — Board of trustees con- 2054 EDUCATIOIf EEPOET, 1899-1900. sisting of State superintendent of public instruction ex officio; 3 members, resi¬ dents of Franklin County, appointed by the governor and approved by the senate, for terms of three years. Louisiana State University . — Board of supervisors consisting of governor, State superintendent of public education, president of university, ex officio; 12 members appointed by the governor and confirmed by the senate, 3 being appointed each year for terms of four years. Southern University {Louisiana) . — Board of trustees consisting of 12 members appointed by the governor and confirmed b^’- the senate for terms of four j^ears; at least 4 of the 12 shall be appointed from the colored race. University of Board of trustees consisting of 7 members appointed by the governor for terms of seven years; 1 member named by the alumni for a term of three years. Maryland Agricultural College. — Board of trustees consisting of governor, comp¬ troller of treasury, attorney-general, State treasurer, president of the senate, speaker of the house of delegates, ex officio; 1 member appointed by the governor from each Congressional district for a term of six years; 5 members elected by the stockholders and serving for one 5'ear or until their successors are elected. Massachusetts Agricultural Co/Zcpc.— Corporation consisting of governor, presi¬ dent of college, secretary of the board of education, secretary of the board of agri¬ culture, ex officio; 14 members appointed by the governor, 2 annually, for terms of seven years. The alumni exercise the right of recommendation of candidates. Massachusetts Institute of Technology. — Corporation consisting of governor, chief justice of supreme court, secretary of the board of education, ex officio; not more than 47 members to hold office for life and to be chosen by vote of the corporation by ballot. Michigan State Agricultural College. — State board of agriculture consisting of governor, president of college, ex officio; 6 members appointed by the governor for terms of six years. University of Minnesota. — Board of regents consisting of Hon. John S. Pills- bury, life member; governor. State superintendent of public instruction, president of university, ex officio; 9 members appointed by the governor and confirmed by the senate for terms of six 3mars. Mississippi Agricultural and Mechanical College. — Board of trustees consisting of governor. State superintendent of education, ex ofucio; 9 members appointed for terms of six years by the governor with the consent of the senate, 1 to be chosen from each Congressional district and the remainder from the State at large, 5 of whom shall be chosen from practical agriculturists or mechanics, or selected from both, as may be deemed advisable; one-third are appointed every two years. Alcorn Agricultural and Mechanical College {Mississippi). — Board of trustees consisting of governor. State superintendent of education, ex officio; 9 members appointed for terms of six j'ears by the governor with the consent of the senate 1 to be chosen from each Congressional district and the remainder from the State at large, 5 of whom shall be chosen from practical agriculturists or mechanics, or selected from both, as may be deemed advisable; one-third are appointed ev^'ery two years. University of the State of Missouri. — Board of curators consisting of 9 members appointed by the governor and confirmed by the senate for terms of six V'ears, one-third of the members being appointed every two years; not more than 1 can be appointed from the same CongressionpJ district. Lincoln Institute {Missouri). — Board of regents consisting of State superintend¬ ent of public schools ex officio; 6 members appointed by the governor, 2 every two AGRICULTURAL AND MECHANICAL COLLEGES. 2055 years, for terms of six years, who shall reside in the normal-school district for which they are appointed. Montana OoUege of Agriculture a,nd Mechanic Aids. — The general control of the institution is in the hands of the State board of education, consisting of governor, attorney-general. State superintendent of public instruction, ex officio; 8 members appointed by the governor and confirmed by the senate, 2 each year, for terms of four years. The direct supervision is vested in an executive board of 5 members, 1 of whom is appointed yearly b;/ the governor, subject to the approval of the State board of education. University of Nebraska. — Board of regents consisting of 6 members, one- third elected every two j^ears for terms of six years by popular vote. Nevada State University. — Board of regents consisting of 3 members elected by popular vote, the terms of 2 members expiring every two years. At each election 1 member is elected for a term of two years and the other for a term of four years. New Hampshire College of Agricidture and Mechanic Arts, — Board of trustees consisting of governor, jpresident of college, ex officio; 1 member elected by the alumni for a term of three jmars; 10 members appointed by the governor with the advice of the council, 1 at least from each councilor district and so classified and commissioned that the terms of 3 trustees shall become vacant annually. Not more than 5 of the trustees appointed by the governor and council shall belong to the same political party, and at least 7 of them shall be practical farmers. Rutgers Scientific School {New Jersey). — Board of trustees of Rutgers College consisting of governor, chief justice, attorney-general, ex officio; 36 members, of whom two- thirds must be communicants in the Reformed (Dutch) Church. Under supervision of a board of visitors consisting of 2 members from each Congressional district, appointed by the governor for a term of two years. New Mexico College of Agriculture and Mechanic Arts, — Board of regents con¬ sisting of 5 members appointed bj^ the governor and confirmed bj" the legislature for terms of five j-ears, the term of 1 member expiring each year. The governor and Territorial superintendent of public instruction are ex officio advisory mem¬ bers of the board. Cornell University {Neiv Uo?A’).— Board of trustees consisting of eldest male lineal descendant of Ezra Cornell, president of university, governor, lieutenant- governor, speaker of the assembly, State superintendent of x^ublic instruction, commissioner of agriculture, president of State Agricultural Society, librarian of Cornell library, ex officio; 20 members elected by the board, 4 each year, for terms of five years; 10 members elected by the alumni, 2 each year, for terms of five years. North Carolina College of Agricidture and Mechanic Ar/a.— Board of trustees consisting of president of college ex officio; 21 members elected by the State legis¬ lature for terms of six years, 1 from each Congressional district and 12 from the State at large. Agricultural and Mechanical College for the Colored Race {North Carolina). — Board of trustees consisting of 15 members elected by the State legislature for ierms of six years, 1 from each Congressional district and 6 from the State at large. North Dakota Agricultural College, — Board of trustees consisting of 7 members appointed by the governor and confirmed by the legislature for terms of six 3"ears. Ohio State University. — Board of trustees consisting of 7 members ap‘pointed by the governor and confirmed bj" the senate for terms of seven 3^ears, the term of 1 member expiring each 3"ear, Oklahoma Agriculturcd and. Mechanical College. — Board of regents consisting of governor ex officio; 5 members appointed b3^ the governor, with the approval of the council, for a term of two years or until their successors are appointed. 2056 EDUCATION EEPOET, 1899-1900. Colored Agricultural and Normal University (Oldahoma) . — Board of regents con¬ sisting of Territorial superintendent of public instruction, Territorial treasurer, ex oiiicio; 3 members appointed by the governor. Oregon State Agricidtural College. — Board of regents consisting of governor, secretary of state, State superintendent of public instruction, master of State grange, ex officio; 9 members appointed by the governor and confirmed by the sen¬ ate for terms of nine years. Pennsylvania State College. — Board of trustees consisting of governor, secretary of state, president of college, president of State Agricultural Society, secretary of internal affairs, adjutant-general, State superintendent of public instruction, president of Franklin Institute, secretary of State board of agriculture, ex officio; 3 members, 1 elected annually by the alumni; 12 members, 4 elected annually by a body of electors composed of the executive committee of the Pennsylvania State Agricultural Society, the managers of the Franklin Institute of Pennsylvania, 3 representatives duly chosen by each county agricultural society which shall have been organized at least three months preceding the time of election, and 3 repre¬ sentatives duly chosen by each association, not exceeding one in each county, which shall have for its i)rincipal object the promotion and encouragement of the mining and manufacturing interests of the Commonwealth and the mechanical and useful arts and which shall, in like manner, have been organized at least three months preceding the time of election. Rhode Island College of Agricidtnre and Mechanic Arts. — Board of managers consisting of 5 members appointed by the governor. Clemson College (South Carolina) . — Board of trustees consisting of 7 life mem¬ bers originally designated by will who have the right to fill all vacancies happening in their number and 6 members elected by the State legislature. Colored Normcd, Industrial, Agricidtural and Aleclianical College (South Caro¬ lina). — Board of trustees consisting of governor ex officio; 6 members elected by the State legislature, 2 every two years, for terms of six years. South Dalota Agricidtural College. — Regents of education consisting of 5 mem¬ bers ap'pointed by the governor and confirmed by the Senate for a term of six years. The immediate supervision of the college is delegated to a committee, consisting at present of 2 members. University of Tennessee. — Board of trustees consisting of governor, secretary of state, State superintendent of public instruction, ex officio; 30 members elected by the board for life from the different Congressional districts and approved by the legislature. The president of the university is ex-officio president of the board of trustees. Agricultural and Mechan ical College of Texas. — Board of directors consisting of 8 members appointed by the governor from the different x^ortions of the State for terms of six years. Prairie View State Normal and Industricd College (Texas). — Controlled by the board of directors of the Agricultural and Mechanical College of Texas. (See above. ) Agricidturcd College of Utah. — Board of trustees consisting of 7 members appointed by the governor and confirmed by the senate for terms of four years. University of Vermont and State Agricidtural College. — Board of trustees con¬ sisting of governor, x^resident of university, ex officio; 9 members who have the right to fill all vacancies arising in their number; 9 members elected by the State legislature, 3 every two years, for terms of six years. Virginia Agriculturcd and Alechaniccd College and Polytechnic Institute. — Board of visitors consisting of State superintendent of xuiblic instruction ex officio; 8 members ax3pointed by the governor and confirmed by the senate, 4 every two years, for terms of four years. Hampton Normal and Agricultural Institute (Virginia). — Board of trustees, AGRICULTURAL AND MECHANICAL COLLEGES. 2057 self-perpetuating, consisting of 17 members. The State curators, 6 in number, appointed by the governor for a term of four years, attend the annual meetings of the trustees, examine the condition of the school, its finances, etc. Washington Agricultural College. — Board of regents consisting of 5 members appointed by the governor and confirmed by the senate for terms of six years. The governor is ex officio an advisory member of the board. V/est Virginia University. — Board of regents consisting of 9 members appointed by the governor for terms of six years. West Virginia Color'ed Institute. — Board of regents consisting of 5 members, not more than 3 of whom shall belong to the same x)olitical party, appointed by the governor, from time to time, as the occasion may requiie. University of Wisconsin. — Board of regents consisting of president of university, State superintendent of public instruction, ex officio; 1 member from each Con¬ gressional district, and 2 from the State at large, appointed by the governor for term.s of three years. University of Wyoming. — Board of trustees consisting of State superintendent of public instruction, president of university, ex officio; 9 members appointed by the governor and confirmed by the Senate for terms of six years, 3 being appointed every two years. Ijart of the i^roceeds arismg from the sale thereof, or both. 2058 EDUCATION EEPOET, 1899-1900. e S r2 S CO 03 rX! 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CO o io io y 3^-y bis 3 3 §5-^ ^ o m >,'r f-|||||^ 2 tO'-.IJ (P O) <1^o§^.Si«S - W M cc ^•3 „ W o c'3 p P.P Hi-e I , jr; w ^ CO c.i^ -^qf3 3)-q thp - ^ a , O ni o ® ."S, <1> S o ^ OSF^^rSci'OcS P ^ ^ ^ '^•r' i s' § 3) — Iz s' s|§ls& l%lll a’p.-S'-' 3c'— 1.^3 2"^ 2 a 'o ,q q q 'S 3 2 n 9 B o J ! *y ."^ I ® S S ! be^ > AS'3 s j a o ^ - O s o II y 0(5^ . , o bD P . 3^3 o ii§S|^ ?^i3 ‘^•'S St 0 i O) ; ; 1 ; co n^uio -iiooa ppqasnoH STnii OO •3.iu:’oe;up.iY 1 ill O O CO o 1.0 O Ci •gai.i90ui.§u0Suuui;^ 58 0 0 0 28 •gui -.laoiiigiio [ubpipoe^a^ o a: * c-i o 'CO ' o o 1 r-4 . t- ■ Cb •gUI.I00Ulgue ITAIQ : t? ^ ^ 1 jg 1 s •gut.ia0u - 1 S u 0 xboiuuqo0j\[ ;S S J3 ^ S 9 lO ^ •e.inxiuoi.igy •rH C-1 C O r-l r-l lO O C f-l Cl t- Cl I'l rH -i*< • In all de¬ part¬ ments. •u0uio_,\Y iC o c; io ic: o o cc oo c> iO c: iO t-. -j:? o t— 05 05 rH CO i-( •U0H 113 1,353 1(55 134 369 129 1,913 302 111 241 1,060 All other depart¬ ments. •u0uiOA\ i O -H O O O i- uo O O O O ^ lO xo ! •naK O Cl C© c: cc T—I <;© C. O O O 1-C O irc — 1 x CO 1.0 College of agriculture and mechanic arts. Gradu¬ ate. •uouio^YV jo -1^ O' O ^ O' O O CO ■uaju Collegi¬ ate. •U0UIO_/t\^ O ->( i.O O O O O *.0 O 05 rH Ob ^ ^ '7i CO ■naic ' 05 1-H -rH CO CC' CO X 05 CO CO ^ ^ ^ § Pre¬ para¬ tory. •U9UIO A\ O C-l O O' 1.0 X O 'O Cl Cl o CO -Ih O 1-0 •uaj^i ' O 1- lit i- lO C: C 00 ^ O 1 X O 2 C5 t- O In all depart¬ ments. •uauio >.\ ! JO -ti O iO L- i.- a: 71 Ci lO ! CO 1.0 .-H CO Cl X 'd< Cl i - Cl o ! ^ X Cl C! CO ,-1 CO ;il College of agri¬ culture and me- : chanic arts. •U0iuo^yy , '-o; CO -tH ^ 1.0 O cc O t1 7i lO •U0K ' Ct X ^ CO 05 1- X j-t> 1- 7:t -rH i r-5 lO 71 7i Oi rH ti 7i i.-- s ^ m O m S CC Ph 2.S rr- PQ i o cc O .s I 3Q ^ o cS:P3«2 ® cQs 8 oX !□ S2; o -p ^ •?: f ^,2 O bet. SJ ^ o ^ ^ ^ aj S 3 ^ rls! ® ® ® Pi 'P o Up ® 3 P'C .■S8l*l"5 3- 3 8 3 g -fP> ;3 r-' *1-1 c^ <" cePQ © S ® - £i 03 3^9 0l ® a . o p* . oq- So 3o °’3'- ® ^ ^ ^ P O . 1^ o © 3 S PP ■— ' ^ P3 ^ S 5: o '-' tjoiS ^ ^ -Ij P Ce 5 . ^ Sh .k^ O 0) ^ ^ C3 bCMt— l||§“g1";o|q PP;spjO:rlO'Pz3® fl ■^bO^H-^ocS'Sot^COP o<5^ ScOPP OO^S^ ^ <1 !z; O AGRIOULTUEAL AI^^D MECHANICAL COLLEGES. 2061 a Succeeded by D. B. Purinton, Pb. D., LL. D. •p9uinnno3 — ‘op^OGSI ^OS i^ndny piuj ^^OST riiuf- pdaodddv ssddOuoQ Jo b‘pv dyj. Ciq pdaiopud snoipipqsui Jo 0061-G681 2062 EDUOATIOl^ REPORT, 1899-1900. AGRICULTURAL AWD MECHANICAL COLLEGES. 2063 iiiiil ii ii I iiii ill ii iiii ii ii iiiigi iiiiil ii ii I iiii Hi Ii iiii Ii ii iiiiil iiiiiS ii ii I iiii Hi ii iii§ ii ii iiiiil g¥¥||¥ ?f| s| § g| SI II |¥|¥¥¥ iiiiii Ii ii I iiii Hi ii ills ii ii iiiiil i¥¥s|| Ii *''1 ii lii^li 1 IsSS ii ii 1 I ill ill ii iiii Ii ii iiiiii i -3|S ss "fi 5 3>; ss sass a a § ^^383 O lO S3 ir: ss 33 ¥ II 3|3 ¥| 1 15 170 1(10 91 ii s llig sSi si fifSi ii ii liSSII 1 “SIS ii i Siii 120 199 400 S| 130 400 1 230 416 IS il O 'M — 1 — 1 O O g^Hcr-oo^ il C'f C5 S 1 i§ I ii ii i ii i ii ii i'll OO' P. I ii°ii i ; ^§ : -'i ;f s ill IS s¥ s Ii Si I Is r ; .'r4 : jco i“i§ii Ii ii 1 ill ii iiii 11 ii iiiiii '5' i- ffl' O'^"' o' S" ' —1 o' iillsi ii ii I Sill “ 'ii ii ip.l 11 ii S o 3 o 3 3 O^r^' "i co' aSg>£ IC --C lO S” O O r-K 1-^ Cl' rH r-i O ^ ^53 SS 153 SS Statistics for 1809-1900 of institutions endoiced hy the acts of Congress approved Jidy 2, 1862, and August SO, 1890, etc. — Continued. 2064 EDUCATION REPORT, 1899-1900. P C3 P, u ^ ^ P rf C'O o oi I’.-: o >b lO CO W O'} coco— icooi'tHoO'— i tCCiCOOO) 'OCOt iSfgg^S? • O CO iO c CO CO c-i cc CO o ci' lo cc Ci c: O O O ^ '-H rH o CO CO c: o o j-c- CO o'i CO o i o o o> CO o o o:» CO o o i-o < CO CO coo L-J-O CO o CC' t- o aj po o ■S'i'S|||°'g fH £ s-^'S 2 fciS o -1-^ 2 0} - P r— I O ^ O'? -:H O t-H t-H ^ CO O O 00 t ur 01 O ^ O CC) O CC O r ' “ - - Ot Ol O’ O ^ CO uo lO 00 i CCT^" of 00 cT o ' 0»r-0l lO »0 CC 05 O lO -■ uo CO CO o cr i-o oi 05 -tH xc i>» < Q cc S 2 p P s ° p ®P3 O fe, CO Zf; ftSr. o 2 P cs tc' (-=w'^ g o ™ o ° o 1°' p o" pen cS. •- C5 O' CO CO CO oo cr o o 0^ c:' oi ■ co t—i co oc ’O lO uo co h- co ^ co o « w j _ iO rH C5 i-- ' i- O C5 ^ CO *u:c C5 Oi 00 CO C5 O 05 C 0> 01 O GO ' C5 to iO O'i CO 1—-. ii’C CO Oi 1>* GO CO i l-COOOi I i-O CO 01 iO 01 iO CO ; Oi O CO < Ol o S = ; oS ocisb 8 io" iOto )io’ bb S S8b Sbb 8 8 iOiCO iO to to to to g: o- 01 O' Q g o 3 cr ^ CO g ^ p ^ ( t^OioSSooSow'toSo^5ooooS^S^Haoooocooococo^>•c^co<: ^ to X o lo to loc: ^ 01 r-( CM M 01 01 '>5 -M ■ '' A-! Pi (}> O'} i ■ O — c: O - CO o CO 21 LO CO C: to CO c:- X o :o to to o o O T~4 CO ^ o- C^^ .-1 Ci t- M C5 X CO O O C5 X ^ CO -4 X to'' o 14 uo o' of to x -4 Bs gl Ph Tu O C O O c.' t- C: — O O c; O — ~ ~ .'O -i' c: c: O Q CC'^QC-Si^iCC: O O O QOiOCO'tHOCC'OS ■ " lO O ircio c =;■ '*1 io ct c? t- c: lO t-T P cT CO CO b of lO rH —ICO O} CO — I P O g 3C c ^ sborobS?i5SS88^ ___ .'ar - •'tOX^OOlC i- to O '«-H O Ol ^ X t 01 01 to O rH r r-» 01 0^0:3 . O flrH . w CO 'cH '+ 01 O CO CO O! c: < — CO <0 O'! i-O CO O’ O ! 'CD OHO 0> w P CO- —I €» —I CO 01 do tc p c »? CU — I btiO p p I'p • ^ CJ M ' (3; cs 5PFb f= : ^ o I o S-PcS o 2 II g4-^•2 ° O g o ^ d4^r>.. ^ C’ gCCM- <1 o '3 ce c3 SrP CC t;r* p'r d p’ o O Pb G).2 P -w §)'p 03 o b P !scO S ^ 0) I, 2 b p.S CO t- O O 'O OHO t- O C wc i'» 01 0 c H CO CX3 01 "ic i — r of Hr-f c PI — o M III . r:' <— 1 (3; ~ r :qpS o ^.; iil§? ^<1 d— o d p -W Ci ew '~o P do ■p •d^P PA ; >’ . &.0 feX)0 o d nj f-4 Sr O O D 6 § oS O bj) O ® 'd'o oQ p.P fj-S O d P 03 S B ^O.Sr^ „ p w I CO OC d y Q d — d3 O g g — — irlS^5P®bC p y-w’w-dA^ ^ CP P d . y ® r-i , — I JJ (jj . (fj rr^ d g y y y y '•d > > P > h-d-d «-d, O hr^^a) 03 > 1> y-w o PP PP'CA P P-;- £c/2c„S''o P CO “'313 bi w'p.S g P y o 23 m' |§ o^d|g's|l| E'S^I'Spi^l' S p y ^ p y y Sp ffi d ^ dP 3 oP > t> d > 5 P d-w'w^ 'P rS &'p‘p ^ p o o y il.S J y y p'p <1 < D D ffl !;j o o 0 02 bi 02 d: a ij P dCC ■5 PoiiooP'^pP-^P-^rPP-dPA 1 01 10 ^ t-o :C i I r-l 01 01 01 01 1 AGKICULTURAL ATO MECHANICAL COLLEGES. 2066 sisiii isii “gg™ iiil Isilliii sfsas iiisi sil”!"-' 15, 571 16, 168 15,000 15, 815 15,210 15,000 0 17,846 0 17,970 liii u-? ^ ^ ii'ii 5Sf S3 iiiiii ^i"i"iiii "iiriii"ii"ii if;-irr-io>cccio Iff ^ io>.~icM-o iffioio loi-'to irtLO icio r— 1'— irHrH r— t f-H t-Hi—'t— (i— I t-Ht-Hi— I t— !r-(rH r— irH ]— (rH iiiiii iiiiiiiii iiiiSiilliiiii il^ii i^ii^"'iii"i"r ii"n riigliil ii"liiii"liiii ^^3 ^ S i2^S^fSJ5g gfgdR;2 ED 1900 — A^OL II - 50 i .si. 'iAi' - ' V 4^ CHAPTER XXXYIII. STATISTICS OF l^ORMAL SCHOOLS. This chapter summarizes and gAes in detail the statistics of public and private normal schools. A list is given of the universiCes and colleges having depart¬ ments of pedagogy and those offering courses for the training of teachers. A table appiars in the summaries giving the number of public a.nd private high schools having teachers' training courses and the number of students pursuing such courses. The public and private normal schools reported for the year 1899-1900 students in the training courses for teachers pro^jer to the number of 69,593, while in ail ether institutions there were 28,749 students pursuing such courses of study, making a grand total of 98,342 normal students for the United States. The 172 public normal schools had 2,171 instructors, 47,421 students, and 9,072 graduates, while the 134 private normal schools had 917 instrnctors, 22,172 stu¬ dents, and 2,321 graduates. The following table will give some indication of the progress made b^^ the i^ublic and private normal schools since 1890: 1889-90. 1899-1900. Schools. Instructors. normal students. Normal graduates. Schools. Instructors. Normal students. Normal graduates. Public no'f’mal schools . . . . 135 43 1,182 274 26, 917 7,897 4,413 824 172 134 2, 171 917 47,421 22, 172 9,072 2,321 Private normal schools . Total . . . 278 1,4.58 34, 814 5,237 306 3,088 69, 593 11,393 The growth of public normal schools has been constant, while the progress of private normal schools has shown many variations. Since 1898-97 the number of private normal schools has fallen from 198 to 134. Some weaker institutions have ceased to exist, while others have become private secondary schools. The 134 remaining schools have become stronger, having reported 22,172 normal students for 1899-1900 as against the 21,293 reported by the 198 schools in 1896-97. The steady growth of the public normal school is well illustrated by the follow¬ ing table, which shows the amounts of public appropriations received each year since 1890 for support and for buildings and improvements: Piiblic appropriations to piCoLic normal schools for 11 years. Year. For sup¬ port. For build- ; ings. Year. For sup¬ port. For build¬ ings. 1889-90 . SI, 312, 419 1,285,700 1,567,082 1,4.52,914 1.996,271 1,917.375 $900,533 409, 916 394, 635 816. 826 1,583,389 1.003, 933 1895-96 $2,187, 875 2,426,185 2.583,132 2; 510, 934 2,769,003 $1,124,834 743,333 417,866 560, 896 718, 507 1890-91 . . . . 1896-97 . . 1891-92 . . 1897-98 . 1892-93 . . . . 1898-99 . 189-3-94 . 1899-1800 . 1894-95 . 2067 2068 EDUCATION REPOET, 1899-1900. With two exceptions all the States and organized Territories have public normal schools. Nevada and Wyoming have no public normal schools, but their State universities have departments for the free education of teachers. The number of students graduating from the normal courses of public and pri¬ vate normal schools in 1900 was 11,393. The normal graduates of other institu¬ tions were not reported to this office, but it may be estimated that the number of students graduating from the courses for the training of teachers in all the insti¬ tutions, including the normal schools, was not less than 15,500. The following table shows the number of institutions of each class and the number of normal students in each class for four scholastic 3^ ears: Normal students reported for four years. 1896-97. 1897 -98. 1898-99. 1899-1900. Classes of institutions. Institu¬ 1 Stu- Institu¬ Stii- Institu¬ Stu¬ Institu¬ Stu¬ tions. ! dents. tions. dents. 1 tions. dents. tions. dents. Public normal scliools. . 164 43, 199 167 46, 315 166 44, 803 172 47,421 Private normal schools . 198 24, 181 178 21, 293 165 33, 573 134 22, 172 Public universities and colleges .. 30 1,839 23 2, 255 29 2,541 26 2,004 Private universities and colleges . . 166 4, 650 188 6, 065 206 6,950 221 7,520 Public high schools . 507 9,001 494 7,378 544 8, 930 506 10,703 Private high schools . 423 7,064 3.26 5,989 378 6,886 417 8,522 Grand total _ _ _ 1,487 89,934 1, 376 89, 235 1,488 93, 687 1,476 98,342 In all public instiuitions . . . 701 Tb039 684 55,878 •739 167279” 704 60, 128 In all private institutions - . 786 35,895 693 33,347 749 37, 408 772 38,214 The 172 public normal schools had an average of 276 students to the school, and the 134 private normal schools an average of 185 to the school. The 26 public universities and colleges reporting normal students had an average of 77 to the institution, while 221 private universities and colleges had an average of nearly 34. The average number of normal students in 506 public high schools was 21 and the average number in 417 private high schools 20. These averages have ref¬ erence only to students pursuing training courses for teachers. Students in other courses are enumerated elsewhere. PUBLIC NORMAL SCHOOLS. The summarized statistics of the 172 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. Twelve States and Territories support only 1 school each. Massachu¬ setts has 10 schools. New York 16, and Fennsjdvania 15. 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 172 schools there were 2,171 teachers employed in instructing students in normal departments and 744 engaged wholly in other departments. The North Atlantic Division had 915 of the teachers for normal students, the North Central Division 656, the two Southern divisions 200 and 202, and the \Yestern Division 198. Of the 2,171 teachers, 935 are men and 1,236 are women. Tables 2 and 3 summarize the enrollment of students in the public normal schools. Of the 47,421 students in the normal departments, there were 12,432 males and 34,989 females. The North Atlantic Division has 17,679 students, 14,679 of these being in Massachusetts, New York, and Pennsylvania. In the North Central Division the students in normal departments numbered 17,537, quite evenlj^ distributed. The South Atlantic Division had 4,228, the South Cen¬ tral 4,092, and the Western Division 3,885. The public normal schools had 709 NOEMAL. SCHOOLS. 2069 students in business courses, 2,955 in secondary grades equivalent to high school grades, and 20,408 pupils in elementary grades. The grand total, as shown in the first column of Table 3, was 71,491. The number of colored normal students included was 2,707, nearly all in the x)ublic normal schools for educating colored tea.chers 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 1900 the number of teachers graduating from the public normal schools was 9,072, the number of male graduates being 1,851 and the num¬ ber of female graduates 7,221. The North Atlantic Division alone had more than half of these graduates, or 4,924. The North Central Division had 2,083 gradu¬ ates, the South Atlantic 887, the South Central 478, and the Western Division 950. These schools had 193 graduates from business courses and 851 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 144 schools reporting this item aggregated $2,769,003. The total income for the year from appro]priations, tuition fees, productive funds, and from other sources reported by 152 schools was $3,749,750. Tuition fees received by 115 schools aggre¬ gated $549,933, and the greater part of this sum must have been paid by students not in normal courses. The amount received from productive funds by 14 schools was $69,425. It is probable that the $381,389 reported 47 schools as receipts from “other sourcers and unclassified” came directly or indirectly from public funds. The value of buildings, grounds, a,nd other x^roperty of 148 of the public normal schools reporting to this office in 1899-1900 v/as $23,061,077. As shown in Table 6, the number of volumes reported in the libraries of 149 of these schools was 037,529, valued at $734,995. Eight schools received during the year benefactions amount¬ ing to $345,733. Twelve schools have endowments aggregating $3,220,222, The a,ggregate of public appropriations for buildings and improvements received by 60 schools was $718,507. Table 7 shows the amount of public appropriations received each year for the last six years by the public normal schools for sux)port, while Table 8 shows the public appropriations for buildings and improvements in the same iDeriod. PRIVATE NORMAL, SCHOOLS. Table 9 shows that the 134 private normal schools had 917 teachers for normal students." The number of teachers wholly for other departments was 540. Private normal schools are not reported from 18 States and Territories. Only 7 such schools are credited to the North Atlantic Division, where there are 59 public norma,! schools. In the North Central Division there are 61 private normal schools with 16,488 normal students, while the 48 pubhc normal schools of that division have 17,537 normal students. The two Southern divisions have together 64 private normal schools with 4,609 normal students, while the 51 public normal schools of that section have 8,320 normal students. From Table 10 it may be seen that 11,737 of the 22,172 norma,! students in the private normal schools v/ers men and 10,435 were women. Of the total number 16,488, or about 74 per cent, are in the North Atlantic Division, The total enrollment in the private normal schools v/as 45,193, including 5,948 in business courses, 6,615 in secondary grades, and 10,458 in elementary grades. It is shown in Table 11 that there were 2,250 colored students in the normal departments, nearly all being in private normal schools for the colored race in the two Southern divisions. 2070 EDUCATION SEPORT, 1899-1900. The number of graduates from teachers’ training courses was 2,321, as shown in Table 12, the number of men being 1,154 and the number of women 1,167. There were 1,067 graduates from business courses and 574 from other courses. Table 13 shows that 20 private normal schools received State, county, or city aid aggregating $17,120. The tuition fees of 80 schools amounted to $472,747, while 13 schools received $34,138 from productive funds. The aggregate income of 90 schools wms $768,599. The value of grounds, buildings, and other property owned by 100 private nor¬ mal schools was reported as $5,099,223, and 24 schools possessed endowments to the value of $2,676,456, as shown in Table 14. During the year 16 schools received benefactions amounting to $487,789. The libraries of 104 schools had 170,834 vol¬ umes, valued at $173,410. DISTRIBUTION OF NORMAL STUDENTS. It is shown in Table 15 that about 26 per cent of the normal students in public normal schools were men and nearly 74 per cent were women, while in the private normal schools 53 per cent were men and 47 per cent women. Nearly 20 per cent of tiie normal students attending public normal schools in 1899-1900 graduated, wrhile in the private normal schools less than 11 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 1899-1900. Table 18 contains a list of the universities and colleges in vfhich courses designed for the professional training of teachers are maintained. The number of normal students for each year for the past sis years is given. Institutions which are pub¬ lic are so designated. WOEMAL SCHOOLS , 2071 Table 1. — Sur, unary of statistics of public normal schools in 1S90-19G0. SCHOOLS AHD INSTBUCTORS. State pi’ Territorj’. Schools. Teachers for nor¬ mal students. Teachers wholly for other departments. Total number teach¬ ers employed. Male. Re¬ made. Total. Male. Fe¬ male. Total. Male. Fe¬ male. Total. United States. . 17::^ 935 1,236 2, 171 133 611 744 1,068 1,847 2,915 North Atlantic Division.. 59 336 579 915 8 233 241 841 812 1, 156 South Atlantic Division.. 25 84 116 200 44 112 156 128 228 356 South Central Division... 25 102 100 202 19 55 74 121 155 278 North Central Division .. 42 315 341 636 26 151 177 341 492 83:3 Western Division . . 19 98 100 198 36 60 96 134 160 294 North Atlantic Division: Maine . . 6 9 29 38 1 4 5 10 33 43 New Hampshire . 1 3 5 8 1 5 6 4 10 14 Vermont . . . 3 6 9 15 0 0 0 6 9 15 Massachusetts . 10 4.2 79 121 1 54 ■ 55 43 133 176 Rhode Island . . 1 4 18 22 0 10 10 4 28 82 Connecticut . 4 14 57 71 0 18 18 14 75 89 New York . . 18 89 203 292 1 67 68 90 270 360 New Jersey . . 3 13 25 33 3 42 45 16 67 83 Pennsylvania . . . 15 156 154 310 1 33 34 157 187 344 South Atlantic Division: Delaware . 1 0 3 o 0 8 8 0 10 10 Maryland . . 1 4 8 • 12 0 8 8 4 16 20 District of Columbia. . 2 0 15 15 0 0 0 0 15 15 Virginia . 3 10 22 32 27 42 69 37 64 101 West Virginia . 7 34 20 54 8 8 16 42 28 70 North Carolina - 6 14 6 20 6 27 83 20 -33 53 South Carolina . 1 8 24 32 0 ■"o . 0 8 24 32 Georgia . . 2 9 13 22 0 13 13 9 26 35 Florida . . . 2 5 6 11 3 6 9 8 12 20 South Central Division; Kentucky . . 4 8 6 14 3 1 * 4 11 7 18 Tennessee . 1 15 11 26 2 5 7 17 16 33 Alabama . . 6 21 40 61 9 14 23 30 54 84 Mississippi _ _ _ 8 10 4 14 3 15 18 13 19 32 Louisiana. . o 5 .15 20 0 10 10 5 25 30 Texas . 3 15 17 32 2 6 8 17 23 40 Arkansas . 1 5 2 7 0 0 0 5 2 7 Oklahoma . . . 3 23 5 28 0 4 4 23 9 32 Indian Territory ..... North Central Division; Ohio . . 5 8 19 27 0 18 18 8 37 45 Indiana . 2 30 10 40 0 0 0 30 ! 10 40 Illinois . 4 54 58 112 ■ 4 1 5 58 59 117 M i chigan . . . 3 32 39 71 0 31 31 32 70 102 Wisconsin . 8 60 70 130 0 27 27 60 97 157 Minnesota . . . 5 27 36 63 0 22 22 27 58 85 lov/a . 5 33 28 61 0 5 5 33 33 60 Missouri _ _ 4 29 30 59 22 35 57 51 65 116 North Dakota . 2 9 6 15 0 5 5 9 11 20 South Dakota . . 3 7 19 26 0 3 3 7 22 29 Nebraska . 1 9 7 16 a 4 4 9 11 20 Kansas . 1 17 19 36 0 0 0 17 19 36 Western Division: Montana . . Wyoming . 1 5 4 9 0 0 0 5 4 9 Colorado . . . 1 9 9 18 0 0 0 9 9 13 New Mexico . . 2 10 8 18 4 3 7 14 11- 25 Arizona . 2 3 5 8 1 1 2 4 6 10 Utah . 1 6 1 7 0 0 0 6 1 7 Nevada . . . Idaho . . . 2 6 5 11 0 0 0 6 5 11 Washington . . 2 8 12 20 0 0 0 8 12 20 Oregon . 4 20 10 30 31 43 74 51 53 104 California . . 4 31 46 77 0 13 13 31 59 90 2072 EDUCATION REUOKT, 1899-1900. Table 2,-~-Summary of siatistics of puhlic normal schools in 1899-1900. STUDENTS AND COURSES OF STUDY. State or Territory- Students in normal depart¬ ment. ! Students in busi¬ ness courses. other students in secondary grades. Pupils in elementary grades. Male. Female. Total. Male. Female. Is 0 n Male. - Female. Total. Male. Female. Total. United States . 13, 433 34, 989 47, 431 335 484 wa 1,049 1,906 2, 9,55 9,383 11, 034 30, 406 North Atlantic Division. 3,93-5 13, 744 17, 679 93 112 ! 304 330 843 1, 173 3,615 4,355 7,970 South Atlantic Division . 1,157 3, 071 4,238 51 :346 397 245 309 554 754 979 1,733 South Central Division.. 1,533 3, 559 4, 093 36 10 46 85 81 166 1,101 1,098 3, 199 North Central Division .. 4,963 13, 574 17. 537 35 5 30 371 537 798 3,306 3, 8.30 7, 136 Western Division . . 844 3, 041 3,885 31 11 33 118 U7 365 606 763 1,368 N orth Atlantic Division : "A Maine . . . 193 879 1, 071 2 2 4 26 39 55 76 107 183 New Hampshire . 1 117 118 0 0 0 38 49 87 83 98 180 Vermont . . 27 22ri 253 0 0 0 0 0 0 0 0 0 Massachusetts _ 137 1, 643 1, 770 0 0 0 0 0 0 31 31 03 Rhode Island - 0 194 194 0 0 0 0 33 ■>•> 0 0 0 Connecticut . . . 5 .571 576 0 0 0 0 0 "d 0 0 0 New York . . 1,034 4,953 5,987 40 60 100 179 341 530 0 203 2, 671 4, 873 New Jersev . . . 56 73:1 789 0 0 0 67 111 178 ”’l73 217 390 Pennsylvaiiia . . . 3,493 4,439 6,933 50 50 100 20 280 300 1,0.51 1,231 2, 282 South Atlantic Division: Delaware . . . 0 35 35 0 0 0 0 0 0 0 0 0 Maryland . 16 376 .393 0 0 0 0 0 0 9 33 33 District of Columhia. 19 198 317 0 0 0 0 0 0 0 0 0 Virginia... . . 73 350 333 0 0 0 67 31 98 425 404 839 West Virginia.. . 619 015 1,3:34 51 75 136 1:10 146 376 29 41 70 North Carolina _ 174 749 933 0 40 40 0 0 0 218 234 453 South Carolina . 0 303 303 0 151 151 0 0 0 44 106 1.50 Georgia . 310 583 793 0 80 80 0 70 70 0 129 139 Florida . . 46 74 120 0 0 0 48 62 110 29 42 71 South Central Division: Kentucky - - — 136 184 310 1 1 0 15 30 35 193 98 291 Tennessee . . . 310 394 604 0 0 0 0 0 0 0 0 0 Alabama - - 333 .535 847 35 7 1 33 16 9 35 .346 342 588 Mississippi . 185 180 365 10 2 13 18 30 48 347 298 645 Louisiana . . 60 411 471 0 0 0 0 0 0 53 70 133 Texas . . . 313 466 779 0 0 0 34 30 54 48 53 100 Arka,nsas . . 36 36 63 0 0 0 0 0 0 95 57 153 Oklahoma . 381 373 654 0 0 0 0 3 4 130 181 301 Indian Territor3^ North Central Division: i Ohio . . - . 13 563 575 0 0 0 43 5-9 93 9 0 0 Indiana . -508 819 1,337 0 0 0 0 0 0 0 0 0 Illinois . 533 1,601 3,1:33 0 0 0 91 85 176 377 351 728 Michigan . . . 449 1, .574 3, 023 0 0 0 0 0 0 603 699 1,303 Wisconsin . 775 3,011 2, 786 0 0 i ^ 12 43 54 746 990 1, 7:i6 Minnesota . 364 1,166 1,430 0 0 0 0 0 0 615 764 1.379 Iowa . . . . GOO 1, 604 3, 304 25 ! 30 85 82 107 503 433 9.30 Missouri . . 783 1,114 1,897 0 0 0 0 0 0 129 100 239 In orth Dakota. . 131 286 417 0 0 0 0 0 0 40 45 85 South Dakota . . . 141 339 480 0 0 0 2 18 30 137 183 330 iNeb-i’aska . . . 307 557 764 0 0 0 0 0 0 0 0 Kansas _ _ _ 560 941 1,501 0 0 0 38 350 288 1.56 265 431 W estern Division : Montana . . 13 85 98 0 0 0 17 21 38 0 0 0 W y Colorado . lfi3 375 377 0 0 0 0 0 0 102 169 New Mexico . 39 94 133 21 11 33 50 50 100 35 29 64 Arizona . 40 76 116 0 0 0 15 16 31 4 0 4 Utah . 68 80 143 0 0 0 0 0 0 23 30 53 Nevada _ _ _ ....... Idaho . . . 88 155 243 0 0 0 0 0 0 18 29 47 "Washington . 68 251 319 0 0 0 4 11 0 0 0 Oregon . . 170 361 531 0 0 0 25 20 45 186 236 433 California . 356 1,664 1,920 0 0 0 7 33 40 374 336 610 NOKMAL SCHOOLS, 2073 Tasle 3. — Summary of sfaiistics of public normal schools in lSDO-1900. 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 . 23,088 48, 403 71,491 1, 123 1,584 2, 707 15,302 17,021 32,323 North Atlantic Division 7, 972 19, 053 27,025 230 337 587 8,775 9,532 18,307 South Atlantic Division 2,207 4, 705 6, 912 299 603 902 952 1,243 2, 195 South C-entral Division . . . 2, 75.5 3,748 6, 503 454 478 932 760 767 1,527 North (Central Division - 8, 565 16, 936 25, 501 29 44 70 3, 905 4,2.15 8,140 "Western Division . 1,589 3, 981 5,550 111 125 236 910 1,244 2, 154 North Atlantic Division: Maine . . 290 1,017 1,313 0 3 3 110 157 267 New Hampshire . 121 264 383 0 0 0 120 147 267 "Vermont . ■ 27 225 252 0 0 0 133 176 312 Massachusetts . 1-58 1,674 1,832 220 305 525 1,479 1, 4.55 2,934 Rhode Island . . 0 226 226 0 1 1 162 234 396 Connecticut . 5 571 576 0 0 0 1,000 1,100 .2,100 New York . 3,455 8,025 11,480 6 14 20 3,342 3,596 6,938 New Jersey . 296 1,061 1,357 2 4 6 1,169 1,221 2,390 Pennsylvania . 3, 614 5, 990 9, 604 2 10 12 1.2.57 1,446 2,703 South Atlantic Division: Delaware . 0 25 25 0 0 0 125 100 2,25 Maryland . . 25 399 424 0 0 0 9 23 32 District of Columbia-. 19 198 217 17 92 109 372 381 7.53 Virginia . 565 685 1,250 73 90 163 233 821 554 West Virginia . . 829 877 1, 706 28 60 88 4 16 20 North Carolina . 392 1,023 1,415 174 340 514 126 124 250 South Carolina.... _ 44 459 503 0 0 0 4-4 106 150 Georgia . 210 861 1,071 0 0 0 12 141 153 Florida . 123 178 301 7 21 23 27 31 58 South Central Division: Kentucky . 335 303 638 60 57 117 169 120 289 Tennessee . . 210 894 604 0 0 0 110 247 357 Alabama . 6G9 883 1, 492 78 115 193 247 254 5(')1 Mississippi- . . . 560 510 1,070 130 127 257 0 0 0 Ijouisiana . 112 ' 481 593 0 0 0 475 83 258 Texas . . 395 538 933 136 140 276 0 0 0 Arkansas . 131 83 214 33 23 62 0 0 0 Okla>homa . . 403 656 959 14 13 21 59 83 122 Indian Territory . _ North Central Division: Ohio . . 56 612 668 0 5 5 892 332 724 Indiana . . . . . 508 819 1,827 0 3 3 102 123 225 Illinois . . 1, 000 2,037 3,037 6 6 12 782 765 1,547 Michigan . 1,052 2,273 3,325 0 2 2 720 902 1,622 Wisconsin . 1,533 3, 043 4,576 0 0 0 627 683 1,310 Minnesota . , . 879 1,930 2,809 0 1 1 607 742 1,349 Iowa - . 1,213 2, 124 3,337 0 0 0 183 127 31.0 Missouri . 912 1, 214 2,126 18 15 33 177 176 353 North Dakota . 171 331 502 0 0 0 18 18 36 South Dakota . 280 540 820 0 1 1 137 183 320 Nebraska . 201 557 764 0 0 0 65 68 133 Kansas . . . 754 1,456 2, 210 5 8 13 95 116 211 Western Division: Montana . . . 80 103 138 0 0 0 20 25 45 W VO mi UP’ Colorado . 169 377 546 110 124 234 0 0 0 New Mexico. . 145 184 329 0 1 1 133 194 327 Arizona . . 59 92 151 0 0 0 0 0 0 Utah . . 90 110 200 0 0 0 0 0 0 Nevada. . . Idaho . 106 184 290 0 0 0 7 11 18 Washington . 72 253 330 0 0 0 79 111 ISO Oregon . 381 617 998 0 0 0 218 278 4.96 California . 537 2,033 2,570 1 0 1 453 625 1, 078 2074 EDUCATION EEPORT, 1899-1900. Table 4. — Summary of statistics of public normal schools in 1S09-1900. NUMBER OF NORMAL AND OTHER GRADUATES. State or Territory- Normal graduates. Graduates in business courses. Graduates in other courses. Male. Fe¬ male. Total. Male. Pe¬ nial e. Total. Male. Fe¬ male. Total. United States . . 1,851 7,231 9,073 91 103 193 179 471 650 Nortli Atlantic Division .. 887 4,0.57 4, 924 16 16 33 24 225 249 South Atlantic Division. . . 253 435 687 30 48 78 41 35 76 South Central Division - 153 335 478 8 3 11 31 53 84 North Central Division... 427 1, 606 3,033 11 7 18 83 1.58 240 Western Division . 153 798 950 36 28 54 1 0 1 N orth Atlantic Division : Maine . . . . 68 333 289 0 0 0 0 0 0 New Hampshire. . U 37 38 0 0 0 4 11 15 y erniont . 7 90 97 0 0 0 0 0 0 Massachusetts . 33 547 580 0 0 0 0 0 0 Rhode Island . 0 37 37 0 0 0 0 0 0 Connecticut . . 0 186 186 0 0 0 0 0 0 New York . 207 1,.5.53 1,760 3 3 6 6 169 175 New Jersey . 14 207 321 0 0 0 7 32 29 Pennsylvania _ 539 1,177 1,716 13 13 26 7 23 30 South Atlantic Division: Delaware . . 0 15 15 0 0 0 0 0 0 Maryland . 6 93 98 0 0 0 0 0 0 District of Columbia.. 8 90 98 0 0 0 0 0 0 Virginia . 17 53 70 0 0 0 36 13 49 West Virginia . . 181 78 259 30 20 50 5 3 8 North Carolina . 38 58 96 0 0 0 0 0 0 South Carolina . 0 31 31 0 20 20 0 14 14 Georgia - - - 0 16 16 0 8 8 0 4 4 Florida . 3 2 4 0 0 0 0 1 1 South Central Division: Kentucky . . 49 73 121 0 0 0 0 0 0 Tennessee _ _ Alabama. . 39 73 111 7 3 10 18 45 63 Mississippi . 10 11 31 1 0 1 6 3 9 Ijouisiaha . . . 6 80 86 0 0 0 0 3 2 Texas . . 36 71 107 0 . 0 0 0 0 0 Arkansas . . 0 0 0 0 0 0 7 3 10 Oklahoma . 13 19 33 0 0 0 0 0 0 Indian Territory . _ North Central Division: Ohio . . 6 278 284 0 0 0 0 0 0 Indiana . 0 18 18 0 0 0 0 0 0 Illinois. . . 43 60 102 0 0 0 0 0 0 Michigan . 43 139 171 0 0 0 0 0 0 Wisconsin . . 153 386 538 0 0 0 25 80 105 Minnesota . . 43 333 375 0 0 0 0 0 0 Iowa . 63 138 190 0 0 0 4 3 7 Missouri . . 36 115 141 11 7 18 - 52 73 135 North Dakota . 9 21 30 0 0 0 0 0 0 South Dakota . . . 9 43 51 0 0 0 0 0 0 Nebraska . 8 14 32 0 0 0 1 3 3 Kansas . 38 83 111 0 0 0 0 0 0 V/estern Division: Montana . 0 7 7 0 0 0 0 0 0 W^yoming . Colorado . 11 59 70 0 6 0 0 0 0 New Mexico . 9 35 44 1 5 6 1 0 1 Arizona . . 0 0 0 0 0 0 0 0 0 Utah . . . Nevada . Idaho . . . 9 23 33 0 0 0 0 o 0 W ashington . 7 24 31 0 0 0 0 0 0 Oregon . 44 96 140 25 23 48 0 0 0 California . . . 73 554 626 0 0 0 0 0 0 NOEMAL SCHOOLS, 2075 Table 5. — Summary of statistics of public normal schools in 1899-1900. INCOME FROM VARIOUS SOURCES. State or Territory, 1 N umber of schools 1 reporting. Appropri¬ ated by States, counties, or cities for sup¬ port for 1899-1900. Number of schools reporting. Received from tui¬ tion and other fees. 1 Number of schools 1 reporting. Received from - produc¬ tive funds. Number of schools reporting. Received from other sources and un¬ classi¬ fied. Number of schools reporting. Total in¬ come for the year 1899-1900. United States - 141 $2, 769, 003 115 .S549, 933 14 $69, 425 47 $361,389 153 ,$3, 749, 750 North Atlantic Division. 48 1,147.471 34 345, 273 2 700 11 111.454 I 49 1, 604, 898 South Atlantic Division... 19 330, 8S3 14 35, 461 3 36, 108 11 146, 798 21 449, 250 South Central Division - 23 154, 638 17 37, 228 4 7,199 13 91, 196 23 290,361 North Central Division - 37 934, 731 35 114,389 5 35,415 9 9,827 41 1,084, -365 Western Division . . 18 301,380 15 17, 583 0 0 4 3, 114 19 320, 976 North Atlantic Division: Maine . . G 33, 750 6 3, 779 1 200 1 500 6 38,229 1 13, 800 1 1, OOf) 1 14 800 Vermont .’ . . . 3 15; 500 O 315 1 500 1 120 3 16; 335 Massachusetts . . - 6 179, 863 1 60 0 0 8 179, 923 1 60, 000 • 1 60 000 Connecticut - 1 15,234 0 0 0 1 15; 2-34 New York . . 16 596, 780 ii 24,447 0 0 563 16 621, 789 New Jersey . . . 1 45, 000 1 26,000 _ 0 0 1 71, 000 Pennsylvania _ ... . 13 188. 545 12 290, 773 0 7 110, 273 14 589,589 South Atlantic Division: Delaware . . . Maryland . . . 1 30,000 1 7,071 _ 0 0 1 27,071 District of Cohim bia .. Virginia _ o 30,000 3 1, 603 •> 36, 008 3 124, 818 3 193, 429 West Virginia _ 6 66, 300 6 3, 973 _ 0 1 145 7 70, 418 North Carolina _ 5 33, 075 1 10, 464 2 4, 600 5 48,139 South Carolina.. . 1 31,508 1 7, 714 1 3, 200 1 41,423 Georgia . . 2 36, 500 1 4,200 0 0 3, 500 3 43, 200 Florida _ _ _ 2 13, -500 o 436 “i' 100 2 13, 535 2 26,571 South Central Division: Kentuckv . . 2 3, 7C-0 0 1, 160 -1 0 2 3, 927 0 8,787 Tennessee . . 1 30, GOO 1 8,000 i 800 1 39, 100 1 67,900 Aiahama . . . 6 23, 550 5 8. 838 _ 0 3 14,650 6 47, 038 Mississippi _ 6 ■ 4, 760 4 1,967 . 0 1 325 6 6, 953 Louisiana . . . 1 16, 000 i 3,305 1 1,289 1 1,950 1 31, 544 Texas _ _ 3 53, 700 3 14,348 1 110 2 6, 984 3 75, 143 Arkansas _ 1 o, 500 1 460 0 0 1 6, 860 1 10, 820 Oklahoma . . 2 29,438 1 150 1 5,000 1 17, 500 0 53,078 Indian Territory . North Central Division: Ohio _ 3 29, 000 4. 1. 640 0 0 5 30, 640 Indiana . . . 1 65, 000 1 5; 000 0 .... 0 1 70,000 Illinois . . 4 139,218 3 10, 490 i 6,983 8 4 156, 697 Michigan _ t . 3 117, 000 3 12,600 1 4,200 2 1,400 3 135,200 Wisconsin . . . 8 26G, 415 6 17,672 0 2 4, 176 8 288, 263 Minnesota . . 4 106, 500 5 11, 719 0 2 3,343 5 120, 563 Iowa _ _ _ 4 52. 050 5 23,-574 0 1 1,500 5 77, 124 Missouri _ _ _ 3 43,2.50 3 19,885 0 0 3 63, 135 N orth Dakota . . . 2 23. 650 2 3,607 0 0 2 36,257 South Dakota . 3 30; 150 3 6,053 1,335 “i' 400 3 37, 837 Nebraska. . 1 27, 500 1 27, .500 Kansas . . . . 1 35,000 1 3, 150 1 13, 000 1 51, 150 Western Division: Montana . . . A 1 15,000 1 700 0 0 1 15, 700 Wyoming _ _ Colorado . 1 35, 000 1 2, 000 1 400 1 37,400 New Mexico . 1 7, 000 2 1,885 0 0 8, 885 Arizona _ _ 2 15, 000 2 1,303 0 .... 0 3 16,303 Utah . 1 7,500 i 940 20 1 8, 460 Nevada... . . . Idaho. . . 3 14,500 1 3 0 0 3 14, 503 W ashington . 2 15, 100 1 800 0 0 2 15, 900 Oregon . . . . 4 24, 500 4 8,240 0 _ 0 4 33, 740 California . . . 4 167, 680 2 1, 711 .... 0 2 1,694 4 171,085 2076 EDUGATIOK EEPOET, 1899-1900. Table G.—Summari/ of statist ics of jjublic normal schools in 1S99-1900. VALUE OE BUILDINGS AND OTHER PROPERTY. Stute or Territory. Schools reporting 1 libraries. Volumes in libraries. 1 [ Estimated value of libi-aries. Number of schools reporting. Value of buildings, grounds, apparatus, etc. j Number of schools i reporting. Value of benefactions received, 1899-1900. r2 ■o 0 0 . Xi C o15 0 fH oj JJ B izi Total money value of endowment. 1 Number 0 f schools reporting. A p p r 0 15 r i a t e d by States, counties, and cities, for buildings and improvements. United States. - N. Atlantic Division. S. Atlantic Division. S. Central Division.. N. Central Division . Western Division ... 149 637, 539 8734,995 143 $23, 061,077 8 $345, 733 13 S3, 220, 233 60 .$718, 507 55 18 18 41 19 233, 473 47, 193 43, 654 368, 430 45, 780 367, 430 48, 200 59,785 311, 6.55 47, 935 50 19 20 3) 18 13, 173. 535 3,419,744 801,087 6, 314, 195 1, 353, 536 1 1 0 3 3 50. 000 254, 333 3, 600 11, 000 26, 800 4 1 1 2 4 923, 700 1,657,373 6,000 36, 000 598,150 19 8 9 14 10 210, 639 101,254 36, 570 251,094 118,950 N. Atlantic Division; jMaine . . ... 6 8,090 11,675 6 233, 800 5, 600 1 3, 000 3, 000 1 I ]35,tK30 1 8,000 3 9, 350 2 20, 000 1 10, 000 3 1,760 8 354 7 1, 725, 000 1 203, 700 4 93,563 Rhode Island. _ 1 3; 000 3,000 1 750, COO Connecticut _ 4 30; 293 e36; 000 84 350 339, 233 15 69 359 14 4,306 459 1 50, OUO 5 70 216 i, 196 5! 266 0 485! 000 1 5^000 Penns5dvania _ 15 70,603 so; 701 15 4, 409, 044 3 710,000 3 26, 500 S. Atlantic Division: Delaware . . . Maryland 1 4,300 6, 000 1 160, 000 1 4,504 Dist of Columbia 1 745 500 1 1 , 300 Virginia .. _ 3 15,035 8,000 3 989.(K.-0 1 234,333 1 1,6.57,373 1 20,000 W est V irginia, . . . r 16, 560 23, .500 7 575, 5Ci) 3 35, 800 North Carolina.. 3 3, 075 3,300 103, 000 1 5.000 South Carolina . . 1 4, 500 6, 000 1 304, 000 1 35,000 Georgia . .. 1 3, 000 3, 000 0 245, 000 1 950 Florida . o 1,078 1,000 0 43, 044 S. Central Division: j Kentucky . . o 1, 000 1,7.50 2 29, coo Tennessee . i 1 1,3, 000 13, 000 i 150, 000 1 6, 000 Alaba,ma.... . 4 4, 783 4, 500 4 105, 000 1 1, 600 1 1,800 Mississippi- . i 3 3, 800 6, 336 6 19, 300 3 345 Louisiana . 3,861 4, 800 1 75, 000 1 1,500 Texas . . . 3 13, 0.50 36, 400 3 303, 287 1 3, 000 3 33,325 Arkansas . 1 4, 160 4, 000 1 80, .50i) . . 1 600 Oklahoma . 2 139, (MX! 1 10,000 Indian Territory N. Central Division: Ohio _ _ 5 1,970 2, 200 1 76. OG! 1 35, 000 Indiana . 1 30, 000 45, 000 1 3.50, 000 0 1 Illinois . . . 49, 108 68, 5iX) 4 3. 1.51, ono 1 10, 000 3 55,390 Michigan . 3 37, 577 30, 600 3 ' 457, 365 2 58,000 Wisconsin . 8 66, 560 53, 390 7 797. 000 2 3,904 Minnesota, 5 19 205 17, 290 5 774 too 2 5 800 Iowa _ 5 11, 311 15, 635 4 174! 800 1 50,000 Missonri 3 14. GX) 13, .500 4 881. 530 1 1,000 North Dakota... o 3; 800 3, 3.50 >> 65, 000 1 LOCI) J 1,000 South Dakota.... 3 17. 500 10, 300 3 187. -000 3 52, 5iX) Nebraska, . 1 13, COO 30. 000 1 300; tlOO 1 5,000 Kansa.s 1 14,500 32, (:00 1 300, 000 1 30,500 Western Division: M on ta n a, ... 1 2,800 1 3, 000 1 60, 000 1 15, 700 1 63,000 Wvoming . Colorado 1 . 1,500 ] 500 1 300 OtK) New Mexico 2 ’ 3, 000 3, 500 1 90, 000 1 19,700 Arizona, . o 3, 340 1, 1.50 0 115, 0-OO 1 11, 100 3 13,000 Utah 1 1,010 2,000 1 3, 500 Nevada Idaho . o 3, 4.50 3, 950 0 68. 000 i 500, 000 1 6,000 Washington 2 5, OOi) 4, .500 2 ]40!(X)0 Oregon . i 1, 115 1,350 4 78, CXD 1 30,000 3 13i750 California . 4 26, 665 4 599, 036 1 5, 150 3 68,500 NORMAL SCHOOLS, 2077 Table 7. — Review of jjuhlic normal school statistics, 1894-1000. APPROPRIATION FROM STATE, COUNTY, OR CITY FOR SUPPORT. State or Territory. 1891-9.-). 1895-96. 1896-97. 1897-98. 1898-99. 1899-1900. United States - S1,91T, 375 $3, 187,875 $3,4.36,185 $3, 566, 1.33 S3, 510, 9-34 $3, 769, 003 North Atlantic Division.... 773, 035 887, 590 1,005,973 1, 035, 503 1,010,913 1,147,471 Son til Atlantic Division.... 141, 017 146, 593 357, 836 330, 338 280, 350 330,883 South Central Division _ 113, 480 106, 043 75, 940 131, 165 132, 715 154,638 North Central Division .... 668, 063 769, 900 852, 787 881,437 779, 256 9-34, 731 Western Division . 221, 800 277, 750 233, 650 297, 700 307, 700 301,280 North Atlantic Division: Maine . . 35, 600 27, .350 36,900 ,36, 900 31,020 33, 750 New Hampshire . . 13.000 10,000 13, 000 13,000 13, OUO 13, 800 Vermont . 7,364 13, 033 12,436 15, 000 17, 000 15, 500 Massachusetts . 78,397 138, ,394 168,207 175,878 196, 668 179, 863 18, 000 30,000 25, 000 55, 000 60, 000 Connecticut . . 73, 001) 39, 000 43, 695 16, 000 34, 303 15,234 New York- . ? . 360, 111 444, 954 484, 801 517,105 513, 507 596, 780 New Jersey . . 40, 570 40, 570 41, 943 55, 661 45, 000 45, 000 Pennsylvania . . 159, 093 174,390 193,000 190, 958 105, 415 188,545 South Atlantic Division: 9, 100 9, 043 Maryland . . 10, 500 10, 500 13, 500 13, 875 20, OCO 30,000 Virginia . 30, 300 31, 000 38,333 47,996 30, 000 30,000 West Virginia . . 38, ,367 a5, 100 43,300 36, 400 133, 550 66,300 North Carolina . . . 19,800 20, 750 41,316 37, 657 33, 800 33,075 South Carolina . . 5,350 03,329 30, 000 30,000 31,508 Georgia . 33,900 33, 900 4.5,400 45, 400 36, .500 38,500 Florida . 5,000 7,300 15, 858 10,000 8, 500 13,500 Southcentral Division: Kentucky . . 9, .200 10, 3.50 5, 775 3, 375 4,325 3, 700 Tennessee . 15, 000 20, 325 20, 000 20, 000 20,000 Alabama . . 18,525 33, 418 39,4.50 23, 445 31,800 23, .550 Mississippi _ _ 8,435 6,3.50 6, 615 6,820 6, 890 4,760 Louisiana . . 13, 750 13, 750 15,000 15, 000 16, 000 16,000 Texas. . . 40, 500 38,000 1,600 43, .500 43, 700 53, 700 Arkansas . . 8,030 4,950 5, 500 5,0,35 5,0fX) 3,500 Oklahoma, . . . 13,000 16, 000 16, 000 29,428 Indian Territory _ North Central Division: Ohio . . . 5,000 1, 800 3,500 8,000 4,000 39,000 Indiana . . . 40,000 65, 837 60, 730 60, 750 65, 3.53 65,000 Illinois . - 56, 500 123. 610 64, 000 127, 777 96, 000 1.39,316 Michigan . . 58,450 61,400 63,8.50 95, 6.50 88.700 117,000 Wisconsin . 155, 271 165,086 288, .540 2.59. 396 198, 717 266,415 Minnesota . . . 88,000 91, .500 95,000 133, 000 125,000 106,500 Iowa. - . 38, 525 39, 075 43. 625 51, 737 55, 887 52,050 Missouri . . 143,317 143, 353 143, .553 49, 950 39, 750 43,2.50 North Dakota _ 23,000 19,000 20, 000 20, 227 23,4-00 23, 650 South Dakota _ _ 33,000 13, ,500 26, 000 27,000 38,500 30,150 Nebraska . _ _ _ 30, 000 19,500 35, OC'O 24, 750 35,000 37, .500 Kansas . 6,000 38,350 20,000 38,000 28, 950 35, 000 Western Division: Montana . . 7,700 15, 000 15,000 Wyoming _ _ Colorado . . 35, 000 35, 000 35, 000 35, OUO 35, 000 35, 000 New Mexico . 0 7, 000 6, OvjO 6, .500 7,000 Arizona . u 6, GOO 8, 090 11.500 - 15, 000 Utah . . 58, 500 7, 500 7, 5C>0 Neva, da . . . . Idaho . 7,600 50, .500 17, 000 14. GOO 14,000 14, ,500 Washington . 39,000 43,000 36, ,500 13,500 39, 300 15,100 Oregon . 23,200 16,000 15,6.50 9, 700 30,500 24,500 California . 117,0G'0 121,250 135, .500 143,300 186,500 167,680 2078 EDUCATION REPORT, 1899-1900. Table 8. — Review of public normal school statistics, 1S94-1900, PUBLIC APPROPRIATIOl-TS FOR BUILDINGS AND IMPROVEMENTS. State or Territory. 1894-05. 1895-96. 1896-97. 1897-98. 1898-99. 1899-1900. . SI, 093, 9-33 SI, 124, 8-34 $743, 333 $417, 866 $580, 896 $718,507 North Atlantic Division . South Atlantic Division - South Central Division - North Central Division .... 449, 959 100, 309 11, 200 320, 165 123. 300 564, 113 83, 168 9, 798 288, 250 179, ,500 146, 044 263, 045 15,2.50 20.3, 669 115, 325 131,217 57, 435 4,310 97, 504 127, 4G0 113, 659 58, 775 5,275 133,375 2-49, 812 210.639 10i;254 36, 570 251,094 118,950 North Atlantic Division: 39,CC0 17. 000 68,000 715 0 10,000 0 0 16, 895 330 50, 104 41,000 715 0 0 0 740 8,000 5,600 8,000 1, 760 93, 563 0 125,000 250, (;oo 20, OGO 140, 869 1,249 10, COO 5, 913 1,631 53, 300 0 240, 000 60. 143 10, 693 100, 124 New York . . 55, 587 4.515 29, 460 . 18, 732 4, 000 28, 887 70,216 5,000 26,-500 South Atlantic Division: Maryland . . . District of Columbia 43, 776 0 0 3,760 0 4,-504 5, 125 55, COO 166, 405 61,400 190 50 35,000 0 2, 700 1 _ _ 2, 500 45, 4-50 20,000 35, 800 5, 000 35,6X10 950 43, tioO 5, 033 53,319 5,000 North Carolina . South Carolina . . 1, 735 Georgia _ _ _ 1.000 8,500 7.000 8. ,500 456 Florida 5,000 860 South Central Division: Kentucky _ _ .. 800 Tennessee . . 0 3,003 0 Alabama . . 500 1 50 20 ! 13. 480 1 ^ 1 0 0 1, COO 110 1,800 75 1,800 345 1, 500 23, 325 600 10,000 Mississippi . . Louisiana -- .. . 7,-500 3,0fi0 300 Texas . . . 3,500 1,296 3,0(i0 2.0C0 ' 4(;o 2,060 600 Ai’ka^nsas . . . Oklahoma .... Indian Tei'ritory _ 1 North Central Division: Ohio _ _ 1.000 0 47,000 3,000 10,0C0 56. C-OO 35, 000 55, 889 12,-500 3,000 6,280 0 0 30,000 13,000 3,-300 50 Indiana. . . 1 20, 000 40,000 20, 000 12, 736 54, .500 36, 000 131, 939 0 55,390 58,000 2,904 5, 800 • 50,000 1,000 Illinois - . . . 90,375 0 Michigan . . 17,-500 39, 354 15, GOO Wisconsin _ 155, 800 11,7,50 30, lOC) 3-5, 400 1 . Minnesota . . Iowa . . . . 10,000 Missouri . . 3,000 300 1,000 3, 000 25, 000 5,000 North Dakota... . . Son th Da,kota. . . . 0 5,000 52,500 5, 000 20, -500 Nebraska _ Kansas _ _ V7e.steru Division: Moiitanaj . .... 3.(X)0 4,300 20, 000 .50,000 W yoming . _ _ _ Colorado _ _ _ 10,000 20,000 10,000 11,500 0 10, 000 35, UOO 0 New Mexico . . . 5, COO 19, 700 13,000 Arizona . . 1,300 16, OiJO 58,500 Utali _ "... . 23,000 Nevada _ I dab 0 . - _ _ 35,000 6,000 70. 000 60,000 3,000 5,0-00 1,000 62,825 4,000 2, 500 50 2,8.50 6,000 Washington. . . 6,-500 17, -500 197,812 Oregon _ ... 13, 750 66,500 California . . 80,000 0 - 1^^0IlMAL SCHOOLS, 2079 Table 9. — Smumary of statistics of private normal schools in 1809-1900. SCHOOLS AiSTD INSTRUCTORS. State ov Territory. C/j ■o o CJ cc Teachers for nor¬ mal stud.ent3. Teachers wholly for other de¬ partments. Total number teachers e m - ployed. Male. Fe¬ male. Total. Male. Fe¬ male. Total. Male. Fe¬ male. Total. United States- - _ . 13-1 535 382 917 257 283 540 ':'92 605 1,457 North Atlantic Division . 7 .54 68 122 10 15 25 64 83 147 South Atlantic Division . . . . 29 43 65 108 33 79 112 76 1 144 220 South Central Division - 3.5 90 91 181 97 106 203 187 ' 197 384 North Central Division - 61 345 155 500 115 79 194 460 234 G94 Western Division . 2 3 3 6 2 4 6 5 7 12 North Atlantic Division: i . Massachusetts . - - - 3 21 28 0 9 9 7 30 37 New York . - . 1 o3 43 78 0 0 0 S3 43 76 Pennsylvania . . 3 14 4 18 10 6 16 24 10 34 South Atlantic Division: Maryland _ _ _ _ _ _ 3 9 o 11 0 0 0 9 O 11 District of Columbia - 0 3 3 i 0 0 0 0 3 3 Virginia . . - . 5 14 13 27 14 9 23 28 22 50 West Virginia . . . 4 5 9 0 2 9 4 7 11 North Carolina . . 7 9 24 33 5 22 27 li- 46 60 South Carolina - - - 4 2 5 7 5 20 25 7 25 32 Georgia . . . . 4 2 9 11 3 25 28 5 34 39 Florida . . o 3 4 7 6 1 7 9 5 14 South Central Division: Kentucky . . . 7 15 11 28 8 13 21 23 24 47 Tennessee - - - - 12 20 19 39 40 54 94 60 73 133 Alabama . . . . 2 16 22 38 39 15 54 55 37 92 Mississippi . . . Q 12 17 ,29 3 14 17 15 31 46 Louisiana . . Texas . . . . 2 5 is 18 2 3 4 7 15 22 Arifansas . . 6 22 9 31 5 8 13 27 17 44 Oklahoma . . . Indian Territory . . North Central Division: Ohio . . . . - . in 68 21 89 16 8 24 84 29 113 Indiana . . . 11 81 Ft 125 36 18 54 117 62 179 Illinois . 8 43 23 68 19 10 .29 62 33 95 Michigan . 2 1 3 4 1 1 2 2 4 6 Wisconsin . . . . . 2 14 0 14 0 7 7 14 7 21 Minnesota.... . . 2 8 0 8 2 1 3 10 1 11 Iowa . . . 10 44 21 63 11 17 28 55 38 93 Missouri . . . 5 25 11 36 13 3 16 38 14 52 North Dakota . . . . 1 2 0 2 2 0 2 4 0 4 South Dakota . . . . 1 4 2 6 0 0 0 4 2 6 . Nebraska . . . 3 21 14 35 3 1 4 24 15 39 Kansas . . 6 34 16 50 12 13 25 46 29 75 Western Division: Montana . . . . Wyoming . . . Colorado . . 1 2 2 4 2 4 6 4 6 10 New Mexico . Arizona . . . . Utah . . . Nevada, . 1 Idaho... . . . Washington . . ! . Oregon . . California . i 1 1 1 2 0 0 0 i 1 2080 EDUCATIOI^ REPORT, 1899-1900. Table 10. — Summary of statistics of private normal schools in 18DD-1D00, STUDENTS AND COURSES OF STUDY. State or Territory. Students in normal depart¬ ment. Students in busi¬ ness courses. Other students in secondary grades. Pupils in elemen¬ tary grades. Male. Female. Total. Male. a3 Is g ® Total. Male. Female. Total. Male. Female. Total. United States . 11, 737 10, 435 33 173 4,339 1,609 5,948 3,817 2, 798' 0 1 0 0^ i 4, 9.25! 5, 5-33 10, 4.58 North Atlantic Division. 241 712 953 125 84 209' 94 127i 221 1 50 7.2 1,22 South Atlantic Division. 444 974 1.418 100 42 142 286 307! .593 1,3,24 2,144 3,468 South Central Division.. 1,652 1,539 3, 191 3<36 114 480i 608 413 l,02l| 2,064 2, 063! 4,127 North Central Division.. 9, 391 7,097 16,488 3,729 1,3.59 5,088: 2,826 1,947 4, 7731 1, 473 l,231i 2, 704 Western Division . 9 113 122 19 10 29! 3 4: 7 14 23 37 North Atlaiitic Division: 1 1 New Hampshire _ 1 Massachusetts - 0 2(15 205 0 0 0 0 22 22 0 0 5 1 New York . 100 354 454 0 0 0 0 0 0 0 0 0 New Jersey . . . Pennsylvania . . ill 153 294 125' 84 209 94 105; 199 50 72 i22 South Atlantic Division: Maryland . . 33 45 78 10 0 10 1 0 0 0 19 1 20 District ot Columbia. 0 38 38 0 0 0 0 0 0 0 0 0 Virginia . 35 143 178 21 ! 5 26 98 109 207 95 169 264 West Virginia . 58 74 132 5 ! 0 5 10 10 20 43 47 90 North Caro'S in a - 144 346 490 10 15 25 45 70 115 378 645 1,023 South Carolina. . 85 161 246 0 0 0 0 0 0 371 458 829 Georgia . 57 123 180 40 20 60 76 49 125 329 734 1,063 Florida . . 32 44 76 14 2 16 57 69 1,26 89 90 179 South Central Division: 1 Kentucky . — 341 411 752 207 36 243 74 66 110 148 189 337 Tennessee _ 517 488 1, 005 70 57 127 382 222 604 767 858 1,625 Alabama . 349i 3 562 6 5 11 7 'll 48 489 205 694 Mississippi . . 99, "99 198 19 , 6 25 40 14 54 406 438 844 Louisiana . . . . Texas. . 95 81 176 27 i 3 30 35 26 61 28 204 232 Arkansas . 251 247 493 37 7 44 ; 70 44 114. 2.26 169 395 Oklahoma . . 1 1 Indian Territory i North Central Division: Ohio . . 2,909 1,319 4,228 391 138 529 1 , 445 449 1 , 894 89 70 1.59 Indiana . 2, 606 2, 165 4,831 1,016 366 1, 382 614 844 1,4.58 431 115 546 Illinois - - 1,138 1,112 2, 250 695 140 835 22.'' 155 380 300 286 586 Michigan . . 74 93 187 83 125 213 10 10 20 8 5 13 W isconsin _ 42 21 <56 40 0 j 40 2 0 2 72 80 1.52 Minnesota . 30 30 66 14 4 18 4 1 5 74 40 114 Iowa . . l.OlU 820 1.830 444 .232 1 616 216 181 397 170 145 315 Missouri . . . . 744 449 1 1,193 192 52 244 31 8.2 113 62 70 132 North Dakota . 15 20 35 03 0 60 0 0 0 [ 35 30 65 South Dakota . 65 84 149 0 0 0 0 : 0 0 i 0 0 0 Nebraska . 501 754 1, 255 578 194 772 0 1 c 0 150 316 468 Kansas . 191 227 418 211 108 319 279 2.25 504 82 74 156 Western Division: Colorado . i 7 90 97 17 9 26 3 4 7 14 23 37 "Nrow l\'Tp>'^ipr> 1 A T*i 7;nnf<. U tall _ _ _ _ _ T d all r> 'W'cisliiii^toii ....... _ 1 1 . OrG^oii _ _ ... 1 California . . 2 23 25 G 1 3 0 0 0 0 1 ^ NORMAL SCHOOLS, 2081 Table 11. — Summary of statistics of private normal schools in 1899-1900. 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. i Fe- 1 male. Total. Male. Fe¬ male. TotaL United States . 2-1,818 20,375 45, 193 965 1,285 J.0 o 1,476 1,598 3,074 North Atlantic Division .. 510 995 1,505 0 0 0 275 255 530 South Atlantic Division 2, m 3, 467 5, 621 311 641 952 183 248 431 South Central Division . . . 4,690 4, 129 8,819 642 631 1,273 618 711 1.329 North Central Division... 17, 419 11,634 29, 053 12 12 24 376 357 733 Western Division . . 45 1.50 195 0 1 1 24 27 51 North Atlantic Division: Massachusetts . 0 227 227 0 0 0 0 0 0 Connecticut . . . New York . . 100 354 454 0 0 0 275 255 530 Pennsylvania . 410 414 824 0 0 0 0 0 0 South Atlantic Division: Delaware . . 62 108 0 0 0 District of Columbia.. 0 38 38 0 22 22 28 40 68 Virginia . . . 249 426 675 8 i 69 77 0 0 0 West Virginia . 116 131 247 38 60 98 0 0 0 North Carolina . 577 1,076 1,653 112 188 300 77 112 189 South Carolina _ : . . 456 619 1,075 85 161 246 29 38 67 Georgia . 502 926 1,428 57 123 180 24 33 57 Florida. . 192 205 397 11 18 29 25 2iy 50 South Central Division: Kentuckv . 770 702 1,472 12 28 40 37 43 80 Tennesse'e . 1, 736 1,625 3,361 254 311 565 292 367 659 Alabama. . . 851 464 1,315 349 213 562 58 105 163 Mississippi. . 564 557 1,121 27 34 61 142 135 277 Louisiana . . Texas . . 185 314 499 0 45 45 0 0 0 Arkansas . 584 467 1,051 0 0 0 89 61 150 Oklahoma . . . Indian Territory . North Central Division: Ohio . . 4, 834 1, 976 6, 810 0 0 0 47 60 107 Indiana . . 4, 727 3,490 8,217 5 4 9 79 35 114 Illinois . . 2, 358 1,693 4,051 6 7 13 70 79 1-19 Michigan . 180 233 413 0 0 0 0 0 0 Wisconsin . . 156 104 260 0 0 0 72 80 152 Minnesota . . . 128 75 203 1 1 2 88 79 167 Iowa . 1.840 1,378 3,218 0 0 0 7 15 22 Missouri . . . . i;029 653 1,682 0 0 0 5 3 "s N or th Dakota . . 110 50 160 0 0 0 0 0 0 South Dakota . . 65 84 149 0 0 0 0 0 0 Nebraska . . 1.229 1,264 2,493 0 0 0 0 0 0 Kansas . 763 634 1,397 0 0 0 8 6 14 Western Division: Montana. . Wyoming. . . Colorado . . 41 126 167 0 1 1 24 27 51 New Mexico . Arizona . . . Utah . Nevada . . Idaho . . Washington . Oregon. . California . 4 24 28 0 0 0 0 0 0 ED 1900 — VOL II- ■51 2082 EDUCATION REPORT, 1899-1900. Table 12. — Suvima.ry of statistics of xjrivate normal schools in 1899-1900. NUMBER OP NORMAL AND OTHER GRADUATES. State or Territory. 1 Normal graduates. Graduates in business courses. Graduates in courses. other Male. Fe¬ male. 1 Tot^d. Male. Fe- i male. ' Total. Male. Fe¬ male. Total. United States - . 1,154 1,167 2,321 , 772 1 295 1,067 393 181 574 North Atlantic Division 25 133 158 0 0 0 0 0 0 South Atlantic Division .. 8(5 179 265 58 32 90 9 21 30 South Central Division 135 111 246 55 22 77 81 42 123 North Central Division. __ 908 734 1,642 i (550 232 882 302 107 409 Western Division . . 0 10 10 1 9 9 18 1 11 12 North Atlantic Division: 1 j I:::*::'" Massachusetts.. _ 0 66 66 ' 0 0 0 0 0 0 l.. ..... New York . . 18 60 78 r ■■'o' 0 0 0 0 0 Pennsylvania. . . 7 7 14 1 0 0 0 0. 0 0 South Atlantic Division: 1 i Maryland . . 12 3 15 0 0 0 0 0 0 District of Columbia.. 0 16 16 0 0 0 0 0 0 Virginia . . 7 15 22 1 2 0 o 3 0 3 West Yirginia _ _ 10 7 17 1 0 0 0 0 0 North Carolina _ 3 32 35 10 12 22 4 11 15 South Carolina . 8 27 35 0 0 0 0 0 0 Georgia. _ _ 35 71 1 106 r 40 20 60 0 9 9 Florida _ _ _ 11 8 i 19 i 6 0 6 f> 1 3 South Central Division: Kentucky _ _ :13 26 59 ! 1 0 1 1 0 1 Tennessee . 63 71 137 1 30 18 48 59 35 94 Alabama . . . 5 3 8 0 0 0 0 0 Mississippi . 13 8 31 ! 3 o 5 6 6 12 Louisiana _ .. _ Texas _ 0 I 0 0 1 1 13 10 1 11 Arkansas . . . 18 3 21 1 1 10 5 0 5 Oklahoma Indian Territory j. i North Central Division: 1 1 ■ Ohio - - 249 127 ^ 376 93 •28 121 170 19 189 Indiana . . 337 261 598 i 49 25 74 31 7 1 38 Illinois . . . . 73 41 114 27 21 48 12 8 ! 20 Michigan ... . . 16 21 37 23 29 52 0 0 Wisconsin . . 12 3 15 1 3 0 3 I 0 0 ! 0 Minnesota . . . 13 13 26 ' 0 0 0 i 8 9 17 Iowa _ 65 79 i 144 ' 94 41 135 1 32 25 57 Missouri _ _ 20 8 ! 28 i 1^* 0 10 i 3 8 11 North Dakota . 4 2 6 j 1 2 3 South Dakota . . 4 11 15 1 0 0 0 2 ' 6 8 Nebraska . . 91 137 228 271 48 319 1 0 1 0 0 Kansas . . 28 33 61 76 38 114 I ! 23 66 V7estern Division: ! ! Montana. . . 1 Wvoming . j . ! . Colorado. . . 0 10 10 7 8 15 0 3 3 New Mexico . Arizona . .. . Utah _ Nevada . Idaho . . . . i::::;::: Washington.. . 1 . Oregon . . i. . 1 California . 0 0 0 2 1 3 1 1 8 9 NORMAL SCHOOLS, 2083 Table 13. — Nummary of sta tistics of private normal schools in 1S99-1000. INCOME FROM VARIOUS SOURCES. Stat0 or Territory. Number of schools reporting. Appro¬ priated by States, counties, .or cities for sup¬ port for 1899-1900. Number of schools reporting. Re¬ ceived from tuition and other fees. N umber of schools reporting. Re¬ ceived from pro¬ ductive funds. Number of schools reporting. Re-, ceived from other sources a,nd un¬ classi¬ fied. Number of schools reporting. Total income for the year 1899-1900. United States - 20 $17, 120 80 $472, 747 J3 864, 138 33 1 $214,594 90 1 j $763, 599 N. Atlantic Division . S. Atlantic Division _ S. Central Division _ N. Central Division - 1 7 9 3 0 200 5,-520 8,400 3,000 0 . 4 24 21 30 1 132, 441 40,857 43, 841 254, .558 1,0.50 1 5 5 0 6,990 6,563 2,101 48,484 0 2 9 11 11 0 30, .548 19. 288 131,443 33,315 0 5 25 25 34 1 170, 179 72, 228 185, 785 339,357 1.050 N. Atlantic Division: Maine _ _ New Hampshire 1 2, GOO 1 12,952 2 14, 952 Rhode Island . Connecticut . . 1 _ 1 200 1 107, 141 1 6, 990 1 17, 596 1 131,927 2:j, 300 O 23, 800 S. Atlantic Division: Delaware. . . Maryland . . 1 2,000 1 400 1 250 2 2, 650 2 700 Dist. of Columbia . 2,700 2 Virginia . . 4 6. .535 1,587 19, 419 3, 726 <■> 8, 782 4 15,317 5,710 West Virginia . 1 1,000 620 2 1 3, 123 2 North Carolina _ 3 6 1 3 1,669 4, 257 4,580 6 21,708 7, 983 South Carolina _ 4 4 Georgia _ _ 1 1.50 3 3, 600 2,890 2 190 3 8,-520 7, 640 Florida . . 1 1, 750 o 1 3, 000 180 o S. Central Division: Kentucky _ _ 1 500 3, 681 1 1 1,600 4,860 98, 778 21,055 4 5, 961 13, 292 105, 199 31, 2.35 Tennessee . . 4 2,232 4,500 395 6 9,200 2 7 Alabama . 1 1 1,921 2 2 Mississippi _ _ 1 6 9, 785 4 6 Louisiana . Texas. . . 1 6,do6 15, 175 i 5, 000 1 ii,6oo 16, 098 Arkansas . 2 773 5 1 1.50 Oklahoma . . . . . Indian Territory N. Central Division: Ohio . 1 1,800 51,227 113,165 16, 700 550 1 18, 600 21,384 300 1 4, 400 r- 76, 027 134, ,549 18, 000 Indiana . 'g 1 6 Illinois . . 5 1 2 1,000 5 Michigan _ 1 1 550 Wisconsin . 1 8,000 1 700 1 8,700 Minnesota _ 2 2, 276 6, 550 8,826 41, 510 1,820 Iowa . . 2 41,510 1,120 2 Missouri . , 1 700 o 2 North Dakota . South Dakota . 1 3,500 1 3, 500 13, 065 Nebraska _ , 1 1 13,065 1 Kansas . . 1 500 •G 24, 510 1 200 1 4 7, 600 6 32, 810 Western Division: Montana . Wyoming . Colorado . . New Mexico . . Arizona . Utah... . Nevada. . . _ 1 _ Idaho . . Washington . Oregon . . 1 California . 1 1,0.50 1 1 1, 0.50 1 1 1 1' i / 2084 EDUCATION REPORT, 1899-1900. Table 14. — Summary of statistics of private normal schools in 1899-1900, VALUE OF BUILDINGS AND OTHER PROPERTY. State or Territory. Number of schools reporting. Volumes in li¬ braries. Estimated value of libraries. Number of schools reporting. Value of buildings, grounds, apparatus, etc. Number of schools reporting. Value of benefac¬ tions re¬ ceived, 1899-1900. Number of schools reporting. Total money value of endow¬ ment. United States _ 104 170, 834 $173, 410 100 $.5,099,223 16 $487, 789 24 $2, 676,456 North Atlantic Division South Atlantic Division- South Central Division. _ North Central Division . 4 23 29 47 2 19,250 27,007 36,070 86, 613 1,894 37,000 23,365 39, 110 93,235 1,700 4 20 30 45 1 1,599.500 470, 600 818, .323 3,190,800 20,000 1 -5 5 5 0 311,-570 5,217 133, 463 37, 540 0 1 4 8 10 1 1, 700, 441 305,000 273, 465 474,550 20,000 N orth Atlantic Division : Maine . . Vermont . 1 4,000 . 5, 0(Xi 1 70, 000 Connecticut . . 1 14, 240 31,000 1 1, 374, ,500 1 311, 570 1 1, 700, 441 9 1, 010 1, 000 9 155, 000 South Atlantic Division: Delaware . . . Maryland . o 7,500 300 8,000 400 2 64, 000 District of Columbia . 1 Virginia . 4 3, 057 6,-500 3, 600 1,200 3, 4-50 3, 400 3,300 11, 200 6,200 5,570 3,315 3,800 4,300 7-50 4 114, 100 1 65,000 100,000 West Virginia. . 3 3 53, 500 1 North Carolina . 5 4 1:35, 000 38, 000 61, 000 5,000 31,404 277, 800 1 300 South Carolina . 3 4 1 267 1 3,000 40, 000 Georgia _ - . 2 1,900 900 i 3 3 4, (j-50 1 Florida 9 1 South Central Division: Kentucky . 6 3, 535 4 1 131 2 7,500 197,710 68, 255 Tennessee . ... 10 9, 02-5 6,200 4,320 10 0 35,-500 97, 2-31 5 Alabama . Mississippi 2 5 3 6 263, 31y 148, .300 1 1 Louisiana Texas . 3. 900 5.900 2,000 5, 040 3 58, 000 40, .500 Arkansas . 4 6 1 600 Oklahoma . Indian Territory _ _ 1 ! North Central Division: Ohio . . r- 21,06-5 21,204 8, 400 1,460 1, -503 34, 400 31, 760 8,8.50 3,000 8 220, 500 732, 800 1 50,000 5,900 120,000 Iiidiana _ _ 9 8 1 40 1 Illinois 8 6 387, 000 6. 000 2 Michigan . . 1 1 Wisconsin . 1 3, 000 1,37-5 11, 800 1,1-50 1 100, 000 1 30, 000 1 170,000 Minnesota 2 1,0-50 60, 000 217, .500 1 40,000 Iowa . 7 12,831 800 6 Missouri . 9 3 60, 000 ,1 3, 150 North Dakota, Smith Da.knta, 1 1. 100 6, 7(H) 10,500 1, (X)0 6,-500 11, -500 1 3 30, 000 18-5, 000 Npibra.ska, 3 Kansas . Western Division: Monta.n a. 6 6 193, 000 3 7, .500 j 3 86,-500 Wyoming Colnrad n 1 744 500 Now Moxino Arizona, Utah Nevada. Idaho AV a, s li i n P" t on Orop^on California, 1 1,150 1, 200 1 30, 000 1 20,000 NORMAL SCHOOLS, 2085 Table 15. — Percentage of male and female stiidenis and percentage of graduates to total number in normal course in public and private normal schools in 1899-1900. State or Territory. In public normal schools. In private normal schools. Male. Female. Graduates. Male. Female. Graduates. United States . . 26.22 73.78 19.17 52. 94 47.06 10,47 North Atlantic Division...: . 22. 26 77.74 27. 85 25.29 74. 71 16.58 South Atlantic Division . . . 27.37 72.63 16. 25 31. 31 68. 69 18. 69 South Central Division . . 37. 46 62. 54 11.68 51.77 48.23 7.71 North Central Division . 28.30 71.70 11.59 56.96 43.04 9.96 Western Division . . . 21.72 78. 28 24. 45 7.38 92. 62 8.20 North Atlantic Divisiqn: 17.93 82. 07 26.98 .85 99. 15 32.20 Vermont . . . . 10. 71 89.29 38.49 0 100.00 32.20 7.18 92. 82 32. 77 0 100. 00 19.07 .87 99.13 32.29 New York . . . . 17.27 83. 73 29.40 22. 03 77. 97 17.18 7.10 92. 90 28.01 Pennsylvania . . 36.02 63. 98 24. 79 47.96 52.04 4, 76 South Atlantic Division: 0 100. 00 60. 00 Maryland . . . .. 4.08 95. 92 25. 00 42. 31 57.69 19.23 District of Columbia . 8.76 91.24 45. 16 0 100. 00 42. 10 Virginia. . . . . 22.60 77.40 21.67 19. 66 80. 34 12.35 West Virginia . . . 50. 16 49.84 20. 99 4:3.94 .56. 06 12. 87 North Carolina . . . 18.89 81.11 10. 40 29. 39 70. 61 7.14 South Carolina . 0 100. 00 15. 35 34. 55 65. 45 14.23 Georgia . . . . . 26.52 73.48 2.02 31.67 68.33 58.89 Florida . . . . . 38.33 61. 67 3.33 42. 11 57. 89 25.00 South Central Division: Kentucky . . 40.65 59.35 39. 03 45.35 54. 65 7. 85 Tennessee . . . 34.77 65. .23 0 51.44 48. 56 13.63 Alabama . 38. 01 61.99 13.11 62. 10 37.90- 1.42 Mississippi . . . 50. 68 49.32 5. 75 ,50. 00 50. 00 10.60 Louisiana . . 12.74 87.26 18. 26 Texas . . . . . . 40. 18 59. 82 13. 74 53.98 46.02 Arkansas. . 58. 06 41. 94 0 50. 40 49.60 4= 22 Oklahoma . . 42.97 57. 03 4.89 Indian Territory . . North Central Division: Ohio. . . . . 2.26 97.74 49.39 68. 80 31.20 8.89 Indiana . 38.28 61. 72 1.35 55. 19 44. 81 12.38 Illinois . . 24.94 75. 06 4.78 50. 58 49.42 5.07 Michigan . . . . 22. 19 77.81 8.45 44. 31 55. 69 22. 16 Wisconsin. - - 27.82 72. 18 19.31 63. 64 36.36 22. 73 Minnesota . . . 18. 46 81.54 26.22 54.55 45. 45 39.39 Iowa . . 27.22 72. 78 8.62 55. 19 44.81 7.87 Missouri . . . 41.28 58. 72 . 7.43 62.36 37. 64 2.35 North Dakota . 31.41 68. 59 7.19 42. 86 ,57. 14 South Dakota . . 29.38 70. 62 10. 63 43. 62 56.38 10. 07 Nebraska . . . . 27.09 72. 91 2.88 39.92 60.08 18.17 Kansas . . . 37.31 62.69 7.40 45. 69 54. 31 14. 59 Western Division: Montana . 13.26 86.74 7.14 Wyoming . Colorado . . . 27. 06 72. 94 18. 57 7.21 92. 79 10. 31 New Mexico .. . 29.32 70. 68 33.08 Arizona . 34. 48 65. 52 0 Utah- . 45. 95 54. 05 0 Nevada, _ _ _ Idaho 36.21 63. 79 13. 17 Washington 21.32 78.68 9.72 Oregon . 32.02 67.98 26. 37 California . 13.33 86. 67 3,2.60 8.00 92.00 0 2086 EDUCATION REPORT, 1899-1900. Table 16.— A'orjTiaZ shtdenfs in universities and colleges and j)ublic and private high schools in 1S99-1900. State or Territory. In universities and colleges. In public high schools. In private high schools. Grand total. Institutions. Male. Female. Total. Schools. Male. Female. Total. i Schools. Male. Female. Total. United States - 243 1 4,030 |5,494 9,524 508 2,632 8,071 10, 703 417 3, 745 4, 777 ! 8,522 28,749 N ortli Atlantic Division 36 783 748 1,531 1 166 502 4, 564 5, 066 77 625 1.116 1,741 8,338 South Atlantic Division 45 606 793 1.399 1 40 167 473 1 640 86 706 1 938 1,644 3,683 South Central Division. 50 844 1,267 2,111 ' 126 1,065 1,162 j 2,227 137 1,363 . 1, 346 2,709 7, 047 N orth Central Division. 94 1,535 1,998 3.533 169 895 '1,837 2,732 87 i 950 1,118 2,068 8, 333 Western Division . 18 262 688 950 1 5 3 35! 38 30 ! 101 259 360 1,348 N orth Atlantic Division : 1 Maine . . _ - - 3 9 23 32 ! 9 11 67 78 3 15 84 99 209 New Hampshire ... 1 0 1 1 3 i 120 5 125 126 Vermont . . 1 a 16 30 16 33 105 138 i 8 12 45 57 225 Massachusetts - - 3 0 228 228 4 0 188 1 188 , 4 5 25 30 446 Rhode Island . 1 17 25 42 1 0 1 I 3 1 1 0 ‘2 2 47 3 0 190 190 f 9 1 1 2 192 New York . . 12 535 322 857 84 349 3.181 3,530 84 187 271 4, 658 New Jersey _ o 13 14 27 1 1=^ 5 79 84 1 3 5 47 52 163 Pennsylvania - 14 195 120 315 ! 35 102 752 854 I 36 383 720 1, 103 2,272 South Atlantic Division : 1 [ 1 0 3 3 0 0 0 0 3 Maryland . - - 3 4 74 78 ; 1 1 3 4 I'T 18 ! 3 26 108 District of Columbia o 17 69 86 0 0 0 0 86 Virginia. . . 5 108 36 144 40 187 927 14 65 i 200 285 636 West Virginia . 3 22 21 43 1 3 5 30 ~35 3 97 1 127 224 302 North Carolina - 6 196 224 420 1 2 0 8 10 28 230 221 451 881 South Carolina - 7 111 75 186 7 3 79 82 14 1 151 1 179 330 598 Georgia . . 15 124 198 322 ; 14 89 95 184 16 i 126 ^ 186 312 818 Florida . . . 4 24 93 117 6 27 71 98 1 3 1 19 i 17 36 251 South Central Division: Kentucky . 11 223 262 485 16 133 144 277 ! a5 i 370 3.50 720 1,482 Tennessee . . 13 362 603 965 14 84 63 147 1 29 1 313 256 569 1,681 Alabama . 5 110 92 202 8 55 58 113 i 15 1 73 83 156 471 Mississippi . 8 33 185 218 23 103 286 449 18 235 237 472 1,139 Louisiana . . . 2 12 40 52 3 3 7 10 i 7 31 93 124 186 Texas . . . 6 67 45 112 1 i 47 424 475 899 1 25 i 255 233 488 1,499 Arkansas . . . 3 35 30 65 15 203 129 332 i 7 ! 31 90 171 568 Oklahoma _ _ 0 0 0 0 0 Indian Territory ... 2 2 10 12 0 0 0 0 1 ! 5 4 9 21 N orth Central Division : Ohio . 13 2.24 264 488 51 244 430 674 7 38 89- 127 1,289 Indiana . 3 "47 45 92 11 53 64 117 11 282 231 513 722 Illinois - . . 16 300 316 616 8 35 61 96 i 16 139 151 290 1.002 Michigan . . . 7 73 60 133 15 30 111 141 3 56 81 137 411 Wisconsin . 6 173 112 285 10 51 134 185 1 30 0 30 500 Minnesota . 4 51 56 107 7 65 72 137 5 82 74 156 400 Iowa _ _ - - - 12 182 416 598 : 23 94 202 296 14 1 83 207 290 1,184 Missouri . 10 ■150 110 260 20 155 452 607 24 198 224 422 1,289 North Dakota . . 1 8 b5 23 0 0 0 0 23 South Dakota-. . . ij 31 117 148 2 12 8 20 168 Nebraska . . 5 52 199 251 6 12 38 50 2 3 12 15 316 Kansas . 12 244 288 5:12 16 144 265 409 4 39 49 88 1,029 Western Division: Montana . . 2 4 17 21 21 Wyoming .. 1 ' 0 14 14 1 . 14 Colorado . 1 16 31 47 1 2 6 8 1 0 16 16 71 New Mexico 1 0 19 19 0 b 0 0 19 Arizona 0 0 0 0 0 Utah . . 3 130 274 404 0 0 0 0 6 57 79 136 540 N e vad a. 0 0 0 0 0 Idaho . 0 0 0 0 1 2 5 7 Washington _ ... 2 13 44 57 1 0 2 4 20 29 49 108 Oregon . . 3 10 57 67 0 0 0 0 10 22 70 92 159 California . 6 89 232 321 3 1 27 28 8 0 60 60 409 NOEMAL SCHOOLS. 2087 Table 17. — Distmlmtion of studerds pursuing teachers' training courses in various institidions in 189i)-1900. State or Territory. In public normal schools. In private normal schools. In univer¬ sities and colleges. [ In public high schools. i In private high schools. 1 Total 1 normal 1 students. United States - . . 47, 421 22, 172 9,524 10,703 8,522 98,343 North Atlantic Division...- 17,679 953 ' 1,531 5,01>6 1,741 26,970 South Atlantic Division.... 4.228 i,4ia 1,399 640 1,644 9,329 South Central Division - 4, 092 3,191 2,111 2 227 2,709 14, 330 North Central Division .... 17,537 16,488 3,533 2’, 732 2,068 43,358 Western Division . . . 3, 885 1.22 950 38 i 360 5, 355 North Atlantic Division: ■■ 1,071 32 1 78 99 1,280 118 1 1 125 244 252 30 138 57 477 1. 71 0 205 228 188 30 2,421 194 42 3 2 241 576 190 2 768 New York- . . 5,987 4.54 857 3.530 271 11,099 789 27 84 52 953 "Pennsylvania . . 6. 9,22 294 315 854 1,103 9,488 South Atlantic Division: 25 3 0 28 Maryland . . . 392 78 78 4 26 578 District of Columbia . . . 217 38 86 0 341 Virginia. . . 323 178 144 227 265 1,137 West Virginia . . 1,234 1:32 43 35 224 1,668 North Carolina - 923 490 420 10 451 2,294 South Carolina - .. 202 246 186 82 3:30 1,046 Georgia, . . 792 180 322 184 312 1, 790 Florida . . . 120 76 117 98 36 447 South Central Division: Kentucky . . 310 7.52 485 277 720 2, 544 Tennessee . . . 604 1,005 965 147 569 3,390 Alabama . 847 562 202 113 156 1,880 Mississippi . . 365 198 218 449 472 1,703 Louisiana . . . 471 52 10 124 657 Texas . . 779 176 112 899 488 2,4.54 Arkansas . . 62 498 65 3:32 • 171 1, 138 Oklahoma . . . 654 0 654 Indian Territory . 12 0 9 21 North Central Division: Ohio . . . 575 4,228 488 674 127 6.093 Indiana . . 1,327 4,8:31 92 117 513 6, 880 Illinois . - 2,1:33 2,2-50 616 96 290 5, 385 Michigan. _ _ 2,023 167 133 141 137 2,601 Vv^isconsin... . 2, 786 66 285 185 30 3, 353 Minnesota. . . . .. 1,430 66 107 137 156 1,896 Iowa. _ _ _ 2,204 1,830 598 296 290 5,218 Mis.souri . . . 1,897 1. 193 260 607 423 4,379 North Dakota. - . . 417 35 23 0 475 South Dakota . . 480 149 148 20 797 Nebraska . . . . 764 1,2,55 . 251 ' 50 15 -2,335 Kansas . . 1,501 418 5-32 1 409 88 -2,948 Western Division: 1 Montana . 98 21 119 Wyoming . . r . 14 14 Colorado . . . 377 97 47 8 16 545 New Mexico . 133 19 0 1.53 Arizona . . . . . _ . 116 1 0 116 Utah . . . . 148 404 0 136 688 Nevada . . . 0 Idaho. . 243 0 7 250 Washington. . . . . 319 . 57' 2 49 427 Oregon _ 531 67 0 92 690 California . 1,920 25 321 28 60 ^o± 2088 EDUCATION EEPORT, 1899-1900. Table 18. — Colleges and universities reporting students in teachers^ training courses. Normal students. Location. Institution. 1900. 1895. 1896. 1897. 1898. 1899. Male. Fe¬ male. Total. ALABAMA. 8 10 12 0 5 5 Bloant College . 7 . 14 29 29 St. Bernard College . 14 34 0 34 2 9 11 3 13 15 Alabama Baptist Colored University. 40 63 61 124 13 15 3 University of A. la b a m a (public). 10 14 24 ARIZONA. University of Arizona (pub¬ lic). 4 ARKANSAS. Arkadelphia Methodist Col¬ lege. 19 Do ... Ouachita Baptist College _ Arkad elphia Cu mberland College. 40 17 9 Central Baptist College _ 7 Do Hendrix College. _ ... _ 15 1 16 Eayetteville University of Arkansas (public), a 16 6 14 14 18 32 Little Rock _ Philander Smith College _ o 45 17 0 11 17 f'AIAFOHNIA. Dei’keley University of California (public), a 100 269 262 717 598 Claremont . . j Pomona College . 14 3 4 7 Los Angeles . . i Mills College . .1 St. Vincent’s College . . 30 78 Mills College . . . 4 0 2 2 O.nlrln.nrl > California College , 3 Pasadena . Throop Polytechnic Insti¬ 10 11 10 13 12 i 20 24 tute. San Jcse College of iSTotre Dame. . 35 20 10 20 30 0 31 21 Santfi. Rnsn, Pacific Methodist College _ 1 Stanford Univer¬ Leland Stanford Junior 158 46 50 211 295 80 184 264 sity. TTniversity University, a University of Southern Cal¬ ifornia. 18 9 2 1 3 COLORADO. Ron 1 fl er University of Colorado (public), a 65 42 16 31 47 Colorado Springs. 15 17 Colorado College and Cutler Academy. University of Denver. _ University Park . . DELAWARE. 14 State College for Colored Students. 0 3 3 Dover DISTRICT OF CO¬ LUMBIA. Washington . Gallaudet College (public) . 5 5 5 >7 5 Do ... Howard University (public) 188 47 124 31 9 14 ! 67 81 FLORIDA. De Land John B. Stetson University . 29 48 - 28 35 T.ake City Florida Agricultural Col¬ lege (public). 19 40 4 32 36 T.ee.shnrg Florida Conference College 8 8 St. Leo _ _ _ St. Leo Military College ... 3 2 4 3 5 6 0 6 Tallahassee State Seminary West of the Suv/annee River (public). 7 33 40 Winter Park ... Rollins College . . 18 8 9 a Has a pedagogical department. NORMAL SCHOOLS, 2089 Table 18. — Colleges and miiversities reporting students in teachers'' training courses — Continued. Normal students. Location. Institution. 1895. 189(). 1897. 1898. 1899. Male. 1900. ! Fe¬ male. 1 Total. GEOJiGIA. 20 lie). 3 3 3 0 3 Do - - 83 105 137 139 13 10 10 20 Do . . Morris Brown College _ 39 36 16 45 43 3 40 43 37 30 18 13 30 335 4 8 4 0 6 6 Dalilonega _ North Georgia Agricultural 40 44 68 40 37 67 College (public). 3 4 0 5 .5 10 0 6 6 18 35 0 30 30 1-1 33 33 10 0 20 30 Macon _ Mercer University. . . 37 10 10 11 10 80 0 30 15 0 15 Clark University _ 43 31 47 55 0 45 45 4 0 3 3 18 6 5 11 lege. Young L. G. Harris College . 35 39 ILLINOIS. A I'linp’don Hedding College 33 18 4 4 1 Carlinville Blackburn University . 7 Cartilage Carthage College _ . . _ 10 64 Cliam'Daign _ 1 University of Illinois ( pub¬ 13 31 66 68 lic). Chicago . . University of Chicago a 300 Do . St. Ignatius College. . . 16 0 16 Effingham Austin College 100 130 110 90 175 150 100 350 Elmhiii’st . . Proseminar der Evangel Sy- 33 30 17 10 0 10 node von N. A. Eureka . Eureka College . . . () Evanston N orth western University a. 30 30 30 11 4 iu 20 Ewing . Ewing College _ 9 36 14 50 Fulton . Northern Illinois College _ 30 50 46 85 35 Greenville. _ Greenville College _ _ i 4 7 11 Hooiieston . Greer College _ 4 51 44 35 Jacksonville . Academy for Y oung W omen 4 0 4 4 Do . Illinois College . . . . 5 8 14 30 0 20 Do . Illinois Woman’s College ... 7 7 15 15 18 0 10 10 Knoxville _ St. Mary’s School . 40 Lincoln . Lincoln University _ 9 48 55 Naperville. . Northwestern College . 13 13 13 15 5 7 13 Quincy . Chaddock College . 10 ‘35 65 10 13 S3 Rock tsla.nd Augustana College . 17 13 5 16 6 71 77 Unper Alton Shurtlefl; College . 5 Urbana . . Univei’sity of Illinois _ 55 13 5 18 Westfield- - Westfield College . . 9 17 it 18 8 13 31 Wheaton Wheaton College _ 17 9 9 18 INDIANA. HI oom 1 u ctou Indiana University (pub¬ 53 138 94 lic) a. Crawfordsville _ Wabash College . . 4 6 Irvington Butler College 30 Merom . . . Union Christian College _ 47 54 33 65 50 35 29 54 Moores Hill - Moores Hill College .. 98 98 30 30 10 13 33 Ride'eville Ridgeville Collep-e 90 65 35 Upland . . Taylor University . . 50 40 33 44 13 4 16 INDIAN TERRI¬ TORY. Bacone . . . Indian University 19 3 4 6 Muscogee _ Henry Kendall College _ 0 6 6 a Has a pedagogical department. 2090 EDUCATION REPORT, 1899-1900. Table 18. — Colleges and universities reporting students in teachers'' training courses — Continued. Location. Cedar Rapids. .. Charles City _ College Springs Des Moines _ Fayette . . . Grinnell _ Hopkinlon _ Indianola _ iowa City . Lamoni _ _ Le Grand . . Mount Pleasant Do.. . . Mount V ernon . . Pella . Sioux City . Storm Lake - Toledo . Institution. Coo College. . . . Charles City College.. . Amity College . . . Drake University . . . . . Upper Iowa LTniversity - Iowa College . . . — Lenox College . . Simpson College . State University of Iowa ( public ) . a Graceland College - Palmer College . . German College _ _ Iowa Vv^esleyan University Cornell College . . Central University of Iowa Morningside College . . Buena Vista College _ Western College . . 1896. 28 66 121 51 KANSAS. Atchison . Midland College. . Baldwin . j Baker University . . Dodge City . [ Soule College . . Emporia . . j College of Emporia _ Enterx>rise _ Central College . . . Highland _ Highland University - Holton . 1 Campbell University _ Lawrence. . j University of Kansas (pub¬ lic), a Lane University _ _ Kansas Christian College.. Bethany College . . Ottawa University . . Kansas Wesleyan Univer¬ sity. Cooper Memorial College.. Washburn College . . ' Fairmount College _ I Southwest Kansas College Lecompton Lincoln . . . , Lindsborg . Ottawa _ Salina. . Sterling- Topeka.. Wichita. Winfield , KENTUCKY. Berea . Columbia _ Georgetown . Glasgow . Harrodsburg Hopkinsville. Lexington ... Do . . Millersburg . Nicholas ville Owensboro . .. Richmond ... Winchester . LOUTSTANA. Keatchie . N ew Orleans . . Do Do Do IiIAINE. Kents Hill ... Berea College . Columbia Christian College. Cleorgetown College . Liberty College _ _ Beaumont College . South Kentucky College _ A. and M, College of Keii- tuck3^ (public). Kentucky University. . Millersburg Female College Jessamine Female Institute Owensboro Female College. Central University . . Kentucky Yfeslejmn College Keatchie Male and Female College. College of the Immactilate Conception. Leland University _ New Orleans University _ Straight University _ _ Maine Wesleyan Female College. Gi 20 23 1897. Normal students. I 1899. I 18 HI 54 1900. 29 37 173 33 15 121 Male. Fe¬ male. 2 1 19 i 72 30 55 47 28 60 44 36 12 34 40 41 39 10 142 25 138 24 15 45 54 46 16 12 10 111 66 44 Total. 37 10 10 32 31 249 25 81 111 "ii 81 30 10 138 57 25 6 50 46 17 28 10 a Has a pedagogical department. NORMAL SCHOOLS. 2091 Table 18. — Colleges and universities reporting students in teachers' training courses — Continued. Location. Institution. Normal students. 1895. 1896. 1897. 1898. 1900. Total. MAINE— cont’d. Orono _ Woodfords . MARYLAND. Baltimore _ Baltimore (Sta¬ tion L). Chestertown _ Hagerstown . MASSACHUSETTS, Cambridge . Do - . . South Hadley ... Wellesley _ MICHIGAN. Adrian . Albion . . . Alma . . Ann Arbor . Benzonia . . Hillsdale . Holland . Kalamazoo . . Olivet . MINNESOTA. Excelsior . Minneapolis . Northfield . St. Paul . . Do . . St. Peter . Winnebago City. MISSISSIPPI.* Blue Mountain . . Brookhaven . Columbus. . Daleville . . French Camp _ Holly Springs ... Meridian . Do . Oxford . Pontotoc . . . Port Gibson . University _ Water Valley _ MISSOURI. Albany . Do . . Bolivar . Bowling Green .. Cameron . Canton . University of Maine (pub¬ lic). Westbrook Seminary - Morgan College . Notre Dame of Maryland. Washington College Kee Mar College _ Harvard University _ Radcliffe College _ Mount Holyoke College. Wellesley College. . Adrian College . . . Albion College . . Alma College . . . University of Michigan (public). ft Benzonia College . . . Hillsdale College . Hope College . Kalamazoo College. . Olivet College . N orth western Christian College. University of Minnesota (public), ft Carleton College . . Macalester Colleg;e . Hamline University _ Gustavus Adolphus College Parker College . . . Blue Mountain Female Col¬ lege. Whitworth Female College. Mississippi Industrial Insti¬ tute and College (public). Cooper-Huddleston College. Central Mississippi Institute Rust University. . East Mississippi Female College. Stone College for Young Ladies. Union Female College . Chickasaw Female College . Port Gibson Female College. University of Mississippi (public), ft Hamilton College . . Central Christian College. . . Northwest Missouri College Southwest Baptist College.. Pike County College . . Missouri Wesleyan College. Christian University _ 44 38 63 113 63 73 64 83 40 14 23 130 38 130 110 15 104 10 "38' 50 15 14 14 5<) 130 43 20 38 18 13 41 40 56 130 43 36 13 ft Has a pedagogical department. 2092 EDUCATION KEPORT, 1899-1900. Table 18. — Colleges and universities reporting students hi teachers' training courses — Continued. Normal students. Location. Institution. 1900. 1895. 1896. 1897. 1898. 1899. Male. Fe¬ male. Total. i\iissouRr— cont’d. 14 13 4 16 71 University of the State of Missouri (public), a Grand River Christian Union College. Synodical Female College .. Pritchett College . 70 53 57 63 116 43 29 Edinburg _ 70 Fulton _ _ 14 3 1 1 2 19 15 18 31 33 44 3 5 5 30 33 Cottey College tor Young Ladies. 30 1 9 10 St. Louis . 51 0 51 14 15 8 Tarkio _ Tarkio College . . 8 31 33 103 Warrentoii - . Central Wesleyan College 5 33 30 36 30 13 24 37 MOXTAJJA. College of Agriculture and Mechanic Arts (public). Montana Vfesleyan Uni¬ versity. University of Montana ( public,). 4 15 0 13 12 9 15 9 4 5 Missoula . 3 NEBRASKA. Bellevue _ University of Nebraska _ Cotner University . 10 13 11 13 Bethany . 43 13 13 College View Union College . . 46 43 50 Crete Doaue College. . 13 Fairfield . Fairfield College . . . S8 35 9 10 Grand Island Grand Island College 38 13 1 6 19 35 Hastings . Hastings College _ _ 13 Lincoln . . University of Nebraska (public). Ga-tes College _ _ 60 80 56 140 1.57 33 107 130 Neligh .. - 51 70 19 University Place - York Nebraska Wesleyan Uni¬ versity. York College . 50 80 2 4 6 15 35 48 U 36 40 A , Reno . State University of Ne¬ vada (public). 67 94 75 48 65 NEW .JERSEY. • Borden town Bordentown Female College Rutgers College . . 39 40 14 0 14 14 Hew Brunswick 8 13 0 13 NE’.Y MEXICO. A IbuoxJerque University of New Mexico (public). New Mexico College of Ag¬ riculture and Mechanic Arts (public). 4 1 9 0 19 19 Mesilla Park 13 NEW YORK. Alfred Alfred University 14 17 34 14 3 9 13 A llepa.ny St. Bonaventure’s College 10 Brooklyn Adelphi College .... 34 23 0 30 30 Clinton Hamilton College . 1 10 30 30 20 35 0 35 Fjlmivfl, Elmira, College 0 3 3 Hamilton . Colgate University. 10 Ithaca . Cornell Universitv ci . New York . Barnard College . 4 15 14 0 71 71 Do College of St. Francis Xavier College of the City of New York (public). Columbia University a . 38 30 36 0 26 Do . 173 186 336 0 236 Do . . 55 116 74 0 74 « Has a pedagogical department. NORMAL SCHOOLS, 2093 Table 18. — Colleges and universities reporting students in teachers' trailing courses — Continued. Location. NEW YORK— cont’d. New Yoi’k . Do . Rochestei' . Syracuse . NORTH CAROLINA. Chapel Hill . Charlotte . . Hickory. . . Louishurg . Mars Hill... . Murfreesboro - Raleigh . . . Salisbury . . NORTH DAKOTA. Fargo . . University... . OHIO. Akron . Alliance . Athens . Berea . . . Cleveland. . Columbus... . Defiance . . Delaware . . Findlay . . . Glendale . Hiram . . Lima . . . Marietta . New Concord _ Oberlin . . . Oxford. . Richmond . . Scio . Tiffin . . Westerville. . Wilberforce . Wooster . . Yellow Springs... OKLAHOMA. Stillwater . OREGON. Albany . . . McjMinnville . Philomath . . Salem . . University Park. . PENNSYLVANIA. Allentown . . Do . Annville . Beatty . Bryn Mawr . Coilegeville . . Easton . . Gettysburg . Greenville . Huntingdon . ' Lancaster . Institution. Normal students. 1895. 1896. 1899. 1900. Male. Fe¬ male. Manhattan College . New York University ... University of Rochester. Syracuse University . 81 100 University of North Caro¬ lina (public). Biddle University. . Claremont College . Louisburg Female College. Mars Hill College . . Chowan Baptist Female In¬ stitute. Shaw University _ Livingstone College . . 39 50 Fargo College . . University of N orth Dakota (public). Buchtel College . Mount Union College _ Ohio University (public) a.. Baldwin University _ .. Western Reserve University Ohio State Univer.sity (pub¬ lic). Defiance College . . Ohio Wesleyan University.. Findlay College . . . Glendale Female College _ Hiram College . . . Lima College _ _ Marietta College . . Muskingum College _ .... Oberlin College . W estern College for W omen Richmond College . Scio College _ _ Heidelberg University . Otterbein University . Wilberforce University _ University of Wooster . Antioch College . . 175 53 12 15 39 22 107 Oklahoma Agricultural and Mechanical College (pub¬ lic). Albany College . . McMinnville College ... Philomath College _ Willamette University. Portland University ... Allentown College for Women. Muhlenberg College _ Lebanon Valley College _ St. Vincent’s College _ Bryn Mawr College . . Ursinus College . . Lafayette College . Pennsylvania College . . Thiel College . Juniata College . . Franklin and Marshall Col¬ lege. 10 25 107 76 14 107 33 40 4 138 128 26 21 182 21 72 26 346 26 35 60 190 38 173 113 80 53 38 53 119 19 36 67 86 35 84 29 20 0 141 0 68 119 40 15 14 13 Total. 28 226 18 108 61 49 20 44 171 23 85 146 "23 14 27 16 83 12 33 25 23 5 23 17 8 60 12 rtHas a pedagogical department. 2094 EDUCATION EEPOKT, 1899-1900. Table 18. — Colleges and universities reporting students in teachers' training courses — Continued. Location. Institution. Normal students. 1895. 1896. 1897. 1898. 1899. j Male. 1900. Fe¬ male. Total. PENNS Yn V AAT A — continued. Albright College . 11 4 15 New Berlin _ Central Pennsylvania Col- 7 10 9 19 8 7 4 11 lege. Philadelphia _ Central High School (pub- 11 6 18 32 32 22 0 22 lie). Do . 81 78 44 8 47 55 nia. a j Pittsburg _ 30 40 9 9 Selinsgrove . Susquehanna I; Diversity . .. 13 22 14 12 Swarthmore _ 11 3 6 9 25 35 8 10 20 30 KHODE ISLAND. 32 55 50 52 17 25 42 SOUTH CAROLINA. 86 23 20 20 27 15 14 29 Do _ Columbia Female College... 8 Do . . South Carolina College 14 25 26 32 39 35 10 45 (public), a Erskine College _ 26 0 28 Do . . Duewest FemTile College _ 25 25 12 7 6 0 15 15 30 22 0 22 Do . Greenville College for 0 5 5 \Vome7i. Orangeburg . _ Claflin University . 48 83 73 39 34 13 31 44 Spartanburg _ Converse College . . 50 Union. . . Clifford Seminary . 6 IVilbainston - Williamston Female College 8 SOUTH DAKOTA. East Pierre . . Pierre University . . 29 25 13 14 1 Hot Springs Black Hills College . 6 18 3 7 Huron _ _ Huron College _ _ 20 7 22 29 Mitchell Dakota University . 57 17 60 6-5 14 59 73 Red Held . Redfield College. . 33 33 16 16 3 13 16 Vermilion University of South Dakota 'J' 6 8 4 ’ 10 14 (public). Yankton . . Yankton College. . . 3 13 16 TENNESSEE. i Brownsville Brownsville Female College 4 0 5 Chattanooga. U. S. Grant University . 8 Columbia _ Columbia Athenmum . _ 8 Erankliii Tennessee Female College.. 4 j 1 . Harriman American University of 45 15 9 Harriman. Hiwassee College. Hiwassee College . . 20 37 14 20 12 32 Jackson . Memphis Conference Fe¬ 3 0 3 3 male Institute. Knoxville . . Knoxville College . 25 43 53 20 17 37 Do . . University of Tennessee 48 35 17 16 9 (public), a Lebanon . _ _ _ Cumberland University _ 13 McKetizie Bethel College . ... 15 35 14 Maryville Maryville College 20 17 21 30 51 Milligan . Milligan College . 20 24 35 50 45 35 80 Mossy creek . . Carson and Newman Col¬ 27 20 15 10 25 Murfreesboro _ lege. Soule College . . 50 Nashville _ .. Central Tennessee College.. 16 24 15 38 48 8 37 45 Do . Fisk University . 82 14 Do . . Roger Williams University. 39 92 81 39 42 4 22 26 Do University of Nashville 132 420 205 398 603 Pulaski Ma.i’tin Collep'e 20 20 Rogersville . . Rogersville Synodical Col¬ 12 20 12 le 15 0 8 8 lege. Snencer . Burritt College.. . 16 19 32 28 46 •* 16 22 38 Sweetwater Sweetwater Collee'e 16 8 Tusculum .... Greeneville and Tusculum 12 8 4 12 College. 1 ft Has a iJedag'Ogical dejiartment. NOEMAL SCHOOLS, 2095 Table 18. — Colleges and miiversities reporting students in teachers' training courses — Continued. Normal students. Location. Institution. 1895. 1896. 1897. 1898. 1899. Male. 1900. Fe¬ male. Total. TENNESSEE— con- tinned. 11 lege. 6 6 TEXAS’. 135 139 91 97 lie), a 20 5 5 Brownwood . Howard Payne College . 15 18 22 22 40 25 19 44 15 50 19 5 3 8 6 0 4 4 37 9 10 j 6 4 10 17 15 sity. 31 33 17 37 1 4 4 1 38 10 3o Do . Paul Quinn College . 6 3 13 '1' 7 3 5 8 UTAH. Logan 1 Brigham Young College _ 107 24 26 7 10 17 Salt Lake City _ University of 'Utah (pu'b- 70 330 . 379 414 441 133 264 387 VERMONT. 1 lie), a M 1 rl d lehu r v j Mifldleburv Collep'e o 10 14 16 30 VIRGINIA. Bridgewater . Bridgewater College . . 10 8 8 17 19 6 8 14 Fredei’icksburg . . Fredericksburg College . 10 Lynchburg . . Randolph-Macon ■\v''oman's G 10 30 30 35 0 33 23 College, a Richmond . . Virginia Union University . o 0 o Williams'burg .... William and Mary College.. 114 135 106 116 143 100 0 100 Winchester _ Va,lley Female College o 1 2 2 4 0 6 G WASHINGTON. Burton . Vashon College . 20 35 18 6 8 3 8 Colfax _ _ Colfax College. . 13 27 College Place . Walla Walla College . . 30 Seattle . . University of Washington 107 4 65 10 39 49 (public)’. Tacoma . Whitworth College _ o 4 Do- . - Puget Sound University _ 39 49 36 13 13 "Vancouver . St. James College . . 14 ! 3 W alia. W alia . Whitman College . . 13 WEST VIRGINIA. Barboursville _ Barboursville College _ 20 18 15 35 4 3 r- Morgantown _ West Virginia University 30 15 33 33 18 18 36 WISCONSIN. (public), a Appleton Lawrence University . 22 31 25 29 19 10 29 Beloit Beloit College . . 33 33 18 35 Franklin . Mission Plouse of the _ie- 15 formed Church in the United States. Galesville Gale College .... ... 14 15 8 ■r 15 Madison . University of Wisconsin 63 31 59 125 85 210 (public), a Milton . . Milton College. - . 1 o g Ripon . . Ripon College . . . 1 3 Watertown . Northwestern University .. 7 WYOMING. Laramie . University of Wyoming 20 25 24 29 26 0 14 14 (public). a Has a pedagogical department. 2096 EDUCATION REPORT, 1899-1900. Table 19. — Statistics of public 1 3 4 5 6 10 11 13 13 14 15 16 17 18 19 20 21 23 23 24 25 26 27 Teachers. Students. Location. Name of institution. Entire num¬ ber em¬ ployed. In¬ struct¬ ing normal stu¬ dents. Entire number en¬ rolled. Below normal and high- school grades. In nor¬ mal course. 6 § 6 a A 6 Is a 0.' (D "a a3 'cS g $ 6 6 a U 641 183 127 458 1,301 13 Dexter . . Dexter Normal School . . . 2 o 54 ,5 Hawarden . . Hawarden Public Normal 3 0 3 0 375 255 21M3 ■ 200 50 50 Rockwell City . . - School. Calhoun County Normal 2 6 1 158 107 120 106 2 16 School.* KANSAS. Hmpoi’ia - . . Kansas State Normal School. 17 19 17 19 754 1,4.56 1.56 265 560 941 KENTUCKY. Corinth . . . Northern Kentucky Norma,! School.* 2 2 1 1 100 90 60 50 25 20 Frankfort . State N ormal School for Col¬ 5 s 4 3 94 76 34 19 60 57 ored Persons. Hazard . Hazard Normal School. . . . 3 1 1 2 1 140 1 60 99 29 40 30 Louisville . . Normal Department of Louisville Public Schools.* 1 1 1 77 LOUISIANA. Natchitoches _ Louisiana State Normal 5 13 5 6 112 374 53 70 60 304 School. 1 New Orleans _ New Orleans Normal School. 0 13 0 9 0 107 0 0 0 107 MAINE. Castine . . . Eastern State Normal School 4 7 3 6 66 433 10 15 56 417 Farmington . Farmington State Normal School. 3 9 3 6 38 204 38 204 Fort Kent . Madawaska Training School. Gorham Normal School . 0 4 0 4 48 Gl> 60 234 48 60 Gorham . 2 8 2 8 o 60 90 6 144 Lee - . I .ee Norma.l AcarlPTny 1 0 2 1 0 45 33 50 37 (j 0 40 44 Springfield _ Springfield Normal School .. 3 3 6 2 4 10 MARYLAND. Baltimore . . . - Maryland State Normal School. 4 16 4 8 25 399 9 33 16 376 MASSACHUSETTS. Boston . _ Boston Normal School 13 5 2 12 5 0 ,398 243 0 0 0 298 _ do . Massachusetts Normal Art 11 11 61 0 0 61 243 School. Bridgewater . Bridgewater State Normal School. 8 19 8 47 238 47 338 Cambridge . Wellington School . 1 6 1 6 0 26 0 0 0 36 Fitchburg . State Normal School _ _ 5 ■1 20 18 5 11 ! 3 107 3 107 Framingham . 4 lb 0 163 0 163 Lowell . i Training School for Teachers 0 24 0 6' 0 15' ol 15 * Statistics of 1898-99. NOEMAL SCHOOLS, 2099 schools, 1899-1900 — Continued . Students. Chil¬ dren in model school. Col¬ ored stu¬ dents in nor¬ mal course. Gradu¬ ates from nor¬ mal course. Years in normal course. Weeks in school year. 1 Volumes in library. I 1 Value of grounds, build¬ ings, furniture, and scientific apparatus. Amount of State, coun¬ ty, or city aid. Total income for the year | 1899-1900. Amount received from State, county, or city for buildings and im¬ provements. In bus¬ iness course. In bigh- scbool grades. Male. Female. Female. Male. 6 1 Male. Female. Male. Female. 13 14 15 m 17 18 IS? 2® 21 22 23 1 24 2® 1 2T 29 83 6 8 9 4 39 15, 106 0315, 000 033, 216 $36, 416 378 387 0 1 40 12, COO 1,250,000 40, 000 40, 000 $.50, 000 162 164 3 13 4 42 7,000 250, 0OC> 33,000 34, 040 14 13 147 131 0 0 31 38 4 39 15, 000 336,000 33,000 46,241 i 5, 380 0 0 0 ■ 0 0 3 0 18 o 40 0 0 0 0 102 123 4 39 30, 000 350,000 65, 000 70,000 c 0 0 0 0 0 4 200 .50 900 oj 183 127 61 112 4 "37 10, 500 130, OfX) 44, 500 66, 7.24 50, 000 49 37 2 40 200 12,000 2, 300 3.100 25 5 1 3 40 200 25, 000 '800 ! 36 45 1 16 2 36 111 7, 800 5,200 5,600 ! 38 250 95 116 5 8 2£ 83 3 39 14, 500 200,000 35, 000 51, 150 1 ! i 20, 500 15 20 0 0 5 4 4,G‘00 700 2, 000 0 G 0 G 0 0 60 57 43 39 g 40 700 25, 000 3,000 6, 787 1 1 169 120 1 29 2 40 300 0 0 52 70 0 0 6 42 4 32 3, 161 75, 000 16, 000 21,544 1,500 0 0 0 0 123 13 0 0 0 38 o 38 700 1 I 10! 15 12 54 1 38 1,000 50, 000 10,000 10, 700 500 0 0 0 0 40 52 0 0 8 44 2 38 3,401 75, 500 9, 100 9, 800 500 0 0 40 68 4 38 375 10, 000 2, 500 2, 7!X) 0 60 90 0 3 (3 57 3 39 2, 698 78, OOO 9,4(X) 10, 090 4, 60(i 0 6 0 (j 2 33 116 4,300 1, 000 1,649 2 2 21 23 3 22 500 5,000 750 1,290 0 0 0 0 9 23 0 0 6 92 3 38 4,200 160, 000 20, 000 27, 071 4,504 0 0 0 0 0 2 0 106 40 3,000 0 0 0 0 0 1 12 34 4 38 0 0 0 0 213 229 0 1 15 96 4 38 6, 974 432, 000 41, 473 41, .533 5, 700, 0 0 0 0^ 472 452 0 0 0 14 1 40 300 59, .300 _ 1 0 0 0 0 335 291 0 o' 2 50 2 38 3, 500 200, 000' 35, 981 35, 961 40, 000 0 0 0 63 50 ol o; 0 58 2 38 3,300 250, OOOj 28,853 28, 853 863 1 2201 300 1 1 40 . J . 1 28 29 30 31 32 33 34 35 30 37 38 39 40 41 42 43 U 45 48 47 48 46 50 51 53 54 55 56 57 58 59 2100 EDUCATIOI^ BEPORT, 1899-1900. Table 19. — Statistics of public normal Location. Name of institution. Teachers. Students. Entire num¬ ber em¬ ployed. In¬ struct¬ ing normal stu¬ dents. Entire number en¬ rolled. Below normal and high- school grades. In nor- m.al course. Male. Female. Male. A a q; fa 1 Male. 1 Female. Male. Female. Male. Female. 1 3 4 5 6 7 S 1© li 155 MASSACHUSETTS— continued. 60 4 15 4 9 5 326 0 0 5 336 136 61 3 4 3 4 1 126 1 6,‘i Worcester . Massachusetts State Normal 5 10 5 7 41 333 31 31 10 302 School. MICHIGAN. 63 Detroit . . Washington Normal School. 3 39 3 7 466 666 465 531 1 145 64 Mount Pleasant . Central State Normal School 8 13 8 13 153 304 153 3')4 65 Ypsilanti . Michigan State Normal Col- 31 39 31 30 434 1,303 'i38 ’i78 396 1, 135 lege. MINNESOTA. 66 Mankato . State Normal School . 7 15 7 7 207 568 126 243 81 338 67 Moorhead . _ do. . . . 4 10 4 8 131 364 74 ~90 ! 57 174 68 St. Cloud . 8 8 8 8 203 364 118 97 85 367| 69 St. Paul . Teachers’ Training School. .. 1 10 1 5 196 380 196 199 ! 0 811 70 Winona . . State Normal School . 7 15 7 8 142 454 101 136 41 318 MISSISSIPPI. 71 Ahbeville . Abbeville Normal School. .. 2 .5 1 1 80 83 55 45 2 9 73 Blue Springs _ Blue Springs Normal College 1 3 1 0 100 75 93 68 3 4 73 Holly Springs . . . Mississippi State Normal 4 5 2 1 13ij 137 130 137 School. 74 Louisville . . Louisville Normal School _ 3 2 2 1 50 65 30 45 30 20 75 Sherman . Mississippi Normal Insti- 3 2 3 0 135 ICO 110 90 15 10 tu te. * 76 Walnut Grove... Mississippi Central Normal 1 3 1 1 75 60 60 50 15 10 School. Missotrp.i. 77 Cape Girardeau . Missouri State Normal 7 5 7 5 176 114 50 25 138 89 School, third district. 78 Kirksville _ State Normal School _ _ 8 8 8 8 372 370 .372 370 79 St. Louis Normal and High School 34 43 2 8 0 189 0 189 80 Warrenshurg ... State Normal School . 13 9 13 9 364 541 79 75 285 466 MONTANA. 81 Dillon . State Normal School of Mon¬ 5 4 5 4 30 106 0 0 13 85 tana. NEBRASKA. 83 Peru . State Normal School of Ne¬ 9 11 9 7 307 557 207 557 braska. NEW HAMPSHIRE. 83 Plymouth . . State Normal School . 4 10 3 5 131 364 83 98 1 117 NEW -JERSEY. 84 Newark . Normal and Training School. 1 17 1 7 0 106 0 106 85 Paterson. . Normal Training School 1 17 1 o 0 44 0 44 86 Trenton . . Nev/ Jersey State Normal 14 ai 11 16 296 911 173 217 56 583 School NEW MEXICO. 87 Las Vegas . . New Mexico Normal Uni¬ 8 8 7 5 111 131 35 29 5 41 versity. 88 Silver City . Norma,! School . . 6 3 3 3 34 53 34 53 NEW YORK. 89 Albany . New York State Normal 10 11 10 11 257 738 213 358 44 370 School. * Statistics of 1898-99. NORMAL SCHOOLS, 2101 schools, 1899-1900 — Continued. Students. Chil¬ dren in model school. Col¬ ored stu¬ dents in nor¬ mal course. Gradu¬ ates from nor¬ mal course. Years in normal course. Weeks in school year. Volumes in library. Value of grounds, build¬ ings, furniture, and scientific apparatus. Amount of State, coun¬ ty, or city aid. Total income for the year 1899-1900. Amount received from State, county, or city for buildings and im¬ provements. In bus¬ iness course. In bigli- scbool grades. a5 g <11 Male. Female. 0 Female. Female. r2 Female. 1^*14 IS 1 !is 1© ‘4© 23 24 ^ 5 26 24 2S 29 0 0 0 0 85 90 0 1 2. 78 9 40 3, 500 SoOO, 000 $37,000 $37,000 60 311 343 0 59 9 38 3,500 390, 000 34, 9(X) 34, 900 $47, 000 61 0 0 0 0 0 0 0 0 2 53 9 38 11,893 303, 700 81,675 31,675 0 63 0 0 0 0 465 531 0 0 1 45 3 40 577 57,365 34,0(K3 34,000 0 C3 150 170 0 1 41 84 3 36 4, 000 50, 000 35,000 87, 300 43, 000 64 105 311 0 1 4 36 83, COO 350,000 68, 000 84, 000 15, 000 65 0 0 0 0 136 343 0 1 17 84 5 38 4,011 800,000 39, 500 33,950 3, 300 63 0 0 0 0 66 68 0 0 2 41 5 38 3, 194 100, 000 18,000 19, 000 0 67 u 0 0 0 118 97 0 0 14 80 3 38 4,000 187,000 39,500 33,054 3,500 68 196 199 0 33 3 38 3,000 37, 600 600 69 0 0 0 0 101 136 0 0 10 95 2 38 6,000 350, 000 39,500 34,958 70 10 9 13 37 0 0 0 0 0 0 9 40 100 3,000 600 1,400 30 71 0 0 5 3 0 0 0 0 0 0 0 1,300 500 800 0 73 0 0 0 0 0 0 130 137 5 3 36 3,500 13,000 3,350 3,717 350 73 5 3 3 36 1,000 350 350 74 0 u (1 0 0 0 0 0 0 0 o 40 30C 100 600 600 75 75 0 0 2 33 8,000 460 1,085 76 0 G 0 0 .40 30 0 0 13 11 4 40 3,000 75,000 13,000 14, 100 0 77 43 49 14 36 4 40 5,000 135, 000 13, 750 81,933 1,000 78 0 68 5 40 406,130 79 0 0 0 0 94 97 18 15 4 40 6, 000 375, 000 17, 500 37, 113 80 17 21 30 35 0 4 40 3, 800 60, 000 15, 000 15, 700 81 0 0 0 0 65 68 0 0 8 14 4 40 A3, 000 300, OOO 37, 500 37, .500 5, 000 83 38 49 130 147 1 37 2 38 3,000 135, 000 13, 800 14, 800 8, 000 83 340 350 0 1 85, 000 84 689 643 0 30 2 4(! 196 85 67 111 340 338 2 3 14 177 3 38 4,000 400, 0(KJ 45,000 71, 000 5, 000 88 31 li 50 50 135 175 0 1 0 5 36 1,000 60, 000 1,000 19, 700 87 8 19 9 30 4 40 3,000 30,000 7,000 7, 885 88 0 0 0 0 813 358 0 0 33 101 39 3,408 330,910 39,115 41,384 0 89 2102 EDUCATION EEPOET, 1899-1900, Table 19, — Statistics of piColic normal Teachers. S Students, Location. Name of institution. Entire num¬ ber em¬ ployed. In¬ struct¬ ing normal stu¬ dents. Entire number en¬ rolled.. Below ; normal and high- i school grades. In nor¬ mal course. Male. Female. Male. Female. 6 ci n Female. r2 Female. i ; Female. 1 ‘■i 3 4 5 7 8 © 1© i 1 ; NEW YORK -con- ”~l tinned. i 1 90 BrockiK)rt _ State Normal and Training ' 5 5 14 3961 511 165 1 173 94 281 School. 1 91 Brooklyn . . Training School for Teach- o 39 0 17 184 453 184 195 0 258 ers.* i 93 Buffalo. . . Buffalo State N ormal School . 7 30 71 13 345 615 203 332 ^ 41 380 93 Cortland . . State Normal and Training 5 15 4' 11 450 690 330 230 j 300 410 School. j 1 91 ,5 i 13 5 13 366 509 175 339 1 61 234 95 Geneseo. - . Geneseo State Normal and j 5 17 5 11 410 761 200 235 170 476 Training School. 96 Jamaica. . State Normal School of Ja- 1 ^ in 5 7 130 460 80 86 40 374 maica. 1 1 97 Newpaltz _ State Normal and Training i 3 13 3 i 9 150 446 89 180 48 240 School.* 1 i 98 ' 4 5 4 1 5 14 104 14 104 School for Teachers. 1 99 _ do _ .. 1 ~ 76 46 0 604 0 604 of New York. i 100 Oneonta . . Oneonta S tate N ormal School 6 13 6 13 377 494 138 146 125 3,33 101 ! Oswego . . Oswego Normal and Traiii- 9 13 9 13 3:39 , 660 316 330 23 330 1 ing School. ' 103 t Piatt sbnrg . j Plattsburg State Normal 6 10 6 10 101 278 67 106 172 1 and Training School. i 103 Potsdam _ State Normal and Training 10 11 in 11 346 635 1.53 183 140 300 1 School. 1 101 Syracuse _ Public School Training Class. 1 0 1 9 0 87 0 87 1 - NORTH CAROLIN.A.. i i 1 105 ! Elizabeth City. . . I Elizabeth City State Nor¬ o 1 2 1 ' ^3 1 101' 43 101 mal School. 106 ! Fayetteville _ State Colored N ormal School 2 1 3 1 • 29 57' 0 0 29 57 107 1 Era,nklinton . . . . Albion Academy — State 5 3, 9 , 133 186 104 118 28 68 i Normal School.* 108 Goldsboro . . . State Normal School. . 3! 1 3 1 i 40 I 61 40 61 109 1 Greensboro . State Normal and Indus¬ 61 2 0^ 114 565 114 116 0 409 trial College.* 110 1 Plymouth . . Plymouth State Normal 0 ' 1 0 1 34 53 34 53 1 College. NORTH DAKOTA. 111 1 Mayyille _ _ State Normal School 4 0 1 4 3 73 165 0 0 73 165 113 Valley City . _ do . . . 5 5 3 ' 99 166 40 45 59 131 OHIO. 113 Cincinnati . . Cincinnati Normal School... 0 5 0 5 1 156 0 o' 1 1,56 111 Cleyeland _ . Cleyeland Normal Training 4 16 4 4 0 2m 0 200 School. 115 Columbus _ Columbus Normal School _ 0 7 0 7 0 96 0 0 0 96 116 Dayton . . . Dayton Normal and Train¬ 0 8 0 9 0 80 0 80 ing School. 117 Geneya _ Geneya Normal School * 4 1 4 1 55 80 12 1 " OKLAHOMA. 118 j Alya . . . Northwestern Territorial 9 4 9 1 301 339 SI 41 168 198 ! Normal School. 119 Edmond _ Territorial Normal School .. 8 4 8 3 110 23,3 11 60 99 162 130 Langston . . Colored. Agricultural and 6 1 6 , 1 93 "95 76 80 14 13 Normal University. j OREGON. 131 , Ashland _ _ Southern Oregon State Nor¬ 4 4 , 4 4 117 1 160 1 53 75 40 65 1 mal School. 1 1 1 1 1 1 Statistics of 1898-99. T^ORMAL SCHOOLS, 2103 schools, 1899-1900 — Continued. Students. Chil¬ dren in model school. Col¬ ored stu¬ dents in nor¬ mal course. Gi'adu- ates from nor¬ mal course. Years in normal course. Weeks in school year. Volumes in library. Value of grounds, build¬ ings, furniture, and scientific apparatus. Amount of State, coun¬ ty, or city aid. Total income for the year 1899-1900. Amount received from State, county, or city for buildings and im¬ provements. In bus¬ iness course. In bigb- scbool 'grades. Male. Female. Male. Female. Male. Female. 6 Female. Male. Female. IS 14 15 It IS 1® 24 25 36 '2t 3S i 1 0 0 37 58 165 172 0 0 55 3 39 10, 500 §225,000 §25,000 026,500 1 90 0 0 0 ■ 0 184 195 0 1 0 229 1 40 1,500 170, 000 30,000 30,000 91 1 0 0 1 3 203 232 0 0 6 112 3 39 7,000 263, 500 29,364 30, 099 0313 1 93 30 50 220 230 3 0 29 103 3 39 7,000 220, 000 26,423 36, 773 1, 895 ' 93 0 0 30 46 158 201 0 3 11 47 3 40 2,317 223, 000 24,000 25,200 40 60 200 225 0 0 37 150 3 39 7,000 223, 500 28,000 31,000 15, 000 95 0 0 0 0 80 . 86 1 2 6 46 4 39 3,000 ISO, 000 23, 000 23, 000 28,000 96 13 26 6 67 4 40 3, 500 131, 216 22,429 24, 210 97 0 c 0 0 800 600 0 1 0 0 2 40 650 55, 000 55, 000 0 1 ' 98 j 600 600 0 6 0 315 4 39 6,280 1, 457, 500 175, 000 175, 000 i 99 0 0 14 15 138 146 0 0 24 66 • 4 39 4,000 273, 333 30,000 30, 500 0 1 100 316 330 0 1 7 74, 4 39 10, 000 150, 000 51,201 53, 705 25, 008 , 101 13 39 1 0 3 42 4 40 3,004 158, 500 22, 500 23, 400 ' 103 54 143 152 182 1 0 34 111 4 39 300,000 ; 25, 000 26, 371 103 0 30 1 40 200 1,748 1,748 104 43 101 ^ 7 6 3 36 2,0(X» 3,000' 105 0 0 0 0 12 8 29 57 1 2 3 36 75 3,000 2,200 3,200 0 106 28 68 4 5 4 32 107 40 61 3 36 2,000 2, 000 103 0 40 114 116 0 39 4 32 3,000 100,000 35, 000 39,964 5, 000 109 34 53 23 6 1,875 1,975 1 110 0 0 0 0 0 0 5 15 4 36 2,000 35, 000 11, 150 12, 860 111 18 18 4 6 4 36 1,800 30,000 13, 500 13,397 113 0 0 0 0 172 128 0 1 0 95 2 40 150 200 113 0 1 0 87 2 38 600 46,000 30,000 30,000 114 0 0 0 0 220 204 0 3 0 48 37 520 240 0 115 1 1 0 30 2 38 300 5,000 5,200 116 43i 50 0 0 0 0 6 18 3 38 400 30, 000 4,000 5,000 0 117 as 41 2 4 4 40 118,000 20,000 35,150 118 0 i 0 O' 0 0 0 0 0 11 15 4 40 119 2! 2' 26 22 14 13 0 0 4 38 21,000, 9,428 26, 928 10,000 120 1 !'■■■ .0 a5| 40 80 49 4 40 225 20,000 3, 750 1 c.:.50 1,250 1 121 2104 EDUCATION REPORT, 1899-1900. Table 19. — Statistics of puhlic now, ml Location. Name of institution. Teachers. Students. Entire num¬ ber em¬ ployed. In¬ struct¬ ing norma,! stu¬ dents. Entire number en¬ rolled. Below normal and high- school grades. In nor¬ mal course. Female. 6 Female. Male. Female. 6 Female. Male. Female. 1 3 4 5 6 7 S 9 io la ! OREGON— COnt’d. 1 1 i 122 35 40 4 1 OZ 40 1 35 40 nial Sclioo'L 123 Moninoutli _ The Normal School of Ore- 8 5 g 155 304 90, 112 Go 19.2 12A Weston . Eastern Oregon State Nor- 4 4 4 74 113 44 ' 49 CO 64 mal School. I'ENNSYLTANIA. Blooinsbnrg _ State Normal School _ 14 13 14 11 258 340 200 190 51 135 123 California _ Southwestern State Normal 11 12 11 12 351 497 1 178 156 158 326 School. 1 1 127 Clarion . . State Normal School _ 10 8 10 4 243 278 ! 57 32 186 246 i:iy East Strouds- East Stroudsburg State Nor- 7 7 7 7 ; 174 245 G(J 80 114 165 burg. mal School. 1 129 Edinboro _ Northwestern State Norma,! 10 8 9 7 1C4 318 32 36 130 27G School. 1 190 Indiana _ Indiana Normal School of 13 12 13 8 ‘ 164 oi 0 0 0 139 331 Pennsylvania. 1 131 Kutztown . . Keystone State Normal 0 16 (•) ' 449 296 101 8,2 348. 214 School. * 132 Locklia,ven _ Central State Normal School 8 8 8 6 26!) 263 200 263 133 Mansfield-. _ _ Mansfiol d S t a. t o No r m a 1 10 8 8! 159 343 _ _ 151 1 530 School. j 131 Millersville . First Pennsylvania State 21 15 21 15 510 579 124 103' i D8G 47G Normal School. 1 t 135 Pliiladclpliia _ Philemelphia Normal School 2 46 2 28 147 914 147 C85! 0' 529 for Girls. 1 1 130 Pittsburg.. . . Normal Depa.rtment Pitts¬ 3 11 3! 11 0 360 0 140 burg High School. 1 i 137 Sliippensburg ... Cumberland Valley State 9 8 9 8 198 209 32 43 169 166 Normal School.* 1 i 138 Slippery Rock. .. Slippery Rock State Normal 8 8 8 8 313 468 120 124 ISO 325 School. ! 139 "W estcliester _ State Normal School _ 17 15 17 15 221 507 .... 22 •- 507' RHODE ISLAND. 140 Providence . Rhode Island Normal School. 4 28 4 18 0 226 .... c 1C4 SOUTH CAROLINA. 141 Rock Hill _ Winthrop Normal and In¬ 8 24 8 24 44 459 44 106 0 202 dustrial College ot South Carolina. SOUTH I)AK<.)TA. 142 3/iadison . . State Normal School - 4 7 4 5! 105 230 53 82 52 148 143 Spearfisli ... -do . . . . 1 ii! 1 10 89 [ 198 42 54 47 144 144 Springfield _ . do . - 4 0 4 86* 112 42 47 42 47 TENNESSEE. 1 1 1 1 i 145 Nashville _ Peabody Normal College.*.. 17 16 15 11 21( 394 0 0 210 394 TEN AS. 146 DetJ’oit Detroit Normal School* _ 2 1 1 1 88 76 48 4 147 Huntsville _ Sam Houston Normal Insti¬ 5 11 5 11 171 322 171 ! 322 tute. i 148 Prairie View _ Prairie View State Normal 1!) 11 9 5 136 140 _ 136 140 and Industrial College. 1 UTAH. 149 Cedar City. . Southern Branch State Nor¬ G 1 6 1 90 110 2;i 30 68 80 mal School. 1 * Statistics of 1898-99. NORMAL SCHOOLS, 2105 schools, 1S99-1000 — Continued. Students. Chil¬ dren in model school. Col¬ ored stu¬ dents in nor¬ mal course. Gradu¬ ates from nor¬ mal course. Years in normal course. Weeks in school year. Volumes in library. Value of grounds, build¬ ings, furniture, and scientific apparatus. Amount of State, coun¬ ty, or city aid. Total income for the year 1899-1900. Amount received from State, county, or city for buildings and im¬ provements. In bus¬ iness course. In high- scbool grades. Male. Female. 6 'c^ o a o ci Female. o "ci CD a 43 53 58 3 42 2,906 220, 000 7, 500 7,5(X) 7, 500 137 3 8 10 11 100 90 0 0 35 109 3 42 1, 800 250, 000 10,000 22, 000 9, 000 1C8 80 80 1 o 37 98 3 40 7, 784 500, 000 30, 000 10, 000 139 0 32 102 234 0 1 0 37 o 39 2,000 750, OOO p b 60, 000 140 0 151 44 106 0 0 0 31 4 38 4, 500 304, 000 31, 508 41,422 a5, 000 141 0 0 0 0 53 82 0 0 2 17 4 39 2, 500 100,000 14,350 18,193' 27, 500 142 0 0 0 0 42 54 0 1 3 14 5 38 14, 000 75, 000 14, 600 16, 744 25, OCH) 143 0 G 18 42 47 0 0 4 11 3 36 1, 000 12,000 1,200 2, 900 0 144 0 0 0 (1 no 247 0 (1 2 32 12, 000 150,0fKl 20, 000 67, 900 0 145 0 0 34 20 0 0 0 0 6 4 o 36 250 3, 000 1, 200 2,044 0 146 30 67 3 36 12,600 100, 000 37,500 40, 000 2,000 147 136 140 4 33 800 100, 287 15,000 33, 098 20, 325 148 4 36 1, 010 3. 5(X) 7, 500 8,460 149 r*" 2106 EDUCATION REPORT, 1899-1900. Table 19. — Statistics of public noo^nal Location. Name of institution. Teachers. Si mdents. Entire num¬ ber em¬ ployed. In¬ struct¬ ing normal stu¬ dents. Entire number en¬ rolled. Below normal and high- school grades. In nor¬ mal course. Male. j Female. Male. 6 s © 1 Male. Female. CD Pi 1 Female. © P Female. 1 3 Ai 5 6 S 9 1® 11 1‘2 UTAH— cont’d. 1 r 1 1 150 Salt Lake City.-- 1 Utah, a VERMONT. 151 2 3 2 3 14 89 0 0 14 89 ■*53 2 4 4 5! 66 5 1 68 153 Randolph Center Randolph State Normal o 2 2 o 8 70 0 0 8 70 School. VIRGINIA. 154 Farmville . . State Female Normal School. 1 11 1 11 0 251 0 96 0 155 155 Hampton _ The Hampton Normal and 30 46 3 4 404 252 382 211 12 Agricultural Institute. 156 Petersburg . "Virginia Normal and Colle¬ 6 7 6 7 161 182 63 97 71 83 giate Institute. i WASHINGTON. 15T Cheney State Normal School . 4 5 4 5 52 130 48 123 158 Ellens burg _ Washington State Normal 4' 7 4 20 128 20 128 School. WEST VIRGINIA. i 159 Athens- . -- W est Virginia State N ormal i 7 6 5 3 146 92 0 0 145 87 School (Concord Branch). 160 Fairmount- - . State Normal School . . 6 4 6 O 206 ooi 161 133 161 Glenville _ - Glen ville State Normal 4 4 3 72 60 0 0 72 60 School. 162 Huntington. . Marshall College, State Nor¬ 6 6 5 5 200 252 0 0 75 125 mal School. 163 Institute _ . West Virginia Colored Insti¬ 10 3 6 3 64 101 29 41 28 60 tute. ! 164 Shepherdstown _ Shepherd College, State N or- 5 3 4 3 5;5 51 0 0 55 51 1 mal School. 165 "West Liberty ... West Liberty State Normal 4 3 ■4 3 86 1(X) 83 99 School. WISCONSIN. 166 Mil waukee State Normal School"'^ . . 8 14 8 8 176 454 135 101 41 353 167 Osh kosh State Normal School 12 21 12 16 363 638 139 161 216 460 168 Platte ville . . _ do . 10 12 10 8 181 300 60 94 121 188 169 River Falls .. do . 5 12 5 8 172 341 83 125 89 216 170 Stevens Point . . . do . 9 13 9 9 217 352 94 83 123 ■269 171 Wausau . Marathon County Training 1 1 1 1 10 46 10 46 School. 172 W est Superior . . _ Superior State Normal 8 11 8 11 218 603 153 344 62 253 School. 173 Whitewate'*’ _ State Normal School . 1 7 13 7 9 196 309 82 82 113 228 Statistics of 1898-99. a See table of Colleges and Universities. KOEMAL SCHOOLS 2107 schools, 1899-1900 — Continued. Students. Cbil- dren in model school. ' Col¬ ored stu¬ dents in nor¬ mal course. Gradu¬ ates from nor¬ mal course. Years in normal course. "Weeks in school year. Volumes in library. Value ol grounds, build¬ ings, furniture, a n d scientific apparatus. 1 Amoimt of State, coun¬ ty, or city aid. '6 A A 1 In bus- ines-s course. In bigb- scbool grades. Total income for the y 1899-1900. Amount received fr State, county, or c for buildings and : provements. Female. 1 Male. Female. Male. Female. | 1 Male. o’ B o 1^ CD Female. 13 14 15 16 17 1§ 19 ■JO ■J1 J3 ^-1 25 36 27 39 150 0 0 0 0 40 72 0 0 3 37 40 2,666 $15,000 i j $5, 000 $5, 115 $1,000 151 70 80 1 26 2 40 4,000 ! 5, 000 5, OKI 152 u ^ 0 0 0 26 24 0 0 3 27 2 40 3, 300 5,000 5, 500 6, 220 760 153 0 0 0 0 15 85 0 0 0 30 3 37 4, 500 75, 000 15, 000 17, 750 20,000 154 40 29 191 217 2 7 0 3 2 36 10.000 757,000 i 0 157,604 0 155 27 2 27 19 71 S3 17 20 3 34 535 j 157, 000 1 15, 000 1 17,075 156 4 50 30 3 7 5 40 3, 000 1 65, 000 1 1 13, 200 1 1 14, OTfO 157 0 0 29 81 0 0 4 17 3 40 1 2, 000 75, 000 1, 900 0 158 1 0 0 5 0 0 0 0 141 44 40 1 ! 1,000 ; 50, 000 12,000 1 1,900 12, 675 6, 800 159 45 88 20: 7 4 40 3, 000 ' 100, 000 7, 000 1 7, 900 6, 000 160 0 0 0 0 0 0 0 0 4 4 40 2,500 , 50. C-00 10, 000 10,40) 161 50 75 75 52 4 10 4 40 5. 000' 21 1 . 000 24, 550 25, 613 ' 162 0 0 1 . 7 0 4 16 28 60 3 8 4 36 1, 560 1 99, 500 6,750 6,895 23, 000 : 163 4 40 1, 500 40, 000 6,'000 6, 378 164 O 1 6 5 . 4 39 2,000 1 ; 25, 000 557 165 0 0 135 101 0 0 26 121 40 3, 000 1 100, 000 45, 075 48, 286 166 0 i 8 17 139 161 0 0 20 49 4 40 37,000 132,000 48, 044 54, 721 '"“2,'604 i 167 L... 0 18 60 94 0 0 25 45 4 40 5, 700 110, Ol'O 33,000 34, 965 900 ' 168 0 i 0 0 0 83 125 0 0 11 15 4 40 3,210 72,000 27, 575 29,8.50 0 ; 169 0 i 0 0 0 40 35 0 0 26 42 4 40 7,500 90,000 43, 325 46, 219 . 170 1 2 21 1 40 150 3, 750 3, 750 171 o' 0 1 1 ^ 6 88 85 0 0 15 36 4 40 3,500 103,000 28,0)0 30, 700 173 1 i 1 1 1 82 82 0 0 27 57 4 40 6,500 190, 00 u 2 427 228 376 219 31 Elkhart . . Elkhart N ormal School and 4 6 1 l{ 78 78 'is ■■■■4 5 3 Business College. 1 32 Indianapolis-. .. Indiana Kindergarten and 1 15 1 It' o' 111 0 0 0 111 Primary N ormal Training School. 33 Marion Normal College _ 16 5 11: 3 850 763 369 56 126 115 31 Mitchell . (5 3 6 3 210 220 210 220 College. J 35 Mnncie - Eastern Indiana Normal 13 5 3 301 244 150 116 University. i 86 Rochester _ Rochester Normal Univer¬ 7 3 3 140 112 0 0 80 76 sity. 1 37 Valparaiso _ Northern Indiana Normal 40 15 30 11 2,ltl 1, 210 49 55 1,143 784 School. * IOWA. 38 Bloomfield _ _ Southern Iowa Normal 4 4 4 1 171 141 40 35 86 20 School. 39 Denison... . Denison Normal School and 5 2 3 1 175 150 0 0 100 75 Business College. i 40 TTinnholilt Humboldt College . 9 15 4 7 220 132 60 50 70 40 41 Ije Mars Le Mars Normal College _ 6 4 4 2 75 80 75 ! 80 42 Newton . Newton Normal College*... 3 2 2 1 67 65 1 0 37 ! 42 43 Ottumwa _ Ottumwa Normal School *. Oi i 0 1 1 13 1 j3 44 Perrv . . . Perry Normal Collese . 3 2 2 0 105 137 51 105 45 Shenandoah _ Western Normal College... 19 4 19 4 78:1 423 532 3()5 46 Vinton . Tilford Collegiate Academy 4! 3 4 2 200 135 70 60 50 60 47 aukon . . Waukon Business College 2 1 2 0 43 52 8 20 and Normal School. 1 KANSAS. 1 48 Conway Springs. Normal and Business Col¬ o 2 1 1 32 43 1 3 5 ; 10 lege. 1 49 Great Bend . Central Normal College .... 8 6 8 4 108 138 68 50 McPherson . McPherson College . . 12 4 : 8 3 195 105 60 40 35 1 25 51 Maryville . Modern Normal College _ 3 3 3 3 96 84 0 0 45 ' 48 52 Nickerson _ Nickerson Normal College.. 8 10 2 2 162 140 20 31 30 , 47 53 Winfield. . Southwest Kansas College.. 13 4 12 3 170 124 0 0 8 ; KENTUCKY. 51 Blaine . . Blaine Normal School . 2 1 2 0 50 25 10 10 40 15 55 Bowling Green .. Southern Normal School... 9 4 4 3 j 420 280 12 12 1.58 ' .212 56 Hardinsburg _ Breckenridgo Normal 4 3 0 1 60 82 60 82 College. 1 57 Lexington . . Chandler Normal School . . . 0 9 0 3 80 140 68 112 12 23 58 Madison ville _ Western Kentucky Normal 0 2 0 1 14 40 13 16 0 9 School. 1 59 Morehead . Morehead Normal School .. 3 3 2 1 56 50 25 24 21 20 60 Waddy . . Central Normal College _ 5 i 2 r, 2 ; 90 85 20 15 50 45 MARYLAND. Cl Ammendale _ Ammendale Normal Insti¬ 7 0 0 ;• 38 0 18 0 20 0 tute.* 1 62 Baltimore ... Baltimore Normal School 1 j 1 1 1 ' 12 37 ! 37 (colored). 1 * Statistics of 1898-99. jSrOEMAL SCHOOLS, 2111 schools, 1809-1900 — Continued. Students. Chil¬ dren in model school. Colored stu¬ dents in normal course. Grad- uades from noi-mal course. 1 Years in normal course. 1 Weeks in school year. Volumes in library. Value of grounds, buildings, furniture, and scientific apparatus. Total income for the year 1899-1900. Value of benefactions re¬ ceived, 1899-1900. Total money value of endow- ' ments, property, and funds now possessed, received from private sources. In busi¬ ness course. In liigb school grades. Male. Female. Male. Female. 6 s 0 Male. Female. Male. 1 Female. 13 14 15 It IS 1© 2® 31 S3 34 3.3 3® 27 2S 3® 4 3 6 0 0 0 0 0 5 0 2 48 3,162 Sll, 800 $2, 030 0 85, 900 0 1 2 24 25 450 9 4 6 0 0 10 17 4 48 2,000 30,0a) 0 0 40 41 20 30 2 40 150 1,000 1,800 $40 0 0 0 0 0 0 0 1 0 30 3 ISO 112 175 ^80 3 4 50 1,562 50, 000 0 0 16 15 9 48 700 15,W)0 6, .500 ICHl 37 51 91 6 3 0 48 3,000 IfX), 000 19 16 41 20 0 0 0 0 5 0 3 48 500 25, 000 5,000 0 0 622 148 a27 223 75 29 0 0 301 193 2 50 10, 105 500, 000 118, 769 0 0 *^5 22 20 64 0 0 0 0 6 1 2 50 75 75 0 0 0 0 4 0 4 40 500 20, 000 80 25 10 17 4 4 2 40 5,000 50, 000 0 0 0 0: 0 0 3 1 3 40 3,(K}0 .55,000 30 23 2 3 42 850 30, 000 3,510 0 0 0 0 54 32 2 40 1,2;54 128 17 123 41 7 15 35 53 2 48 727 47, 5(HJ 0 0 44) 35 "40 30 5 4 2 36 1,500 15, 000 38, 000 12 3 23 29 6 9 15 15 10 15 3 40 200 ; 6, OfiO 2, 000 27 14 13 47 1 1 4 40 800 36, 000 4,880 36 14 64 26| 8 6 0 0 2 2 4! 40 1,400 50, 0(K) 8,200 4,00O 53, ml 20 16 31 201 0 0 0 0 12 15 40 2,500 10, 000 2,100 0 51 25 61 37' 0 0 11 14 4' 40 3,100 : 27, 0(H) 7,930 1, 000 31, oflo; 62 24 100 j SO 0 0 0 0 2 1 4 36 2, 500 63, 000 7, 700 2,500 2, 500 0 0 0 0 0 0 0 0 0 200 30 50 2j 0 0 0 0 20 15 4 48 1.400 I...7 100 0 0 0 i 1 0 1 .. 27 12 28 9 9 4 34 300 I 17, 904 2, 861 131 0 1 1 14 1 13 16 3 36 250 500 500 2 0 8 6 3 36 250 ' 8,000 600 2, .500 5 ,5 15 20 Q 0 4 2 3 40 1, 000 5, 000 2, 000 5,000 0 0 11 0 4 40 5,000 1 . 60,000 1 3 3 2,000 2,250 1 58 2112 EDUCATION REPOET, 1899-1900. Table 20. — Statistics of private normal 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 sell ool grades. In nor¬ mal course 1 Male. Female. Male. Female. Male. Female. • rS Female. Male. Female. 1 3 3 4 5 & 7 8 s> 1® 11 MARYLAND— con- tinned. ! 63 Bnckevstown.-. . . Buckeystown N ormal 1 1 1 1 12 9 1 1 1 Training School. M ASSA CIIUSETTS. Cl 3 16 3 7 0 i:30 0 Ki8 65 0 12 0 12 0 74 0 School. 63 Worcester _ Froebel School of Kinder- 4 2 4 2 0 23 0 23 garten Normal Class. MICHIGAN. 67 0 2 0 2 18 23 8 5 0 8 68 Petoskey N ornial School _ p 2 1 1 162 210 74 85 MINNESOTA. 69 Madison . Lutheran Normal School 4 1 3 0 86 69 74 40 13 29 of the United Norwegian Lutheran Church. 70 New Ulin _ _ Dr. Martin Luther College. . 6 0 5 0 42 6 24 1 MISSISSIPPI. 71 Burgess . Burgess Normal Institute .. 1 1 0 1 40 45 37: 2 J) 72 luka . luka Normal Institute . 4 4 4 4 86 87 39 49 37 37 73 Nettieton . Spring Hill Normal College. 1 3 1 1 75 60 70 50 5 10 71 Plattsburg . Winston Normal High 1 3 1 2 80 30 25 20 18 5 School, i 75 Poplar Springs .. Popla.r Springs Normal Col¬ 2 2 1 1 73 109 50 80 15 18 lege. t 76 Tougaloo . . Tougaloo University _ 6 18 5' 8 210 336 188 202 23 21 MISSOURI. 77 ! Phillicotl'ip Chillicothe*Normal College 18 4 9 O 631 342 483 317 78 Gainesville . Gainesville Normal School . 2 2 1 1 65 70 31 29 15 17 79 Mill Spring Hale’s College * . 4 0 1 0 43 37 25 33 18 14 80 Pleasant Rope... Normal Academy . . 2 2 2 2 50 40 0 0 50 40; 81 Stanberry . Stanberry Normal School ... 12 6 12 6 250 164 6 18 178 61 NEBRASKA. 83 Fremont _ Fremont Normal School 16 4 16 4 750 600 100 275 150 200 and Business College. i 83 Santee _ ... Santee N ormal Training 4 4 1 3 60 52 50 4h 10 11 School. 84 Wayne _ Nebraska Normal College.. 4 7 4 7 419 613 .... 341 543 NEW YORK. 85 New York . Teachers’ College . . 33 43 33 43 100 354 0 0 100 354 NORTH CAROLINA. 86 Asheville _ Normal and Collegiate In¬ 1 11 1 11 0 250 0 91 0 139 stitute. 87 King’s Mountain Lincoln Academy . 0 7 0 5 77 157 73 128 4 29 88 Liberty . Liberty Normal College _ 4 4 2 0 125 115 50 45 30 15 89 Lumber ton _ Whitin Normal School t _ 1 1 1 1 20 35 8 11 13 14 90 Raleigh _ St. Augustine's School . 5 10 3 3 152 171 119 140 33 31 91 Wilmington _ Gregory Normal Institute t. 1 10 1 2 80 209 70 158 10 51 93 W inton . . V/aters Normal Institute... 2 3 1 2 123 149 58 73 65 - Statistics of 1898-99. t Statistics of 1897-98. NORMAL SCHOOLS, 2113:. schools, 1809-1900 — Continued. Students. Chil¬ dren in model school. Colored stu¬ dents in norma] course. Grad¬ uates from normal course. j Years in normal course. Weeks in school year. Volumes in library. 1 Value of grounds, buildings, furniture, and scientific apparatus. Total income for the year 1899-1900. Value of benefactions re- ceive.d, 1899-1900. Total money value of endow¬ ments, property, and funds now possessed, received from private sources. In busi¬ ness course. In high school grades. Male. r2 s Male. Female. Male. Female. Male. Female. Male. 1 Female. 13 14 15 1(5 17 18 551 SS 554 24 555 53 G 53^ 2S 539 1 10 0 0 0 44 * 500 $4,000 $400 0 0 63' 0 2.2 0 50 2 35 64- 2 40 4,000 70, 000 12, 953 65 0 16 2 3,000 65 10 10 0 0 0 0 0 0 6, 000 1 550 0 67 88 1:15 16 21 4 36 1,460 68. 0 i 0^ 0 0 8 9 0 0 4 13 2 86 450 30, 000 3,823: 0 $40, 000 6T 14 4 4 1 80 70 1 1 9 0 2 40 GOO 30, 000 5, 000 7a- 4 3 34 37 1 1 0 40 20 2, 500 875 71 lU 1 "o 0 '"4 4 48 800 60,000 7, 800 0 0 72- 10 4 36 1.50 1, 800 1,225 73 7 .3 3i) 2 12 8 0 0 7 6 32 0 1, 500 1, 135 74 6 9 4 40 100 3,500 1, 000 75- 93 90 32 24 0 4 33 4, 500 80, COO 19, 3901 7t> 138 25 77' 2 2' 17 !22 5 3 0 6 0 0 4 40 0 0 1,100 0 0 78 U 0 0 0 0 0 0 (j 36 0 2,000 720 0 79 0 "o' 0 0 0 0 0 2 40 300 2, 000 2, 150 80- 52 25 14 69 20 6 "3 48 500 56, 000 8L 500 125 75 IlO 3 59 8, 500 ICO, 000 i 83.- 0 0 0 0 0 3 4 36 2, 000 50, 000 13,065: 83: 78 69 16 34 50 1,200 .35, 000 BI¬ 0 0 0 0 275 255 0 0 60 2 34 14,340 1,374, 500 131, 927 S311, 570 1, 700, 441 SS 0 9 0 21 4 46 0 22 ■ 4 36 2,000 110, 000 9, 717 8S 4 29 0 3 4 33 800 6, 000 472 87 10 G 45 49 20 20 0 0' 2 2 4 40 300 4,00:0 3,050 88 89- - 53 1 46 33; - 31: 0! 2 3 34 3, 600 Oh 101 5ll 1 3 4 32 200 15, 000 3, 700 300 91 65| 77l 300 2,169 92 ED 1000 — VOL II - 53 EDUCATIOl'I EEPOET, 1899-1900, Table 20. — Siatistics of private normal Location. Name of institution. Teachers. Students. Entire num¬ ber em¬ ployed. In¬ struct¬ ing nor- inal stu¬ dents. Entire number enrolled. Below normal and high school grades. In nor¬ mal course. 1 Male. Female. ci 1 Female. Male. Female. Female. rS 'is s s 1 3 4 5> 7 8 !> it AORTH DAKOTA. I 93 Grand Forks _ Northwestern Normal Col- 4 0 2 (1 . 110 50 35 30 15 1 ' 20 lege. j i i OHIO. 1 1 94 Ada . - . . . Ohio Normal University .... 28 9 19 5 2, 376 973 1 1 629 463' 95 Canfield _ _ Northeastern Ohio Normal 4 2 1 4 2 : 87 98 0 0 60 , 66 College. 1 i i i 96 St. Marv’s Convent _ _ 12 0 ' 12 0 90 0 20 0 60 0 9T Ewington.. . Southern Ohio Normal Col- 1 0 1 0 , 31 14 0 0 17 9 lege. 98 Fayette . . Fayette N ormal University . 6 5 3 1 ' 100 115 21 44 40 ' 30 99 23 9 : 23 9 1,987 708 1,987 708 100 Jliddlepoint - Western Ohio Normal 4 1 ' 3 1 60 20 10 5 50 ; 15 School. ! i 1 101 Xew Philadel¬ John P. Kuhn’s Normal 1 2 1 0 70 40 25 20 45 20 phia. School. 1 i ; 102 ' ! Treincnt City Western Ohio Normal Uni¬ 1 1 ’ 1 1 ' 6 8 0 0 6 8, versity. 1 103 Woodville - . Teacher’s Seminary of 4 0 1 0 27 0 12 0 15 0 Evangelical Lutheran 1 1 Synod. j PENNSYLVANIA. 104 Ebenshurg . Ebenshurg Norma,! Insti¬ 2 0 2 0 28 32 8 10 22 tute. 1 1 1 1 1 105 Muncy _ _ _ Lj’coming County Normal 5 1 5 1 105 95 100 88, School." 1 1 1 lOG Pittsburg Curry College * _ _ 17 9 7 3 277 ; 287 42 62 21 ' SOUTH CAROLINA. 1 107 Charleston . Avery Normal Institute - 2 6 1 • ' 1 1 107 ; 238* 65 118 ! 42 120 108 do Wallingford Academy . 1 3 0 1 66 j 'J'O 51 51 ' 15 21 109 Frogmore . . . . Penn Normal and Indus¬ 3 ^ C) 0 158 ; 121 134 109 12 trial School. 1 110 Greenwood . . Brewer E ormal School . . .. 1 "T 1 1 125 ' 188 121 ISO i 8 SOUTH DAKOTA. 1 j i 1 ! 111 Sioux Fadls . ... Lutheran Normal School _ 4 o 4 2 i 65 84 65 84 TENNESSEE. i 1 i ! 112 Chattanooga .... Chattanooga Normal Uni¬ 9 9 Q l' 1 87 65 26 4 7 ( 8 versity. ! 1 113 Dickson . _ Dickson Normal School . 8 8 3 2' 325 250 no 105 190 115 114 ; Edgewood . . . Edgewood Normal College * 2 2 1 0, 35 32 15 12 20 20 115 i Fountain City... Holbrook Normal College .. 9, 6 2 0 54 76 23 19 8! 18 116 1 Greenbrier . Central Tennessee Normal 1 2 1 1 98 125 58 89 24' 21 1 School. i 1 117 i Holladay _ Independent Normal o 1 1 0 60 75; 45 55 15, 20 School. =*= ! '^1 1 i 118 Piintingdon . Southern Normal Univer- j 14 8 ", 440 210 50 40 60' SO sity. 1 119 Jonesboro . . Warner Institute _ j 1 o 1 0 45 56 39 51 6 5 120 Maryville . Freedmen’s Normal Insti- 1 9 6 3 1 101 109 60 74 40 33 tute.t ! 1 121 Memphis . . Le Moyne Normal Institute : 1 14 1 5 302 416 218 296 84 120 (colored). ! J j 1 122 Morristown . Morristown Normal College 3 12 1 124 153 66 61 58| 92: 123 Orlinda . . Orlinda Normal Academy.. i 1 3 1 Oi 65 58 57 52 5 6! * Statistics of 1898-99. t Statistics of l{s9~-98. NOKMAL SCHOOLS, 2115 schools, 1899-1900 — Continued. Students. Chil¬ dren in model school. Colored stu¬ dents in normal course. G-rad- uates from normal course. 1 Years in normal course. Weeks in school year. Volumes in library. Value of grounds, buildings, furniture, and scientific apparatus. Total income. for the year 1899-1900. Value of benefactions re¬ ceived, 1899-1900. Total money value of endow¬ ments, property, and funds now possessed, received from private sources. In busi¬ ness course. In liigb school grades. Male. Female. 1 Male. Female. A Female. Female. 'c3 Female. 13 14 15 i© a§ 19 21 22 23 24 25 2t SS 29 CO 0 0 0 0 44 93 129 1374 380 23 2 40 5, 515 $50, 000 S46, 212 $50, 000 94 3 09 29 0 0 0 0 1 2 40 1,500 50, 000 95 0 0 10 0 0 0 0 0 10 0 4 40 96 14 0 0 0 0 38 2, 500 265 0 b 97 14 6 0 8 €> 40 500' ' 25, 000 5, 500 1 98 0 0 140 70 2 48 12, cool 40, 000 18, 600 99 1 12 4 3 40 2.50^ 20, 000 100 ' 25 20 4 40 _ ... 700 101 0 0 0 0 1 0 0 0 0 0 0 3 50 300 8,000 500 0 0 102 0 0 0 0 ! 47 60 0 0 7 0 5 40 1,000 25, 000 4,250 0 0 103 104 5 rv 7' 20 260 35, 000 2, 300 105 125 s. 89 98 — - 0 0 0 0 3 40 750 120, 000 21,000 0 0 lOG 0 0 0 24 34 42 120 3 20 4 36 800 15, 000 5, 500 0 0 107 15 21 3 32 8, 000 213 I 108 0 r ' (1 0 5 4 24 12 5 ■ 4 4 30 100 3,000 1,470 $267 3, 000 109 0 1 1 o; 0 4 8 0 3 0 32 300 12,000 800 110 4 11 4 SO 1, 100 30, 000 3, 500 111 14 12i , 40 41 o 4 2 4C 1,000 45, 000 112 16 ' 9 0 0 0 0 17 23 3 40 2,500 40,000 1,200 0 0 113 400 2,000 114 10 i 8 13 31 5 8 0 0 0 4 i 40 2,500 60, 000 2,000 :S !0 • KO 115 1 1 16 15 46 34 0 0 4 1 4 40 600 5,000 116 0 0 ! 0 0 0 0 1 40 100 800 1,137 0 0 ' 117 30 ^ 10 i 300 130 0 0 20 10 1 48 75, 000 i 118 6 5 5 8 3 36 150 3, 000 714 410 1 119 1 9 GO 74 40 33 4 3 3 38 i 120 0 0 0 1 0 120 194 84 1 120 9 11 4 35 3,000 45,000 9,280 4,500 45, 000 1 , 121 1 61 .57i 124 153 0 4 4 34 700 75, 000 761 31,000 122 0 0 3 0 0 0 0 0 4 4 4 86 250 2,000 1,200 0 2, 300 123 EDUCATION REPORT, 1899-1900. 2116 Table 20. — Statistics of xjrivate normal reachers. j Students. Location. Name of institution. 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 Female. Male. Female, j Male. Female. Female. Male. Female. i 3 4 5 , 7 S 9 to i a i _ 1 124 TKXAS. Commerce _ East Texas Normal College. 6 2 4 0 18.5 7;)' 1 28 14i 95; 36 125 Crockett _ Mary Allen Seminary _ 13 1 IS 0 235 0 190 0 45 126 VIRGINIA. Lawreiiceville, St. Paul Normal and Indus¬ i 17 8 3 1 1.50 168 44 51 8 8 127 Reliance _ trial School.* Shenandoah N ormal College - 1 ; 0 60 35 35 28 4 2 128 Richmond _ Hartsliorn Memorial College 1 in 1 10 0 120 0 59 0 61 129 Rockymount ... Piedmont Normal College .. 1 1 1 1 10 25 10 25 130 Stuart _ Stuart Normal College * _ 0 2 2 1 29 78 "ic "si 13 47 131 WEST VIRGINIA. Ha,rpers Ferry . . Storer College . . . . . 5 2 5 56 86 18 26 38 CO 132 Summersvilio _ _ _ Su m m e r s v i 1 1 e Normal o 2 o 0 GO 45 25 21 20 14 133 tyiSCONSIN. Milwaukee _ School. National German- Ameri¬ i 0 84 -104 1 80 12 24 134 St. Francis _ _ can Teachers’ Seminary. Catholic Normal School of the Holy Family. 0 7 0 i " 0 1 30 0 * Statistics of 189.i-99. NORMAL SCHOOLS, 2117 schools, 1890-1900 — Continued. CHAPTER XXXIX. STATISTICS OB' SECONDARY SCHOOLS. The total nnmber of secondary students in institutions of all classes reiDortlng- to this Office for the scholastic year ending; June, 1900, was 719,241, or more than 4 per cent of the aggregate enrollment in all the schools and colleges of the United States which was 17,020,710. There was a gain of 64,014, or nearly 10 per cent, over the preceding year in the number of secondary students enrolled. The sec¬ ondary students enumerated were distributed among eight classes of institutions as follows: Institutions. Male. Female. Total. Public bid'll schools . . . . . - . - . 216, 207 1, 019 6, 132 55, 784 3,817 28, 682 303, 044 1. 906 2, 087 55, 063 2, 798 19, 384 13, 817 3,933 519, 251 2, 955 8,219 110, 197 6, 615 48,066 13, 817 9,521 Public normal schools . . . . - . . Public universities and colleges . . Private high schools - . . . . . Private normal schools _ _ _ - _ _ _ Private universities and colleges _ _ _ _ _ -- - Private colleges for women . . . . . - . TMa.imal ti'a-inirip’ schools . __ _ _ _ 5, .588 Total _ _ _ _ - . . 317,209 402, 032 719, 241 The enrollment of secondary students for the year 1899-1900 was almost 1 per cent of the total population, or 9,460 in every million of population. The number reported as enrolled is something less than the actual number of secondary stu¬ dents in the United States. In localities in most of the States where high schools are not accessible there are many students xjursuing secondary studies under the direction of teachers of the elementary schools. The 91,549 students in commer¬ cial schools are not here included. Since 1890 the rate of increase of secondary students has been more rapid than the rate of increase in population. The number of secondary students in iirivate institutions has about kept pace with the growth of xiopulation from year to year, while the number of such students in public institutions has increased from about 3,600 to the million in 1890 to over 7,000 to the million in 1900. The following table shows the remarkable growth in the number of secondary students in the past ten years: Secondary students and ^jer cent of popidation. Year. In public institu¬ tions. In private institu¬ tions. In both classes. Secondary students. Per cent of popu¬ lation. 1 Secondary students. Per cent of popu¬ lation. Secondarj^ students. Per cent of popu¬ lation. 1889-90 . . . . 221,532 0. 36 145,481 0. 23 367, 003 0. 59 1890-91 . . . 222,868 . 35 147, 567 .23 370, 435 .58 1891-92 . . . 2 47, 660 .38 154, 439 .24 402, 089 .63 1892-93 . . . : . 256, 638 .89 153, 793 .23 410, 420 .63 1893-94 . . . . . 303, 006 .45 178, 353 .26 480, 358 .71 1894-95 . . . 361, 370 .53 178, 343 .26 539, 713 .79 1895-96 _ _ _ 392, 729 .58 166, 274 .23 5.59, C03 .79 1893-97 _ _ _ _ 430, 459 .59 164, 445 .23 584, 904 .83 1897 98 . . . . . 4.59, 813 .63 166, 302 .23 626, 115 .86 1898-99 . . . . 488, .549 .66 163, 678 .23 655, 227 .89 1899-1900 . 530, 425 .70 188,816 .25 719, 241 .95 2119 2120 EDUCATION DEPORT, 1899-1900. The aggregate number of secondary students increased from 367,003 in 18S9-90 to 719,241 in 1899-1900, or nearly 96 per cent. The increase in the number of such students in public institutions was from 221,522 in 1889-90 to 530,425 in 1899-1900, or over 139 per cent, while the increase in the number of secondary students in private institutions v/as from 145,481 in 1889-90 to 188,816 in 1899-1900, or nearly 30 per cent. These figures for the United States and corresponding figures for each geographical division are given in the following table: Students receiving^ secondary instruction in public and j^rivade high schools and academies and in preparatory departments of colleges and other institutions. 1889-90. 1899-1900. Per cent of increase. Public Pri¬ vate. Total. Public. Pri¬ vate. Total. Public. Pri vate. Total. United States _ North Atlantic Division.. South Atlantic Division . . . South Central Division . .. North Central Division... W ester n Division . 221,523 145, 481 367, 003 530, 435 188,816 719, 241 1:39. 45 29. 79 95.98 83, 630 13, 459 11,830 105, 582 8,031 40,957 23, 161 26,547 40, 855 14,961 124, 587 34, 620 38,:167 146, 437 22, 993 171, 460 28, 708 41, 228 358,006 31, 033 54, 823 28, 327 37,400 56, 739 11,527 ^6," 283 57, 0;35 78, 628 314, 745 43, 550 lorUorr 130. 43 248. 80 144. 37 286. 29 33. 86 27. 83 40.88 38.88 a 22. 95 85.64 64. 75 104. 94 114. 94 85.06 a Decrease. The grov/th of secondary education is further indicated by the increase in the value of property owned by public and private high schools. In 1890 property to the value of $49,171,542 was reported by 2,257 of the 2,526 public high schools, while 1,334 of the 1,632 private high schools and academies reported property to the value of $37,521,576, making an aggregate of $86,693,118 for the value of prop¬ erty owned by both classes of schools. In 1900 property to the value of $96,131,695 was reported by 4,742 of the 6,005 public high schools, while 1,390 of the 1,978 pri¬ vate high schools and academies reported property to the value of $53,854,136, making an aggregate of $149,985,136 for the value of x>roperty owned by both classes. This was an increase of $03,292,713 in ten years. It has been found impracticable to collect complete statistics of secondary students in the preparatory departments of colleges and other institutions, such as the number of students pursuing certain studies, and certain other details. For this reason this chapter is devoted almost exclusively to the statistics of the 6,005 public high schools and the 1.978 private high schools, academies, and seminaries reporting directly to this Bureau for the year 1899-1900. The following table shows the remarkable growth of public and private high schools since 1889-90: Year re¬ ported. Public. Private. Total. Schools. Teach¬ ers. Students. 1 Schools. Teach¬ ers. Students. 1 Schools. Teach¬ ers. Students. 1889-90 . 3,526 9, 120 203,363 1,632 7,209 94, 931 4, 1,58 16,. 329 297, 894 1890-91. . . 2, 771 8,270 211,596 1, 714 6, 231 98, 400 4,485 14,501 309,996 1891-92 . 3,0:35 9, 564 239,556 1,.550 7,093 JOO, 739 4, 585 16,657 340, 295 1892-93 _ 3, 218 10,141 254,023 1,575 7,199 103,375 4, 793 17,340 356, 398 1893-94 . 3, 9:34 13, 120 289,274 1,983 8,009 118,645 5,946 20, 129 407, 919 1894-95. . 4,712 14, 122 350,099 2. 180 8, 559 118,;347 6,892 22, 681 468, 446 1895-96 . 4,974 15, 700 880, 493 2; 106 8,752 108, 654 7,080 24,4.53 487, 147 1896-97....... 5,109 16,809 409, 433 2, 100 9, 574 107, 633 7,209 26, 383 517,066 1897-93 . 5,315 17, 941 449, 600 1,990 9,357 105, 225 7,;305 27,298 5.54,825 1898-99. . 5,495 18, '.18 476,227 1,957 9,410 103.838 7,453 28, 128 580. 065 1899-1900 . 6,005 20,373 519,251 1,978 10,117 110, 797 7, 983 30, 489 630, 048 SECONDARY SCHOOLS. 2121 In 1889-90 there were 2,526 public high schools with 202,963 students, while in 1899-1900 the number of schools had increased to 6,005 and the number of students to 519,251. This was an increase of nearly 138 per cent in the number of schools and nearly 156 per cent in the number of secondary students. Up to the middle of the decade there was an increase in the number of private high schools and academies, but after 1895 there was a small decrease annually until 1899-1900, when there was a small increase over the preceding year and a considerable increase in the number of secondary students in these private institutions. In 1889-90 the public high schools had about 68 per cent of the number of students and the private high schools about 32 per cent, while in 1899-1900 the former had over 82 percent and the latter less than 18 percent of the secondary students. The relative progress of public and private high schools since 1889-90 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¬ ber of schools. Per cent of num¬ ber of teachers. Per cent of num¬ ber of students. Public. Private. Public. Private. Public. Private. 1889-90 . . 60. 75 39.35* 55.85 44. 15 68.13 31.87 1890-91 . . 61.78 38.33 57.03 43.97 68. 26 31.74 1891-93 . . . 66. 19 33. 81 57.43 43.58 70. 40 39.60 1893-93 . . . . . 66. 33 33. 77 60. 35 39.75 70. 78 39. 33 1893-94 . . . . 66. 67 33. 33 60. 31 39.79 70. 91 39.09 1894-95 . . . . . 68.37 31. 63 63.26 37.74 74.74 35. 26 1895 915 . . . 70.25 39. 75 64. 31 35.79 78.11 31. 89 1896-4»7 . 70. 87 39. 13 63. 71 36. 39 79. 18 30. 83 1897-98 . . . 73.76 37. 34 65. 73 34. 38 81.03 18.97 1898-99 . . . 73. 74 36.36 66. 55 33.45 83. 10 17.90 1899-1900 . . 75.33 34.78 66.83 33.18 83. 41 17.59 Public High Schools. Tables 1 to 15 in this chapter summarize the statistics of tlieiiublic high schools reporting to this Office, while the information concerning each school is given in detail in Table 42. For the scholastic year 1899-1900 there were 6,005 public high schools reporting to this Office, a gain of 510 over the preceding j^ear. The number of these schools reported as departments of public systems was 5,738, while only 268 were reported as independent. These are generally outside the cities or villages. Of the num¬ ber belonging to cit}" or village systems 691 are in cities which have 8,000 popula¬ tion or over. As shown in Table 1. there ^vere 20,372 teachers instructing secondary students in the public high schools, the number of men being 10,172 and the number of women 10.200. This was an increase of 1,654 in the number of teachers over the preceding year. It is shown in the same table that the public high schools had 519,251 secondary students, 216,207 males and 303,044 females, a gain of 43,024 in the total number. The male students comprised 41.64 per cent of the whole num¬ ber, and the female students 58.36 per cent. Of the total number of students in the public high schools of the United States, 254,816, or nearly 50 per cent, are found in the 3,163 schools of the North Central Division. The 1,448 public high schools of the North Atlantic Division had 169,405 secondary students, the 675 schools of the South Central had 39,669, the 449 schools of the South Atlantic had 27,013, and the 270 schools of the Western Division had 28,348 secondary students. 2122 EDUCATION KEPOET, 1899-1900. In the total number of students reported, there were included 8,395 colored secondary students. Of th'is number only 4,393 were in the colored high schools of the two Southern divisions, while the other divisions had 4,002. In the colored high schools of Missouri, a former slave State, there W'ere 682 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 be 5,075 for the Southern and 3,320 for the other sections ol 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 1900, 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 w^as 56,202, or 10.82 per cent of the wdiole number. The number of graduates was 61,737, or 11.89 per cent of the total enrollment. The number of graduates prepared for college was 18,693, or 30.28 per cent of the total number of graduates for the year. The number of students in military drill was 10,455, an increase of only 59 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 v/as 13.44, and the per cent of female students 8.95. Over 10 per cent of the male students enrolled and nearly 13 per cent of the female students graduated in 1900. The per cent of male graduates who had jmepared for college wms 3S.06, and the per cent of feniale graduates 25.79. Students in certain courses and studies in public liigli schools. Courses, studies, etc. Number of students. 1 |Per cent 1 of total 1 number. 1 Male stu¬ dents. Per cent of total number of male students. Female students. Per cent of total number of female students. Students preiiaring for college: i Classical course - - - 31,283 6.02 15, 230 7.04 16,053 5. 29 Scientiiic courses . . 24, 919 4.80 13,835 6. 40 11, 084 3. 66 Total preparing for college . 56,202 10. 82 29,065 13. 44 27, 137 8.95 Graduating in 1900 . . . 61,737 11.89 22, 575 10.44 397 162 12.92 College i)reparatory students in grad¬ uating class . - . 18, 693 a 30. 28 8,592 ct 38, 06 10, 101 a 25. 79 Students in- Latin . 232,767 50. 61 101, 894 47.13 160, 873 53. 09 Greek . . - . 14,813 2.85 8, 002 3. 70 6, 811 2. 25 French . 40, 395 7.78 14, 188 6.56- 26, 207 8.65 German . . . 74, 408 14. 33 28,981 13. 40 45, 427 14.99 Algebra . . 292,287 56. 29 12;i, 316 57. 04 168, 971 65. 76 Geometry . . . 142, 235 27.39 58,415 27. 02 83, 820 27.66 Trigonometry . . . . 9, 915 1.91 5, 251 2. 43 4, 664 1.54 Astronomy . . 14.435 2.78 5, 464 2.53 8,971 2.96 Physics . . 98; 846 19.04 42, 149 19. 49 56,697 18. 71 Chemistry . . 40, 084 7. 72 17, 794 8.23 22, 290 7.36 Physical geography . . 121, 335 23’. 37 51,028 2:3. 60 70,307 23.20 Geology . 18. 743 3. ‘31 7, 624 3.53 11.119 3. 67 Physiology _ _ _ 142,401 27.42 60,566 28.01 81,835 27.00 Psychology---. . 12, 368 2.38 4,532 2. 10 7,836 2.59 Rhetoric . . . 199, 803 38. 48 81. 022 37.47 118, 781 39.20 English literature _ _ 218. 613 42. 10 88, 437 40. 90 130,176 42. 1)6 History (other than United States) Civics . - _ _ 198; 125 38.16 78,120 36. 13 120, 005 39. 60 112, 465 21.66 47,572 22. 00 64, 893 21.41 a Per cent of number of graduates. SECONDARY SCHOOLS. 2123 The above table shows that there were 332,767 public high-school students study¬ ing Latin, or 50.61 per cent of the whole number. It may be noted that a greater proportion of female than of male students were studying Latin. There were 101,894, or 47.13 per cent, of the male students and 160,873, or 53.09 per cent, of the female students in Latin. Only 3.70 per cent of the male students and 3.35 per cent of the female students were studying Greek. The per cent of male students studying algebra was 57.04, and the per cent of female students in the same study was 55.76. The total number studying algebra was 393,387, or more than 56 per cent of the total public 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 5,154 of the 6,005 public high schools. This was an increase of 448 in the number of schools in which Latin was taught. The number of students was 33,738 more than the preceding year. The per cent of students in each of the leading high-school studies reported annually for the past eleven years is given in the table which follov7s. It will be noted that the per cent of students in Latin has increased from 34.69 in 1889-90 to 50.61 in 1899-1900. In the same period the per cent in algebra increased from 45.40 to 56.39, the per cent in German from 10.51 to 14.33, and the per cent in general history from 37.31 to 38.16. The proportion of students in Greek, which had remained at a fraction above 3 per cent for ten years, fell to 3.85 per cent in 1899-1900, Per cent of total number of secondary students in jmhlic high schools in certain courses and studies, etc. Students and studies. 18SU-90 1890-91 1891-92 1 1893-93 1893-94 1894-95 1895-96 1896-07 i897-98|l898-99 1 1899- 1900 Males ... 42. 67 40. 27 40. 59 ' 40.10 40. 45 41.15.. 41. 51 43.36 43.08 41. 39 41.64 Females . - . 5 i . 33 59. 73 59. 41 59. 90 59. 55 58. 85 58. 49 57. 64 57. 93 58.61 58. 36 Preparing for col¬ lege, classical course . _ 7.38 6. 04 6.33 7.50 7.87 7.53 7.68 6.63 0.31 6. 10 0.02 Preparing for col¬ lege, scientific courses . . . 7.06 5.80 6.90 7.10 6. 43 6.22 6.14 5. 55 5.15 5.41 4.80 Total prepar¬ ing for col¬ lege . 14. 44 11.84 13.23 14. 60 14.30 13.75 13.82 12.17 11.36 11. 51 10. 83 Graduates . 10.78 12.00 11.48 13. 60 12. 90 12. 11 12. 05 13.22 11.79 37.45 11.86 28.85 ” 11789 30. 28 Graduates prepared for college a . . 28. 58 32.44 39.97 26. 70 28.08 39. 38 39.36 Studying— Latin . Greek . . 34.69 3. 05 41.20 3.00 38. 88 3.08 43. 06 3.40 44. 78 3. 33 43. 97 3. 10 46.18 3. 11 48. 36 3.13 49.67 3.13 50.39 3. 12 50. 61 2. 85 French. . . 5. 84 5.70 5.18 6.43 6.81 0.53 6.99 6.86 7.51 13. 25 7. 94 7.78 German _ _ _ 10. 51 15.92 10.43 11.93 11.77 11.40 12.00 13. 42 14.01 14. 33 Algebra... . . 45. 40 52. 20 48.93 52. 88 56. 14 54. 27 54. 64 55. 46 56. 13 57. 09 56.29 Geometry . . 21.33 24.60 23. 71 26. 00 27.20 25. 34 36. 23 26. 71 37. 09 27.94 27.39 Trigonometry . 2.37 3.73 2. 93 2. 53 3.48 2.45 2. 37 2.05 1 . 91 Astronomy . 4.79 4. 40 4. 21 3.82 3.33 3.78 Physics _ _ 22. 21 24.00 22.82 23. 27 25. 29 33. 77 33. 08 21.09 20.69 30. 20 19. 04 Chemistry . . Physical geog.. .. 10. 10 10.20 10. 17 10.00 10. 31 9. 15 23. 89 8.95 25. 54 8.83 25. 38 8.30 34.94 8.39 24. 29 7 72 33! 37 Geology . . 5.00 4.80 4.63 4.37 4. 04 3.61 Pbysi olocy 39. 95 31.94 30. 84 29.98 29 21 27.43 Psychology . 2. 74 3.00 2. 90 2. 74 2.39 2. 38 Rbeto-ric 32 05 32. 34 34. 24 35. 97 40.07 37. 55 41. 75 38.48 43. 10 English lit _ History (other than U. S.)-. ... Civics . . 27.31 28.20 30. 97 33.88 36. 48 34.33 35. 28 35. 76 37.70 22.74 38. 32 3L 97 38. 16 21. 66 i . "i 1 a Per cent of total number of graduates. '“2124 EDUCATION EEPOET, 1899-1900. The aetnal number of students reported as preparing for college has greatly- increased each year, but 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 1899-1900 only 10.83. Tables 13, 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 691 public high schools, with 7,874 instructors and 235,139 students. Outside of these cities there were 5,314 public high schools, with 13,498 instructors and 284,113 students. In the cities the high schools had an average of 340 students to the school, while the average outside of the cities was 54 students to a school. EQUIPMENT AND INCOME. Theequipment and income of the public high schools in each State maybe found summarized in Table 15, so far as the items were reported to this Office. The number of volumes in the libraries of 4,899 schools was 3,737,003; the value of grounds, buildings, scientific apparatus, etc., owned by 4,743 schools was $98,131,695. 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 3,067 of these schools were able to report the amounts of State or municipal aid received. The aggregate of these amounts was $5,545,246. The aggregate received from tuition by 1,688 schools was $537,576. The amount received by 783 schools from sources reported as unclassified was $1,337,430. Nearly all of the latter item should be credited to State, county, or city appropriations. The total income of 2,380 schools reporting this item was $7,561,131. Private High Schools and Academies. Tables 16 to 39 summarize the statistics of private high schools, academies, and seminaries. Tables 16 to 36 are similar in form to Tables 1 to 11, relating to pub¬ lic high schools, and the two series may be compared. Tables 37 and 15 may also be compared. Table 30 is a comparative sho wing of the average number of teachers and students in public and private high schools. For the year 1899-1900 there were 1,978 private secondary schools reporting to this Office, or 31 more than the number reporting the previous year. These schools had 10,117 teachers for secondary students, an increase of 707, and 110,797 second¬ ary students, an increase of 6,959. The total number of private secondary students included 3,390 colored students — 3,125 in private colored schools in the two south¬ ern divisions, and 265 in the other divisions. The 1,978 schools reported 126,886 in the elementary grades. students and courses of study. In the private secondary schools there were 35,315 students preparing for college, or nearly 33 per cent of the number enrolled. As shown in Table 17, the number of these college preparatory students preparing for the classical course was 31,126, and the number preparing for scientiiic courses 14,189. The number of graduates in 1900 was 13,316, or more than 11 per cent of the secondary students enrolled. In the classes that graduated there were 5,673 students prepared for college, or over 46 per cent of the graduates. There were 8,900 students in military drill, an in:-rease of 441 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 high-school studies in private secondary schools in 1899-1900; SECONDARY SCHOOLS, 2125 Students in certain courses and studies in irrivate high schools and academies. Courses, studios, etc. Niimber of stu¬ dents. Per cent of total number. Male stu¬ dents. Per cent of total number of male stu¬ dents. PAmale stu¬ dents. Per cent of total number of female stu¬ dents. Students preparing for college: Classical course . . . 21,126 19. 07 12, 780 22.93 8,346 15.16 Scientific course . . 14, 189 12. 86 9,224 18. 34 4, 965 9. 02 Total prepai’ing for college . 35, 315 31.93 22, 004 41.27 13,311 24.18 Graduating in 1900 . - . . . i^2hr 11.03 ' 6, 226 11.12 5,990 10. 89 College preparatory students in grad¬ uating class . . . 5,673 a 46. 43 3, 825 a 61. 47 1,848 a oO. 8o Students in- Latin . . 52, 089 46.92 27, 978 51.09 24, 111 43. 78 Greek . . . 10, 056 9. 77 7,917 14. 21 • 2, 139 3.88 French . . 25, 289 22. 83 9, 494 17. 03 15, 795 28. f 9 German . 20,465 18.47 1 10,961 19. 67 9,504 17. 26 Algebra . . 54. 726 49. 40 29, 390 52. 73 25, 336 46. 01 Geometry . . . . . . Trigonometry . 26, 283 23.72 15,681 24. 14 10, 602 19. 07 5,353 4. 83 3, .501 6.28 1,852 3.36 Astronomy.-- . . . 7, 160 6. 46 2, 4.5f3 4.41 .4, 704 8. 54 Physics - - - . - . . 20, 090 18.87 10, 405 18.67 9, 685 17.59 Chemistry . . . 10,347 9.34 5, 359 9.62 4, 988 9. 06 Physical geography . 22, 8(X1 20. 57 10,622 19. 06 12, 178 22. 12 Geology . . 6, 557 5.91 2. 728 4.89 3, 829 6.95 Physiology . 27,443 24. 77 12, 005 21.54 15, 438 28. 03 Psychology.- . 7, 758 7.00 2, 921 5. 24 4, 837 8.78 Rhetoric . . . . 37, 699 34. 02 17, 269 30. 98 20, 430 37. 10 English literature . . . . 40,880 36.90 18,383 32. 98 22, 497 40. 85 History (other than United Stades) 40,009 20, 398 36.11 18,099 32. 47 21,910 39. 79 Civics . - . . . 18.41 9,398 16.86 11, 000 19. 96 a Pei* cent of total number of graduates. 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 32 per cent of the private high-scliool students were preparing for college, while less than 11 per cent of the public high-school students were making such preparation. In both the public and private high schools over 50 per cent studied Latin. The per cent studying algebra in the private high schools was 49.40 and in the public high schools 56.29. 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 aiul academies in certain courses and studies. Students and studies. 1 i 1889-90 1890-91 1 1891-92 1892-93 1893-94 189-L95 i 189.5-96 1896-97 1 ,1897-98 1898-99 1899- 1900 Mj\iles . . . 50. 07 50. 97 52. 14 52.10 50. 39 48. 46 50.15 49. 44 49. 58 49. 98 50. 30 Females . . 49.93 49. (j3 47. 86 47. 90 49. 61 51. 54 49.85 50. 56 50. 42 50. 02 49. 70 Preparing for col¬ lege, classical course . . 17.54 13. 62 15. 87 15. 60 16. 38 17.30 18.50 17.72 15. .54 16. 00 19.07 Preparing for col¬ lege, scieutific courses . 10.18 7.62 9. 22 10.90 9. .55 9.78 10. 78 10. 45 9.83 9.74 12. 80 Total preparing for college _ 27.70 21.24 25. 09 26. 50 25. 91 27. 03 29.28 28.17 35. 36 25. 74 31. 87 Graduates - . . 8.50 ^T.'22'’ ~^4T 8.70 9.40 10.11 10. 58 1o793^ 11. 54 11.42 11.02 Graduates prepared for col lege a ... 61.37 61.68 60. 10 50. 39 47. 93 46. 55 46. 81 41.35 44. 75 46. 52 Studying— Latin . 31.32 37.00 38.60 39.23 40. 77 43.14 46. 36 46. 67 48. 45 49.80 46. 92 Greek . . 7.02 8.00 8.48 8.61 9.04 9. 55 9. 83 10. 22 10. 43 9. 55 9. 77 French . 17.03 16. 80 16.69 18.47 18.85 19. 38 21.31 21.83 23. 04 33. 15 22. 83 German . 13. .55 15. 10 14. 45 15. 63 15. 25 16. 07 17.46 18.84 18.45 19. 01 18.47 Algebra _ 37.12 45.00 44. 57 42. 75 44.37 46.88 49.22 49. 50 51.70 52. 17 49. 40 Geometry . 17. 36 19.60 19. 66 20. 37 20.54 22.06 23. 84 24. 45 24. 43 24. 71 23.73 a Per cent of number of graduates. 2126 EDUCATION REPOET, 1899-1900. Per cent of total number secondary students in privcde high schools, etc. — Cont’d. Students and stu.dics. 1889-90 1890-91 1891-93 1893-93 1893-94 1894-95 1895-96 1 1898-97 1897-98 1898-99 1899- 1900 Studying — Trigonometry . . . Astronomy _ 4.3? 5. 76 5.93 5.39 6.69 5.51 7.99 5. 45 7. 4(5 5. 35 6 91 6.03 (5 7) 4.83 6 4 (5 Physics _ _ Cliemistry _ Physical geog .... 18.39 8. 59 30. 98 10. 60 30.16 9.83 19. 76 9. 94 30. 91 10. 33 30.33 9.79 18.15 31.03 9.89 33. 77 30.14 10. 49 31.81 19. 59 9.63 31.79 18.89 9.78 31.35 18. 87 9.34 30. 57 Geology . 7.08 6. 61 6.11 5.90 6. 11 5.91 Phvsioiogy . 33. 34 38.01 36. 71 36. 80 35. 95 34. 77 P.sychology . 5. 13 6. 74 7. 35 7.48 7. 07 7.00 Rhetoric _ 39. 13 33. 01 33. 00 33. 43 33. 78 34.03 English lit . • 33. 88 35.30 36. 90 History (other than U. S. ) _ Civics . 38. 98 33. 10 33. 33 CO CO 34. 07 35. 60 37.35 37.31 37. 59 15. 74 38.33 15.95 36.11 18.41 The above taU.e shows that in the private secondary schools the per cent of graduates has increased from 8.50 in 1890 to 11.03 in 1900, while the proportion of graduates prepared for colleges has decreased from 61.37 per cent in 1891 to 46.53 per cent in 1900. 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 study¬ ing Latin increased from 31.33 in 1889-90 to 46.93 in 1899-1900, and the per cent in algebra from 37.13 in 1889-90 to 49.40 in 1899-1000. In the public high schools it has been noted that about 3 per cent of the students reported each year for ten years have been studying Greek. In the private high schools the percentage .increased from 7.03 in 1889-90 to 9.77 in 1899-1900. 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 1,373 of these schools was 1,734,026. The value of buildings, grounds, scientific appa¬ ratus, etc. , owned by 1,390 schools was $53,854,136. The amount of aid from x^ublic funds received by 272 of these schools was $155,874. The tuition fees of 1,307 schools aggregated $6,061,385, while 302 schools derived $1,660,640 from productive funds. Receipts from sources not named amounted to $1,238,306 for 478 schools. The aggregate income of 1,281 schools was $9,079,805. During the year 178 schools received benefactions amounting to $913,832. The total money value of the endowments of 361 schools is reported as $39,751,577. Denominational Schools. Of the 1,978 private secondary schools reported, 945 are controlled by religious denominations. In these denominational schools there were 5,074 instructors and 53,634 secondary students, as against 5.043 instructors and 57,173 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 39 show the number of schools in each State controlled by each Teligious denomination. The following synopsis is made from these tables: Religious denomination and nonsectarian. Schools. Instruc¬ tors. Stu¬ dents. N on sectarian -- _ _ _ _ 1,033 361 5,043 57, 173 Roman Catholic - - . . . . . . 1,910 15, 873 :p‘i 1 - _ 98 96 714 5,145 Bantist . - _ _ _ - _ 539 7,173 Presbyterian _ _ _ - . . . 93 403 4, 574 Methodist, , _ _ _ _ _ _ - . - . . 65 334 5, 532 PTienrls _ _ _ _ _ 55 396 3, 428 Con gregational . - . - _ _ _ _ _ 51 343 2, 671 Methodist Episcopal South _ _ _ _ 38 154 3, 863 Lutheran . . . _ _ _ _ 33 175 3, 033 Other denominations -- -- _ _ _ 56 338 4,344 Total . . 1,978 1 10,117 1 no, 797 SECONDA.EY SCHOOLS. 2127 Public and Private Secondary Schools. The statistical summaries of public and private secondary schools are combined in Tables 31 to 38. Table 30 presents a comparison of certain statistics. It is shown that in the public high schools there are about 87 students to a school and 20 stu¬ dents to a teacher, while in the private schools there are 50 students to a school and only 11 secondaiy students to a teacher. Table 31 shows that the 7,983 public and private secondary schools had 30,489 teachers and 630,048 students. Nearly 57 per cent, or 358,107, of these students were females. The number of students preparing for college v/as 9r,517, or nearly 15 per cent of the total secondary enroll¬ ment, The graduates for 1900 numbered 73,953, or nearly 12 per cent of the number enrolled for the year. The number of graduates who had iirepared for college was 24,366, or nearly 33 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-school studies ^n each State. The following synopsis shov/s the number O- male and female students in certain courses and studies for the United States in 1899-1900: Students in certain courses and studies in public and private high schools and academies. Courses, studies, etc. Number students. i Per cent of total number. 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. . . . 52, 409 39, 108 8.32 28,010 10.30 24, 399 6.81 Scientific courses _ . 6.21 23, 059 8.48 16, 049 4. 48 Total preparing for college . 91,517 14. 53 51,069 18.78 40, 448 11. 29 Graduating in 1900. . 73, 953 11.74 28,801 10. 59 45, 152 12. 61 College preparatoj'y students in grad- iiatmg class . . . . . 24,366 a 32. 95 12, 417 a 43. 11 11,949 a 26. 46 Students in- Latin . . . . 314, 856 49.97 129, 872 47.76 184, 984 51. 60 Greek . . . 24, 869 3. 95 15, 919 5. 85 8, 950 2. 50 French . . . . . 65, 684 10. 43 23, 682 8.71 42, 003 11.73 German... . . . . . . 94, 873 15. 08 39, 942 14.69 54, 931 15. 34 Algebra _ _ _ _ 347,013 55.08 152, 706 56. 15 194,307 54. 26 Geometry . . . 168, 518 26. 75 74, 096 27. 25 94, 422 26. 37 Trigonometry . . . 15.268 2 42 8, 753 3.22 6, 5l6 1.82 Astronomy . . . 21,595 3! 43 7, 920 2.91 13,675 3.82 Physics . . . . 118, 936 18.88 52, 554 19.33 66. 382 18. 54 Chemistry . . . . 50, 431 8.00 23,153 8.51 27.278 7. 62 Physical geography . 144, 135 22.88 61, 650 22. 67 82, 485 23. (13 Geologv . . . . 25, 300 4. 02 10, 352 3.81 14, 948 4.17 Physiology . 169, 844 26.96 72, 571 26. 69 97,273 37.16 Psychology . . . Rhetoric" . . . . 20,126 3.19 7,453 2. 74 12, 673 3. 54 237,502 37.70 98,291 38.14 139, 211 38.87 English literature _ _ _ 259, 493 41.19 106,820 39.28 152, 673 42. 63 History (other than United States) 238, 134 37. 80 96, 219 35. 38 141,915 39. 63 Civics . . . 132, 863 21.09 56, 970 20. 95 75, 893 21. 19 a Per cent of number of graduates. For several years attention has been directed to the steady increase of'the num¬ ber of students in Latin. In 1889-00 there were 100,152 students in public and private high schools studying Latin. This was 33.62 iier cent of the total. In 1899-1900 the number had increased to 314,856, or about 50 per cent of the total number of secondary students in these schools. There has been but little varia¬ tion in the percentage of students in Greek, the highest for any year being 4.99 and the lowest 4.27, until 1899-1900 when the percentage fell to 3.95. There has been a small increase in the percentage in French. The number studying Ger¬ man increased from 11.48 in 1889-90 to 15.06 in 1899-1900. In the ten years the per cent of students in algebra increased from 42.77 to 55.08, and the per cent in geometry increased from 20.07 to 26.75. The percentage of students in general 2128 EDUCATION KEPOET, 1899-1900. history increased from 27.83 in 1889-90 to 87.80 in 1899-1900. The following synop¬ sis exhibits these percentages for each of the eleven years: Per cent of the total number of secondary students in ]mblic and iDrivate h igh schools and academies in certain courses and studies, etc. Students and studies. 1889-0(1 1890-91 1801-93 i 1893-93 1 1893-94 1894-95 1895-96 1898-97 1 ! ■ 1897-98 1898-99 1899- 1900. Males . - . 45. 03 43. 67 44.01 43.63 43.39 43.00 ’ 43.40 43.84 43. 50 43.93 43. 16 Females . . . 54. or 56. 33 55.99 56. 38 56.61 57.00 56.60 56.16 56. 50 57.07 56. 84 Preparing for col- lege, classical course . . . . 10. 01 8. 45 9.18 9.90 10. 34 10.00 10. 05 8. 94 7.99 7.87 8.33 Preparing for col- lege, scientific i courses . 8. 05 6.38 7. 59 8.23 7.33 7.11 7.16 ' 6.57 6.03 6.18 6. 21 Total preparing r for college _ 18.66 14. 83 16. 77 18.13 17.67 17.11 17.21 15.51 14.03 14. 05 14.53 Graduates . . 10. 05 10. 51 10. 87 11. 46 11.88 11.60 11.73 11.95 11.75 11.78 11.74 Graduates prepared for college a . 35.74 39. 15 36. 63 30. 93 33.44 33.69 33. 60 30. 60 31.61 3.3 95 Studying— Latin . . 33. 63 39.80 38.80 41.94 43. 59 43. 76 46.23 48.01 49.44 50. 29 49.97 Greek . . 4.33 4. 65 4. 68 4. 93 4.99 4. 73 4.58 4. 60 4.50 4.27 3. 95 French- . 9.41 9. 06 8.59 9. 94 10.31 9. 77 10. 13 9.98 10. 48 Ic. 68 10.43 German . . 11.48 15.68 11.61 13.00 13.78 13.58 13. 30 13. 76 14. 34 l4. 91 15. 06 Algebra. . 43. 77 49. 89 47.65 49. 93 53. 71 5.3. 40 53. 46 54. 33 55. 29 56. 31 55. 08 Geometry _ _ 30. 07 33. 04 33. 53 34. 36 35. 35 34. 51 35. 71 36.34 36. 59 37 36 36. 75 Trigonometry . . 3. 96 3. 61 3. 80 3. 25 3. 15 3.08 3.83 3.58 3.43 Astronomy . 5.37 5. 19 4. 89 4.40 3.94 3.43 Physics . . . 31. 36 33. 06 33. 04 33.35 34. 03 33. 15 31.85 20. 89 30.48 19. 97 18. »8 Chemistry _ 9.63 10. 37 10.08 9.98 10.31 9. 31 9. 15 9.18 8.55 8.64 8. 00 Physical geog . 33.44 .34. 93 34 64 34. 33 33 75 23 88 Geology . 5. 53 5. 30 4.93 4.66 4. 41 4.03 Physiology . 28. 03 31.08 39. 98 29. 38 28.63 26 96 Psychology . . . 3. 35 3.82 3. 83 3.64 3.33 3.19 Rhetoric . . 31.31 33.37 33.78 35. 30 36. 70 37.70 English literature. 38. 90 40.60 41.19 History (other than U. S.). . 37. 83 39. 77 31.35 33.46 a5.78 34. 65 35. 73 36.08 37. 68 38.33 37. 80 Ciyics . 21.41 30. 89 31. 09 a Per cent of total number of graduates, DISTRIBUTION OF SECONDARY STUDENTS, Tables 39 and 40 show the distribution of secondary students enrolled in 1899-1900 in the eight classes of institutions mentioned on the first page of this chapter. It is shown that of the 719,241 secondary students reported to this Bureau for the scholastic year, 530,425 were in public institutions and 188,816 were in private institutions. In the public institutions 519,251 were in public high schools, 8,219 in preparatory departments of xiublic universities and colleges, and 2,955 in public normal schools. In the private institutions 110,797 wmre in private high schools and academies, 48,006 in preparatory departments of private universities and colleges, 6,615 in private normal schools, and 9,521 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 9.46. The same table shows that the number of students in higher education was 155,667,01’ an average of 2.05 to the 1,000 of population. This number includes all students w’ho in 1899-1900 were receiving higher instruction in colleges, resi¬ dent 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 7,983 public and private high 2129 SECOITDARY SCHOOLS. schools reporting to this Biireau in 1899-1900. Table 44 shows the number of public and private high schools for boys only, for girls only, and the number of coeducational secondary schools in each State. Table 1. — Public high schools — Number of schools, secondary instructors, secondary students, and elementary pupils in 1S99-1900. State or Territory. Number of schools. Secondary teachers. Secondary stu¬ dents. Colored stu¬ dents (in¬ cluded in preceding column] Elementary pupils, including all below sec¬ ondary grades. Male. Female. Total. r2 Female. Total. Male. Female. Total. Male. Female. Total. United States. 6, 005 10, 172 10,200 20, 373 216,207 >303, 044 519, 251 3, 855 5, 740 395 47, 311 47, 637 94, 948 N. Atlantic Division 1,448 3,726 3, 935 6,651 73, 833 96,073 168, 405 365 610 975 7,555 7, 825 15, 380 S. Atlantic Division. 441! 655 536 l,13i 10,553 16,460 37,013 48811,410 1,898 7,481 6,901 14,383 S. Central Division . 675 936 7^0 1,719 16,080 2:3.589 I 39,669 769 >1, 726 3,495! 9,705 9, 110 18,815 N. Central Division. J, 168 5,209 4, 476 9, 685 104, 980 149,836 3.54,816 996 1,909 3,905 !23,008 33,375 45, 383 Western Division .. 370 586 540 1,136 11,261 17,087 28,348 37 85 123 563 536 1,088 N. Atlantic Division : Maine . 154 174 169 343 3,838 4,931 8,749 2 5 7 882 894 1,776 L ew Hampshire 57 70 102 173 1,603 3, 103 3, 704 o 3 395 366 561 Vermont _ 55 59 93 1.51 1,482 1,956 3, 438 3 3 6 348 348 696 Massachusetts. . 557 955 1,513 15, 718 30, 326 35, 914 90 114 204 771 782 1,.5.53 Rhode island ... 30 74 89 163 1,476 1,974 3, 450 10 37 47 75 49 134 Connecticut _ 74 130 333 353 3,519 4,588 8,107 9 18 37 144 ISO 374 New York . 378 776 1,434 3,210 39,019 33, 347 63, 366 109 139 248 3, 461 3, 538 4,989 New Jersey . 96 193 338 528 4,252 7,0(J8 11,260 50 90 140 598 ()!36 1, :734 Pennsylvania. .. 377 694 526 1, 230 13, 437 19, 950 33, 387 90 204 394 1,981 2, 192 4, 173 S Atlantic Division: Delaware . 13 17 24 41 402 650 1,053 0 0 0 67 57 134 Maryland . . 51 95 64 159 1, 730 3,236 3,956 71 150 321 893 652 1, 545 Dist. Columbia.. 5 55 83 137 1,313 3,118 3,431 198 506 704 0 0 0 Virginia . 70 83 101 183 1,596 3,734 4,330 109 438 547 1, 168 1,191 3, 357 West Virginia .. 33 53 28 80 665 1,290 1,955 16 40 56 55 57 113 North Carolina- 21 24 18 42 405 538 943 10 40 50 295 284 579 South Carolina . 104 134 76 210 1,693 2,305 3,998 49 13't 169 3, 170 1, 985 4, 155 Georgia . 130 1.5ft 109 359 3,303 3,643 5,845 14 65 79 3,344 3, 372 4,616 Florida . 33 46 34 80 557 946 1,503 31 51 73 491 403 894 S. Central Division: Kentucky . 70 119 113 232 3,313 3, 205 5, 517 233 481 714^ 607 654 1,361 Tennessee . . 101 131 93 324 3,169 3,253 5,433 113 387 40f.), 3, 141 1, 953 4.(t94 Alabama . . 62 93 93 185 1,478 3,339 3, 817 35 45 70 1,P45 97(! 3,415 Mississippi . 100 110 93 203 1,618 3, 434 4,053 87 307 394 1,971 1, 955 3, 926 Louisiana . 31 57 59; 116 814 1,401 3,315 26 45 71 3,'30 336 689 Texas . 240 383 320 603 6,078 8,851 14, 929 195 358 553 3, 314 3, 434 4,748 Arkansas . . 61 87 43 139 1,371 1,853 3,224 83 190 373 618 715, 1 1,333 Oklahoma _ _ 6 10 8 18 117 319 336 7 13 20 0 0, IndianTerritory 4 8 3; 10 133 34 157 0 0 0 256 93j 349 N. Central Division: I Ohio. . 678 1,073 641 1,717 19, 753 35, 959 45, 712 240 388 628 8,383 8,461 16, 844 Indiana . 383 738 370 1,108 11,184 15, 231 - 36, 415 176 295 471 3,776 3,941i 5,717 Illinois ...: . 344 731 697 1, 418 14,670 23, 776 37, 446 135 333 358 1,246 1,355 3,601 Michigan . . 294 477 610 1,087 13, 146 16, 665 38,811 33 56 88 1,831 3, o;34 3.865 Wisconsin . . 231 381 409 790 8, 750 11, 876 20, 626 5 15 20 544 649 1 1,193 Minnesota . . 115 181 330 511 5, 020 7, 290 13, 310 13 29 43 171 19t 365 Iowa . 344 479 582 1,061 11,773 17,349 29,023 36 71 107 1,528 1,619| 3,147 Missouri _ 234 438 317 745 8,308 13, 398 20, 606 197 485 683 1,093 1, 233! 3,335 North Dakota .. 37 31 34 6.5 443 688 1,130 7 5 13 63 79j 143 South Dakota ._ 61 70 49 119 1,111 1,508 3, 617 3 1 4 548 694 1, 343 Nebraska . 250 330 226 546 6,053 9,155 15, 208 10 39 39 2,993 3, 015 6, 007 Kansas _ _ 303 310 208 518 5,870 9,043 14, 913 142 313 454 833 l,0tt3 1,835 Western Division: Montana . . 19 25 43 68 642 983 1. 635 3 5 8 100 109 209 Wyoming . 7 8 9 17 155 202 357 1 0 1 68 41 109 Colorado . . 44 137 104 231 3,337 3,573 5, 910 11 40 51 77 82 159 Nev/ Mexico _ 7 14 6 20 100 143 343 1 1 0 0 0 Arizona . 2 5 3 8 57 115 173 0 0 0 Utah . 5 31 18 39 491 624 1,115 2 1 3 0 0 0 Nevada . . 9 12 10 22 164 267 431 1 1 33 27 60 Idaho . 8 11 7 18 316 270 486 0 "0 0 Washington _ 47 77 60 137 1,326 3, 137 3, 463 5 7 13 241 310 451 Oregon. . 17 31 29 60 743 1,173 1,916 1 o 3 43 57 100 California . 105 255 251 506 5,030 7, 590 13, 630 14 28 43 0 0 0 ED 1900 — VOL II •51 2130 EDUCATION KEPOET, 1899-1900. Table 2.—Piiblic high schools — N umber of secondary students in college preparatory courses and number of graduates and college preparatory students in groAuating class in 1899-1900. Secondary students preparing for college. Graduates in class of 1900. College prepar¬ atory students in graduating class of 1900. S c/5 State or Territory. Classical course. Scientific courses. V rH 6 Female. Total. Male. Female. Total. Male. Female. Total. Male. Female. Total. LTiited States.- 15,230 16,053 31,283 13, 835 11,084 24,919 22,575|39,102 hi, 737 8,592 10, 101 18,693 ]0455 1 N. Atlantic Division. 7,251 5, 801 13,0.52 4, 511 1, 790 6,301 7, 720'l2, 741 20, 46l 2, 707 2,474 5,18l' 747i 1 il S. Atlantic Division . 881 1,0.50 1,934 408 232 640 9181 1, 974 2, 892 359 388 858 S. Central Division.. 1,408 i, 680 3, 086 938 845 1,783 1,3481 2, 463 3,811 515 841 1, :356 419 N. Central Division . 5, 0(51 6,637 11,698 0, .5.27 6, 855 13,382 11,452: 19, 932 31, 384 4, 439 5,611 10, 0,50 2,178 Western Division ... 628 885 l,.5i3 1,451 1, 362 2, 813 1,137 2,052 3, 189 572 787 1,359 1,030 Is . Atlantic Division: Maine . . . 529 .551 1,080 ,231 rr. 308 445 732 1,177 151 145 296 243 New Hampshire- 14(5 123 269 116 59 175 210 366 576 72 64 136 520 Vermont _ 94 66 160 190 100 290 142 243 385 68 64 132 118 Massachusetts- . . 2, 398 2, 478 4,876 1, 356 320j 1, 676 2,047 3, 268 5,315 662 70S 1,370 4,372 Rhode Island _ 1.54 108 262 62 48 no 147 253 1 400 63 71 134 i 0 Connecticut . 358 296 654 333 91 424 384 708 1, 092 144 116 260 i 0 New York . 2, 608 1,387 3, 995 1,373 765 2, 138 2, 069 3,110 5,179 876 785 1 1,661 429 New Jersey _ 332 312 644 250 91 341 490 995 1, 485 144 113 ' 257 127 Pennsylvania . . . . 632 480 1, 112 600 239 839 1,786 3, 066 4,852 527 408 935 161 S. Atla.ntic Division : Delaware . 18 24 42 24 15 39 01 98 1,59 j 20 15 ! .. 0 Maryland _ 43 50 93 45 2 47 160 283 44:3 57 16 i 73 41 Dist. Columbia -- 91 45 136 85 15 100 138 220 358 44 14 1 58 530 Virginia . . 123 130 253 45 16 01 no 331 441 37 33 1 70 0 West Virginia . .. 34 59 93 13 16' 1 29 49 187 236 24 26 50 0 North Carolina. - 29 37 66 6 0 6 37 55 92 23 32 55 169 0 South Carolina.. ,252 308 560 72 66 138 1.57 281 438 74 95 1 64 Georgia . . 273 36() 639 96 n 167 171 426 597 76 148 224 136 PloTida _ 21 31 52 22 31 53 35 93 128 9 13 87 S. Central Division: Kentucky _ 175 237 412 193 104 297 2.38 317 5.55 1 1 no 124 234 40 Tennessee . 180 188 308 125 1:24 249 273 470 743 80 101 181 10 Alabama. . 134 121 255 119 77 196 66 171 237 31 36 67 114 Mississippi . 270 336 606 95 108 203 108 215 323 60 98 158 40 Louisiana. . . 26 36 62 33 57 90 96 241 337 18 79 97 50 Texas . . 502 607 1,109 ,306 328 636 440 854 1,294 186 331 517 16 Arkansas . . 103 9 i 152 255 59 40 99 111 179 290 21 64 85 40 Oklahoma . 1 2 11 6 7 13 12 16 28 9 8 17 0 Indian Territory 7 1 8 0 0 0 4 0 4 0 0 0 109 N. Central Division: Ohio . . 1. 2.56 1,18!) 2,445 921 735 1, 6,56 2,2.34 3, 718 5, 952 800 808 1,608 344 Indiana . . '519 608 1,127 657 448 1,105 1,275 1,940 3,215 435 405 840 233 Illinois . . 644 997 1,641 842 905 1,747 1,611 ,2,982 4, 593 022 712 1,334 161 Michigan . . . 387 540 927 819 772 1,591 1,291 2,043 3, :334 .558 675 1,233 28 Wisconsin . . 420 471 891 443 387 830 1,0.37 1,023 2, 600 332 398 7.30 0 Minnesota . . 1,53 215 368 762 972 1, 734 531 935 1,466 331 463 794 25 Iowa . . 516 875 1,391 709 876 1,585 1 1,309 2,4:38 3, 747 454 693 1, 147 197 Missouri _ 388 512 900 410 437 847 , 743 1,399 2, 142 .254 374 628 133 North Dakota ... 38 65 103 43 58 101 38 82 120 28 41 69 0 South Dakota . .. 6o 93 159 99 104 203 142 209 351 71 70 141 96 Nebraska . 298 439 737 505 712 1,217 614 1,361 1,975 254 416 670 926 Kansas . . 376 j 633 1,009 317 449 766 627 1,202 1,8,29 300 556 856 35 Western Division: M ontana . . 17 52 69 84 120 1 204 62 105 167 26 38 64 170 Wyoming. . 7 1 18 6 5 11 21 30 51 10 13 23 Colorado _ 126 * 226 352 332 299 631 203 384 587 122 146 268 1 674 New Mexico..... 8 ’ 11 19 12 13 25 7 10 17 3 6 9 0 Arizona . 0 4 4 14 12 26 7 20 27 4 3 7 0 U tah . . 44 ! 31 75 o- 21 46 41 70 111 10 19 29 0 N evada . 23 22 45 21 0 21 26 41 67 15 14 29 0 Idaho . . 8 10 18 10 13 23 21 33 54 4 7 11 0 Washington _ 82 107 189 82 77 159 128 254 382 73 111 184 136 Oregon . 74 77 151 57 54 111 83 1.54 ,237 23 22 45 0 California . 239 334 573 808 748 1,556 538 951 1,489 282 408 690 50 SEOONDAEY SCHOOLS, 2131 Table S.—PiibliG high schools — Nmnher of secondary students pursuing certain studies in 1899-1900. State or Territory. Latin. Greek. French. Schools re¬ porting. Male. 6 "cS g © Total. Schools re¬ porting. Male. Female. Total. © . f"' be tn S 0+2 0 r; 0 T a rj} Male. Female. Total. United States . . 5, lot 101,894 160,873 262, 767 1,011 8,002 6,811 14,813 935 14, 188 26,207 40,395 N orth Atlantic Division ... - 1,853 31, 316 48,943 80,2.59 6.23 0,582 4,413 9, 995 626 10, 778 17, 719 28, 497 South Atlantic Division - 6, 756 10, 598 17,3.54 82 425 164 589 85 785 1,633 2, 408 South Central Division . 598 8,538 13, 868 22, 406 75 480 333 713 56 628 1,165 1. 793 North Central Division - 2, 512 49,488 78,310 127, 798 194 1,273 1,569 3,843 114 1,598 4,340 5, 938 Western Division . . 238 6, 796 9, 154 14, 950 37 242 433: 674 44 399 1,360 1,759 North Atlantic Division: Maine . . 136 1,664 2,483 4,147 79 491 453 944 88 598 1,100 1,698 Nev/ Hampshire . 58 780 1,237 2,007 33 166 181 347 44 500 803 1,303 Vermont . . . 51 676 924 1,600 29 124 82 206 33 193 305 498 Massachusetts . 284 6,458 10, 412 16, 870 155 1,865 1,460 3,325 205 5, 934 8,427 14,361 Rhode Island . . . 17 708 871 1,579 lOl 217 172 389 15 ^8 615 933 Connecticut- . 78 1,894 2,366 4,260 36 333 207 540 34 353 814 1, 167 New York . 368 10, 698 15, 885 26,581 185 l,.56l 1,161 3, 722 166 3,423 4, 388 6,811 New Jersey. . . 71 1,738 3, 053 4,791 28 217 199 416 ,‘20 268 515 783 Pennsylvania . . 347 6, 702 n 722 18, 424 68 608 498 1,106 31 191 753 943 South Atlantic Division: 13 335 579 914 1 1 12 13 49 1,273 1, 597 2, 870 6 112 113 10 238 110 338 District of Columbia . . . 4 533 863 1,395 4 62 m 95 4 178 430 608 Virginia. . . 65 991 1,764 2, 755 6 8 4 12 21 95 347 442 West Virginia . . . 29 286 558 844 2 1 3 4 North Carolina ... _ 21 276 421 697 o 2 9 6 9 15 South Carolina . 100 1,150 l,.5n0 2.650 20 59 20 79 21 2.‘25 243, 467 Georgia . . 118 1,679 2, 885 4,564 43 181 104 285 24 52 4.25 477 Florida 29 233 432 085 9 48 48 South Central Division: Kentucky . 68 1,340 1,968 3,308 13 ,201 32 333 11 146 49 195 Tennessee . 82 1, 060 1, 800 2,860 13 71 40 111 8 42 73 114 Alabama . . . . 58 804 1,343 2, 146 10 58 10 68 11, 49' 94 143 Mississippi . . 87 942 1,379 2,321 17 71 67 138 4 3 17 20 Louisiana . . . . 27 570 1, 054 1,624 1 5 5 10 11 3451 817 1,162 Texas . . 207 2,916 4, 911 7,827 19 63 73 136 7 16 i5' 91 Arkansas . 59 751 1,313 1,964 2 11 16 27 4 37 41 68 Oklahoma. . . . 6 102 198 300 Indian Territory _ 4 53 3 56 North Central Division: Ohio . . 517 9,706 13, 623 23,328 49 363 375 738 19 349 658 1,007 Indiana . 355 7,026 10,246 17,272 8 37 4:3 80 5 54 166 220 Illinois . 290 6, 862 12,472 19,334 30 210 307 517 22 374 1,556 1. 030 Michigan . 209 3,987 6,196 10, 183 35 194 242 436 31 285 720 1, 005 Wisconsin _ _ _ _ _ 115 1,936 3, 174 5,110 14 105 78 183 4 8 38 36 Minnesota . 113 3, 361 4, 849 8,210 11 37 59 96 9 394 491 785 “ Iowa. . . 268 4,897 8,414 13,311 8 32 42 74 6 23 119 142 Missouri . 203 4,240 6, 906 11, 146 30 202 272 474 9 132 457 589 North Dakota. . 26 322 557 879 1 1 1 0 South Dakota . . 42 489 676 1, 165 3 7 9 16 1 2 6 8 Nebraska . . 220 3.409 5,678 9, 087 6 34 64 98 3 71 120 191 Kansas . . 184 3,253 5, 520 8, 773 9 51 77 128 3 6 19 ,‘25 Western Division: 1 Montana . 17 321 647 968 2 4 13| 17 3 73 68 141 Wyoming . . . 6 87 124 211 _ 1 . .1 Colorado . :.. 42 1,.5]6 2,319 3,835 8 82 142 324 7 741 443 517 New Mexico . 6 42 63 105 Arizona . . . . 2 26 52 78 Utah . 3 203 260 463 1 io 20 35 Nevada . 6 77 137 314 1 15 13 28 Idaho . . 7 104 132 236 Washington . 29 533 944 1,477 1 3 6 3 ih 105 124 Oregon . . . 11 266 358 624 . 1 California . . 104 2,621 4,118 6,739 26 153 271 424' 1 29 203 711 914 2132 EDUCATIO]^ REPOET, 1899-1900. Table 4:.~-PiihliG high schools — Number of secondary students pursuing certain studies in 1899-1900. State or Territory. German. Algebra. Geometry- Schools re¬ porting. Male. Female. Total. Schools re¬ porting. Male. Female. Total. Schools re¬ porting. Male. Female. Total. United States _ 1,78S 23,981 45, 427 74,408 6,003 123,316 168, 971 292, 287 1 3,252 58,415 83,820 142,235 North Atlantic Division 6S3!12, 172 18,018 30, 190 1,447 38,030 47,979 86,009 1,345 19,652 :25,337 44, 989 South Atlantic Division 62 1,161 1, 745 2,906 448 7,347 11,466 18, 813 1 3a5 3,273 5, 180 8,453 South Central Division. 63 879 1, OiiO 1,939 675 11,473 17,021 28,494 584 4, 777 7,617 12,394 North Central Division. 867 13, 458 22, 216 35,674 3, 163 59, 192 82.225 141,4172,744 26, .512 .39, 952 66, 464 Western Division . 108 1,311 2, 388 3, 699 270 7,274 10; 280 17, 554: 244 4,201 5,7:34 9, 935 North Atlantic Division: Maine . . . . 12 34 91 125 154 2, 145 2, 625 4,770 144 1, 112 1,354 2,466 New Hampshire 11 35 115 150 57 758 921 1,679 50 472 619 1, 091 Vermont . 20 77 105 182 55 620 810 1,430 51 367 478 845 Massachusetts . 105 1,422 2, 780 4,;202 237 8,198 8, 755 16, 953 229 5, 474 5, 572 11,013 Rhode Island . 15 206 273 479 20 878 880 1,758 18 505 542 1,047 Connecticut . 44 537 879 1,416 74 1,845 2,386 4, 231 67 1,014 1, 190 2,204 New York- . 322 0,557 8,019 14, 576 377 11,905 14, 078 25, 983 360 5, 616 7,72] 13,:337 New Jersey . . 56 1,354 2,246 3, 600 96 2,821 4, 597 7, 418 87 971 1,735 2, 706 Pennsylvania . 103 1, 950 3, 510 5,460 377 8,860 12,927 21,787 339 4, 121 6, 126 10,247 South Atlantic Division: Delaware . 4 16 31 47 13 284 446 730 13 139 229 368 Maryland . . 14 534 676 1,210 51 1,187 1, 965 3,152 51 1,085 1,626 2, 711 District of Columhia 4 170 470 640 4 458 643 1,101 4 266 400 666 Virginia. . 17 190 354 544 70 1,174 1,783 2,957 48 406 674 1,080 "West Virginia 5 44 93 137 32 495 876 1,371 28 162 382 544 North Carolina _ 21 265 388 653 9 85 114 199 South {Carolina . 8 130 21 151 104 1,298 1,745 3,043 67 3:38 393 731 Georgia . 8 72 63 135 120 1, 829 3, 031 4, 860 96 6881 1,149 1, 837 Florida . o 5 37 42 33 357 589 946 19 104 213 317 South Central Division: Kentucky . . 16 486 478' 964 70 1,491 2, 196 3, 687 57 602 996 1,.598 Tennessee . 6 34 85 119 101 1,427 2,274 3,701 87 614 985 1,599 Alabama . 9 16 62 78 62 1, 090 1, 658 2,748 56 465 824 1,289 Mississippi . 2 o 10 12 100 1,131 1, 694 2,825 66 249 377 626 Louisiana _ ... _ 31 711 999 1,710 27 253 589 842 Texas . . . 25 284 357 641 240 4,536 6, 713 11,249 233 2,225 3,267 5, 492 Arkansas . 8 50 64 114 61 942 1,334 2,276 50 326 512 8:38 Oklahoma . 2 7 4 11 6 85 150 235 5 32 66 98 Indian Territory _ 4 60 3 63 3 11 1 12 North Central Division: Ohio . . 128 2,355 3, 437' 5, 792 678 11,658 14, 676 26,334 535 4,876 6, 761 11,6.37 Indiana . 85 1,261 2. 018 3,279 382 6,660 9, 114 15, 774 322 3, 103 4,235 7, 338 Illinois . 102 2,063 4,005 6, 068 344 7,782 11,197 18,979 315 3, 795 6,298 10,093 Michigan . 137 1,677 2, 829 4,506 294 6, 365 8,672 15, 0:37 271 2,362 3, 406 5, 768 Wisconsin . 136 1, 969 2, 959 4, 928 231 3,964 5, 238 9, 202 222 1,912 2,681 4,593 Minnesota. . 57 874 1,467 2, 341 115 2,5:33 3,434 5, 967 111 1,5.58 2, 378 3,936 Iowa. . . 66 1,020 1, 725 2, 745 344 6,055 8,832 14, 887 305 2,614 4,337 6, 951 Missouri . 34 998 1,588 2, 586 234 5,578 7, 975 13, 553 193 2,134 3, 053 5,187 North Dakota . 2 27 42 69 27 277 406 683 25 116 191 307 South Dakota . 13 115 148 263 61 634 860 1, 494 41 269 3v 3 642 Nebraska . 51 580 982 lc562 250 3, 966 6.1:30 10, 096 228 2,225 3,6.56 5, 881 Kansas . . . 56 519 1,016 1, 535 203 3, '720 5, 691 9, 411 176 1,548 2,583 4, 13i Western Division: Montana . . . 4 134 182 316 19 389 654 1,043 17 164 263 427 Wyoming . 2 14 23 37 7 89 103 192 5 37 60 97 Colorado . 30 498 916 1,414 44 1,414 2,047 3,461 40 954 1,187 2,141 New Mexico _ 1 4 4 7 72 98 170 6 15 28 43 Arizona . . . 1 4 7 11 2 37 55 92 2 12 38 50 Utah.. . . 3 92 116 208 5 357 440 797 5 259 327 ,586 Nevada . 2 1 7 8 9 146 208 354 9 61 107 168 Idaho . 1 4 2 6 8 125 151 276 7 49 64 113 Washington . 7 113 234 347 47 837 1,2;]5 2,072 37 360 596 956 Oregon . . . 3 86 146 2:12 17 506 725 1,231 13 213 265 478 California . . 49 365 751 1,116 105 3,302 4,564 7,866 103 2,077 2,799 4,876 SECO^TDARY SCHOOLS, 2133 Table 5, — Public high schools — Number of secondary sttidents pursuing certain studies in 1899-1900. 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 Ca,rolina . . Georgia . Florida . . South Central Division: Kentucky . Tennessee . Alabama . . Mississippi . Ijouisiana . . . . . Texas . . . . Arkansas . . Oklahom.a _ _ _ 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 . . Trigonometry. Astronomy, Physics. a:> . 0) . . ^ OD 6.0 '’■< be CC p 6 w a 6 w p d O d '’d ,-4 '’o'h d rP o'h 6 rP ^ O "oj s -p O V P< S 0) O -i S 0 A a 0, 0 ’j} Eh CO CO Ph Eh S18 5,251 4, 664 9, 915 1,055 5, m 8,971 14, 435 4,898 43,149 56, 697 98, 846 246 1,934 1,044 2, 978 448 1,999 3, 611 5,610 1,300 13,387 16, 176 29, 563 96 626 617 1,243 53 329 .541 870 261 2, 815 4.0,51 6, 860 176 725 1, 190 1,915 93 483 723 1, 306 571 4,271 5; 710 9, 981 219 1, 470 1,476 2, 946 435 2, 420 3, 778 6,204 2, 648 19,366 37, 605 45 4,861 8, 466 S. Atlantic Division: Delaware . 11 121 199 320 11 455 246 401 11 97 164 261 Maryland . . 48 1,188 1, 557 3, 745 44 1,183 1,607 2, 790 36 579 594 1, 173 Dist. of Columbia -- 5 1,210 1,985 3, 175 ,5 593 1,313 1,904 3 2 6 8 Virginia . 52 563 1,033 1.595 55 819 1,,553 3,373 33 302 367 669 West Virginia _ 20 308 453 661 31 ,2831 519 801 31 238 444) 684 North Carolina _ 13 182 255 437 13 184 250 4:34 17 179 223 403 South Carolina — 73 565 1,086 1,651 89 844 * 1,380 3,324 47 269 364 633 Georgia . . - 80 701 1,673 3, 373 94 947 2, 009 3, 956 44 3:30 420 750 Florida _ 30 150 808 458 O'y 197 376 573 26 118 201 319 South Central Division : Kentucky _ 50 787 1,331 3,108 54 861 1,7.36 3,597 58 604 681 1,285 Tennessee _ 61 503 746 1,249 62 645 1,089 1,734 65 701 725 1,426 Alabama - . 44 501 1,208 1, 709 45 4:34 891 1,335 ,30 355 533 787 Mississippi - . . 73 515 891 1,406 70 552 984 1,5,36 76 713 990 1,703 Lonisiaiia . . . 39 34:3 874 1,217 30 510 1,062 1,.573 23 180 369 549 Texas . 168 1, 732 3, 707 4, 439 317 3, 735 4,366 7, 091 199 3,264 3,0.30 5, ,294 Arkansas . 47 514 803 1,317 48 473 694 1,167 41 519 640 1,159 Oklahoma . . 3 11 17 28 5 36 48 84 6 72 102 174 Indian Territory - - 2 5 5 3 37 19 56 3 37 5 33 North Central Division: Ohio . . 535 6, 851 9,909 16, 760 545 5, 591 7, .599 13. 190 615 4,922 6, ,523 11,445 Indiana . 345 5,896 7, 987 13, 883 343 4,387 5,978 10, 365 379 3, 610 3,336 5, 9-46 Illinois - . . 334 7, 477 13,3:10 30, 707 320 4, 932 7,6.54 13, 576 290 3,876 3,920 6, 796 Michigan . 362 2, 487 3, 774 6, 361 284 4,284 6,231 10, 515 271 3,392 3, 3.53 5, 744 Wisconsin--- . 204 3,315 3,438 5, 743 318 3,613 3, 492 6,1(!4 311 1,952 3, 823 4, 775 Minnesota . 93 1,179 1, 791 2, 970 105 3, 083 3,077 5, 140 67 653 873 1,.52.5 Iowa . . 301 3,540 5, 613 9,153 333 3, 562 5,. 580 9, 143 331 3,3.59 4, 622 7, 881 Missouri . 310 3, 473 3, 891 6, 364 315 3, 796 4,4.59 7,2.55 193 2, 195 3, 031 5,226 North Dakota . 26 257 405 662 33 1:29 234 3.53 32 107 311 318 South Dakota . 48 317 455 773 49 329 537 856 58 374 613 987 Nebraska . 185 3,874 4,280 7, 1.54 195 3, ,258 3,3.54 5, 613 235 3,083 3,928 5,011 Kansas . . 178 1,983 3,278 5, 360 180 l,5il 2,661 4,202 195 3,206 3,317 5, 433 Western Division: Montana - . 19 333 361 584 14 167 282 449 17 189 299 488 W yoming . 5 103 109 311 5 53 84 136 4 24 41 65 Colorado - - . 43 1, 599 3, 453 4,0.52 40 1,559 2,378 3, 9.37 31 369 581 950 New Mexico . 3 31 3s 69 5 34 47 81 3 25 37 53 Arizona . 2 28 64 93 2 9 43 51 0 23 42 65 Utah . . 5 86 133 319 3 203 274 477 4 60 61 121 Nevada . . 9 134 188 322 7 114 194 308 8 52 98 150 Idaho . 8 67 81 148 8 61 75 136 7 119 1.55 274 Washington . - 38 418 677 1,095 24 391 619 1,010 28 267 397 664 Oregon - . . . 14 217 391 608 16 351 .576 937 16 374 397 671 California . 105 4,409 6, 608 11,015 101 2, 736 4,455 , 7,181 95 799 1,327 3,136 SECOTOAEY SOHOOLS, 2137 Table 9. — Public high schools — Proportion of male and female students, jmr cent of students pjursuing certain courses, per cent of graduates, etc., in 1800-1900. Per cent of total number. Per cent State or Territory- Total secondary students. Male. Female. College classical prepara¬ tory students. College scientific prepara¬ tory students. Gradu¬ ates in 1900. of grad¬ uates prepared for college. United States . . 519,251 41.64 58.86 6.02 4.80 11.89 30. 28 North Atlantic Division... 169, 405 43.29 56. 71 7. 70 3. 72 12. 08 25. 32 South Atlantic Division ... 27,013 39. 07 60.93 7.16 2. 37 10. 71 25. 83 South Central Division - 39, 669 40.54 59.46 7-78 4.49 9.61 85. 58 North Central Division .... 254,816 41.20 58. 80 4.59 5.25 12. 32 32. 02 Western Division . . 28, 348 39.72 60.28 5.34 9.92 11.25 42. 62 North Atlantic Division: Maine . 8,749 43. 75 56. 25 12. 34 3. 52 13. 45 25.15 New Hampshire . . 3, 704 43. 25 56.75 7. ,26 4. 72 15.55 23. 61 Vermont . . 3,438 43. 11 56. 89 4.65 8.44 11.20 34. 29 Massachusetts . . 35,944 43. 73 56. 27 13. 57 4.66 14.79 25. 78 Rhode Island . . 3, 450 42. 78 57.22 7.59 3.19 11.59 3:3.50 Connecticut . 8,107 43.41 56. ,59 8.07 5.23 13. 47 23.81 New York . . 62, 366 46. 53 53. 47 6.41 3.43 8.30 32. 07 New Jersey . Pennsylvania . 11,260 37. 76 62. .24 5.72 3.03 13. 19 17.31 32,-387 38.40 61.60 3. 43 2.59 14. 98 19. 27 South Atlantic Division: Delaware . . . 1, 052 38.21 61.79 3.99 3.71 15. 11 22. 01 Maryland . 3, 958 '43. 48 56.52 2. 35 1.19 11.20 16.48 District of Columbia... 3.431 38.27 61.73 3.90 2.91 10.43 16. 20 Vivp’iTiifi, _ _ 4, 330 1, 955 36.86 6:3. 14 5.84 1. 41 10 18 15. 87 West Virginia... . 34.02 65. 98 4.76 1.48 12.07 21. 19 North Carolina _ 9-43 42. 95 57.05 7. 00 0.64 9.76 59. 78 South Carolina _ _ _ 3,998 42.35 57. 65 14.01 3.45 10. 98 38. -58 Georgia . . _ _ 5,845 1,503 37.67 62. 33 10. 93 2. 86 10. 21 37. -52 Florida . . . . 37.06 62. 94 3.46 3. 53 8.52 10. 16 South Central Division: Kentucky . . . 5,-517 41.91 58.09 7.47 5. 38 10.06 42. 16 Tennessee . . 5,422 3,817 40. 00 6(». 00 6.79 4.-59 13. 70 24.36 Alabama . 38.72 61. 28 6.68 5. 13 6. 21 28.27 Mississippi . 4, 052 39. 93 60. 07 14.96 5.01 7.97 48.92 Louisiana . 2,215 36. 75 63. 25 2. 80 4. 06 15. 21 28. 78 Texas . . . 14, 929 40. 71 59. 29 7.43 4.26 8.67 39. 95 Arkansas . 3,224 42.52 57.48 7.91 3. 07 9. 00 29.31 Oklahoma . . . 336 34.82 65. 18 3.27 3. 87 8.33 60. 71 Indian Territory . . 157 73.34 21.66 5. 10 0.00 2. 55 0. 00 North Central Division: Ohio . 45, 712 26, 415 43. 21 56. 79 .5. 35 -3.62 13.02 27.02 Indiana . 42.34 57.06 4.27 4.18 12. 17 26. 13 Illinois . 37, 446 39.18 60. 82 4.38 4. 67 12. 27 29.04 Michigan . Wisconsin . 28,811 42. 16 57.84 3.22 5.52 11.57 36. 98 20, 626 42.42 57. 58 4.32 4.02 12.90 27.44 Minnesota . . 12,310 40. 78 59.22 2.99 14. 09 11.91 54. 16 Iowa . . 29,022 40. 57 59. 43 4.79 5. 46 12. 91 :30. 61 Missouri . 20,606 39. 83 60. 17 4. 37 4. 11 10.40 29. -32 North Dakota . . 1, 130 39.12 60. 88 9.12 8.94 10. 62 57. 50 South Dakota . . 2,617 42. 45 57. 55 6. 08 7. 76 13.41 40. 17 Nebraska . 15,208 39.80 m. 20 4. 85 8.00 12. 99 33.92 Kansas . . 14,913 39.36 60.64 6.77 5.14 12. 26 46. 80 Western Division: Montana i:635 357 39.27 60. 73 4.22 12.48 10.21 38. 32 Vf yoming . 43.42 56. 58 5.04 3.08 14. 29 45. 10 Colorado . . .. 5,910 39.-54 60. 46 -5.96 10. 68 9.93 4-5. 66 New Mexico . 243 41.15 58.85 7. 82 10.29 7.00 52. 94 Arizona . . 172 33. 14 66. 86 2.33 15. 12 15. 70 25. 93 Utah . 1,115 44. 04 55. 96 6. 73 4. 13 9. 96 26. 13 Nevada . . 431 38.05 61.95 10.44 4.87 15. -55 43.28 Idaho . . 486 44.44 55. 56 3.70 4. 73 11.11 20. 37 Washington - - 3,463 38.29 61.71 5. 48 4.59 11.03 48. 17 Oregon . . 1,916 38. 78 61.22 7.88 5.79 12.37 18.99 California . 12,620 39.86 60.14 4.54 12.33 11.80 46. 34 2138 EDUCATION EEPOET, 1899-1900. Table 10. — Public high schools — Percentages of secondary students pursuing certain studies in 1899-1900. Per cent of total secondary students. State or Territory- Latin. 1 Greek. ! French. G er- man. Alge- ’ bra. Geom¬ etry. ; Trigo¬ nom¬ etry. As- ' tron- 1 omy. Phys¬ ics. United States - 50.61 2.85 7.78 1 14.33 56. .29 27.39 1.91 2.78 19. 04 North Atlantic Division .. 47.38 5.90 16.83 17.82 i 50. 77 26. 56 1. 76 3. 31 17. 45 South Atlantic Division - . 64.24 3. 18 8.91 10.76 69.64 31.29 4.60 3.22 25. 42 South Central Division 56.48 1.80 4.52 4.89 71.83 31.24 4.83 3.04 25. 16 North Central Division... 50. 15 1.13 3. 33 14.00 5.5. 50 26.08 1.16 2.43 18.43 Western Division . . 52. 74 3.38 6. 21 13. 05 j 61. 92 a5.05 2. 94 1.92 19. .28 North Atlantic Division: Staine . . . . 47. 40 10.79 19. 41 1.43 54. 52 28. 19 0.47 8.53 18.16 New Haxnnshire . 54. 18 9.37 35. 18 4.05 45. 33 29.45 0.89 6.29 18. 20 Vermont. . 46. 54 5.99 14. 49 5.29 41.59 24.58 0.06 6.81 13. 07 Tvlassachu.setts. . . 46. 93 9. 35 39. 95 11.69 47. 17 30. 73 1.35 4. 59 19.80 Rhode Island . 45. 77 11.38 37. 04 13. 88 50. 96 30. a5 1. 48 2.67 25.39 Connecticut . . 52. 55 6. 66 14.39 17. 47 52. 19 27. 19 1. 49 4.13 17.18 New York . 42. (52 4. 36 10. 92 33. 37 41. 66 21.39 1.57 1.49 13. 90 New Jersey . 42. 55 3.69 6. 95 31, 97 65. 88 24. 03 2. 74 4.C8 18. 45 Pennsylvania . . 56. 89 3. 41 3.91 16.86 67.27 31.64 2. 95 2.88 20. 68 South Atlantic Division: Dehiware . . 86.88 O.Ct) 1.34 4. 47 69.39 34.98 2.38 0.00 45. 25 Maryland . . . 72. 55 3. 83 8.54 30. 59 79. 68 68. 53 10. 24 7.33 52.10 District of Columbia.. 40. 66 2. 77 17. 72 18. 65 32.09 19.41 3.73 0. 00 17.92 Virginia . . 63.63 0.28 10. 21 12. 56 68.29 24. 94 4. 50 0.16 23. 81 West Virginia . . 43. 17 0.30 0.00 7.01 70.13 27. 83 2. 86 5. 06 15.40 North Carolina _ 73. 91 0.31 1.59 0.00 69. 25 21.10 0.00 1. 59 25.98 South Carolina . . 66.38 1.98 11.68 3.78 76. 11 18.28 2.05 4. 38 17.18 Georgia - - - .. Florida . 78.08 4.88 8.16 2.31 83.15 31.43 5.10 4.21 20. 96 44.24 0.00 3.19 3. 79 62.94 21.09 3.59 2.53 14.97 South Central Division: Kentucky . . -59. 96 4.04 3. 53 17.47 66.83 .28. 97 6.85 4. 23 19.61 Tennessee . 52. 75 3.05 2.10 2.19 68. 26 29. 49 4.09 4. 57 21.60 Alabama . 56.32 1.78 3. 75 2.04 71.99 33. 77 6.00 3. 22 21.17 Mississippi . . 57. 38 3. 41 0.49 0. 30 69.72 15. 45 2.4:3 3.80 34. 82 Louisiana . 73. 33 0. 45 52.46 0.00 77.20 38.01 1.35 2.30 31.02 Texas . 52. 43 0. 91 0.61 4. 29 75. 35 36. 79 5. 29 2. 24 27.09 Arkansas . 60.93 0.84 2. 11 3. .54 70. 60 25. 99 5. m 1.92 21.06 Oklahoma . 89.39 0. 00 0. 00 3.28 69. 94 29.17 0.60 0. 00 25. 89 Indian Territory . 35. 67 0.00 0.00 0.00 40. 13 7.64 2.55 2.55 7.64 North Central Division: Ohio. . . . 51. 03 1.61 2.30 12. 67 5*7. 61 25. 46 2.08 3.92 i 17.78 Indiana . . 65. 39 0.30 0. 83 12.41 59.72 27. 78 1.60 1.21 I 18.50 Illinois . . . 51. 63 1.38 5. 15 16. 20 50. 68 26. 95 1. 00 3. 41 1 17.40 Michigan . . 35.34 1.51 3. 49 15. 64 52. 19 20. 02 0.55 l.;38 i 16.50 Wisconsin . 24. 77 0. 89 0. 17 23,89 44.61 22. 27 0.50 0.05 ! 16.07 Minnesota . 66. 69 0.78 6.38 19.02 48. 47 31.97 0.33 2. 23 1 17.53 Iowa . . . 45. 87 0.25 0.49 9.46 51.30 23. 95 0.42 4. 19 19.33 Missouri . . 54. 09 3.30 3. 86 12. .55 65. 77 25. 17 2.09 0. 97 17. 79 North Dakota . . 77.79 0. 18 0.00 6.11 60. 44 27. 17 0. 18 1.68 15.58 South Dakota _ 44. 53 0. 61 0. 31 10. 05 57. 09 24.5:3 0. 92 2. 48 21.44 Nebraska . . 59. 75 0. 64 1.26 10.27 86.39 38.67 1.40 1.72 24. 18 • Kamsas. . 58. 83 0. 86 0.17 10.29 63. 11 27.70 0.72 2. 48 23. 63 Western Division: Montana . . . . 59. 20 1.04 8.63 19.33 63. 79 26.12 1.65 1.71 15. 47 Wyoming . 59.10 0. 00 0.00 10. 36 53. 78 27. 17 4. 48 0.00 16. 81 Colorado . 64. 89 3. 79 8.75 2:3. 93 58. .56 36. 23 3. 77 4.18 20. 10 New Mexico . 43.31 0.00 0.00 1.65 69.96 17 70 4. 12 2. 47 8.64 Arizona.. . 45. 35 0.00 0.00 6.40 53. 49 29. 07 8.72 0.00 ■ 14 53 U tall . . 41. 53 0.00 3.14 18.65 71.48 52. 56 7.62 6. 19 15.07 Nevada . 49.65 0. 00 6. 50 1.86 82.13 38.98 0.23 2.32 55. 45 Idaho . . 48.56 0.00 0. 00 1.23 56. 79 23.25 1.44 5. 97 11.11 Washington . . 42. 65 0. 26 3.58 10.02 59. 83 27.61 0.81 0. 58 16. 46 Oregon. . . 32. 57 0. 00 0.00 12.11 64. 25 24. 95 2.82 3. 97 25. ;26 California . . 53. 40 3.36 7.24 8.84 62.3;3 38. 64 2. 91 0.48 19.04 SECOTOAEY SCHOOLS, 2139 Table 11 . — Public high schools — Percentages of secondary students pursuing certain studies in 1899-1900, Per cent of total secondary students. State or Territory. Chem¬ istry. Phys¬ ical geog¬ raphy. Geol¬ ogy. Physi¬ ology. Psy¬ chol¬ ogy. Rheto¬ ric. Eng¬ lish litera¬ ture. His¬ tory. Civics. United States . 7.72 23.37 3. 61 27. 42 2. 38 38.48 42.10 1 38.16 21.66 North Atlantic Division .. 8.31 17. 87 4.80 25. 35 1.03 38.04 45.82 39.26 16.80 South Atlantic Division . . 8.3.5 28. 15 2.41 32.03 2. 87 37.44 49.66 53.51 18.14 South Central Division ... 6. 38 34.06 5.61 45. 07 6.57 42.54 33.98 43.26 31.28 North Central Division.-- 6.99 25. 17 2.63 27.38 2. 69 37.37 37.55 as. 48 23. 97 Western Division . . 11. 99 20.50 3.63 11.17 1.36 46.33 64.98 51.83 19. 85 North Atlantic Division; 1 Maine . 10.51- 17.17 8. 02 17.45 .2. 05 30.96 39.43 i 38.54 19.01 New Hampshire . 10.58 14.28 6.88 10. 04 0.92 37. 42 44.49 42.14 9.94 Vermont . 5. 03 26.21 6.57 19. 69 4.54 33. 80 29.99 36. 65 23.27 Massachusetts . 12.38 8.11 4.17 15.13 0. 76 48.51 74. 14 53. 57 11.83 Rhode Island . 9. 39 8.90 1.48 4.26 1.83 54.52 72. 32 42. 61 8. 99 Connecticut . 9. 71 22.88 5.51 8.54 0. 38 37.68 66.41 45. 41 11. 74 New York . . 5.42 17.04 3. 94 32. 56 0. 47 30. 18 26. 73 29.46 15. 19 New Jersey . . 10. 45 22. 73 4.79 24. 95 0.95 38. 73 52. 89 48.03 19. 29 Pennsylvania.. . . 7. 65 28.01 6.02 33.89 1.87 4:2. 13 44.25 37. 44 26. 14 South Atlantic Division: Delaware . . . 11.79 30.42 0. 00 48.67 2.09 36. 50 30. 42 38.12 24. 81 Maryland . . 11.. 27 18.50 1.26 46.97 3.99 27.86 69.39 70. 53 29.65 District of Columbia. . 8.54 0.00 0.00 0.00 0. 00 40. 66 92. 54 55. 49 0.23 Virginia . . . . 8.94 34.80 1.25 34. 85 0. 92 41.29 36.84 54. 78 15. 45 West Virginia . 7.16 a5. 2-9 2.40 32. 17 4.35 29. 46 33.81 40.97 34.99 North Carolina . . 2.33 34.78 0. 32 28.00 0.00 33.51 46.34 46.02 42.63 South Carolina . 2. 50 40. 50 2. 15 34. 72 3.13 32.57 41.30 55. 63 15.83 Georgia . 9. 68 32.54 6. 40 28.14 2. 94 45. 71 40. 69 .59. 57 12.83 Florida - - 11.84 33.60 2. 40 56.29 11.58 38. 59 30. 47 38. 12 21.22 South Central Division: Fentucky . 8.37 22.89 3. 57 29.49 8.43 49.08 38.21 47.07 23. 29 Tennessee . 6.22 26. .58 13. 00 40.63 3. 60 37. 26 23.04 31.98 26.:30 Alabama . . 5.89 22.74 6. 89 48.13 3. 35 42.26 44. 77 34.' 71 20.62 Mississippi- . 3.41 38.89 5. 36 51.33 2.20 35. 17 34. 70 37. 91 42. 00 Louisiana . 17. 25 42.89 2. 80 46. 64 3.;34 60. 86 54. 94 70. 97 24. 79 Texas . . . 5.61 40.61 4. 12 49.51 9.74 41.84 29. 73 47. 50 3.5.46 Arkansas . 3. 16 36.04 4. 75 48.64 5.40 39.39 40. 85 38.20 35. 95 Oklahoma . . 13. 69 44.64 1.79 20. 54 5. 95 66.07 8.33 25. 00 51.79 Indian Territory.. ... North Central Division: 0. 00 24.20 5. 10 43.31 5. 73 15.92 3. 18 35.67 20. 38 Ohio . . 6.19 26. 95 2.92 33.79 2. 67 30.99 36. 66 28.85 25.04 India,na . 7.47 25.25 1.76 14.75 3. 75 50. 63 52. 56 39.24 22.51 Illinois - . 7.63 26. 66 2. 48 83. 17 0. 87 39. 65 55. 30 33. 58 18.15 Michigan . . 9.90 20.46 2. 58 22.32 2. 41 31. 56 21.73 36. 50 19.94 Wisconsin . 3. 14 32. 31 1.48 24. 98 7. 55 23.00 27. 84 29. 59 23.15 Minnesota . . 10. 70 .5.03 1.36 14.17 0.64 46.66 24. 13 41. 75 12.39 Iowa . . . . 4. 19 24.27 4.13 27.24 0. 99 34.26 31.53 31.50 27.16 Missouri . . . 7.25 21.08 2.49 28.21 4. 36 42. 15 30. 88 35. 21 25. 36 North Dakota . 3.36 20.44 2. 92 27. 61 0.97 43.36 58. 58 31. 24 28.14 South Dakota . 4. 59 34. 05 4. 36 32. 71 0. 61 33.97 29.50 32.71 37. 71 N ebraska . 9. 94 as. 26 1.94 34. 76 0.57 45. 62 47. 04 36.90 32. 95 Kansas . 6.44 29.68 4.11 30.14 4. 59 42.39 35.27 28.18 36.36 Western Division: Montana . . 7. 89 26.24 6.42 14.74 0.00 37.74 a5.72 27. 46 29. 85 Wyoming . 12, 04 25. 21 0.0 26.2 16.9 104. 8 37.4 South Central Division: Kentucky . . 64 6 6.7 2.1 2<5.0 21. 4 174.6 45.7 Tennessee . 89 12 4.9 1.9 34.9 20. 4 171.8 37.8 Alahaina - . 48 14 4.9 ,2.7 ,25. 4 19. 3 124. 0 52. 3 Mississippi _ _ - . 79 21 6.3 1.9 32. 0 18.9 170.7 36. 5 Louisiana . . 29 2 10.6 2.4 20.4 18.0 216.6 43.5 Texas . . 229 11 5.3 2 2 28.4 23. 8 149.8 52.0 Arkansas . - . 58 3 4. 6 L8 35. 8 21.4 16:3.9 38. 5 Oklahoma _ 6 3.3 <> 21 0 15.8 70.0 42 0 Indian Territory . . 1 3 0.0 £5 0.0 i 15. 7 0.0 39.3 North Central Division: 1 Ohio . . . 661 17 11.1 1.9 32.2 24.2 357. 7 45.8 Indiana . . 359 23 9.4 2.3 32 0 20.8 302. 1 47.9 Illinois _ _ 3:33 11 13. 5 2.6 30; 0 23. 5 403. 5 62.2 Michigan . . . 287 7 12.7 2. 7 29.8 24. 7 378. 5 66.1 Vv’ isconsin . 231 9.8 2^6 28.3 25! 1 276. 9 6tj 5 Minnesota . . . 115 15. 0 3.1 30. 0 •20.4 449. 9 63.3 Iowa . . . . 336 8 10.3 ,2.6 29.8 26.7 307. 5 69.1 Missouri . - . 233 1 18.1 2 31.6 25. 6 571.1 57.3 North Dakota . 27 7.0 2' 2 22 1 16.8 155. 0 37.5 SoTTth Dakota- . 61 9.0 L8 29. 2 21.4 263. 0 39.2 Nebraska 250 25.3 1.9 35 9 26. 6 909. 0 50. 5 Kansas - . 196 7 7.8 2.3 39. 7 26. 6 310.3 59.9 Vv^ estern Division : Montana _ 17 2 8.8 2 2 29. 9 17.8 261.8 39.2 Wyoming . 7 6.0 1^8 23! 0 19.9 138.0 36. 0 Colorado . . 42 2 11.9 3.3 28.7 22. 3 341.6 73.4 New Mexico 7 0.0 2.9 0.0 12.2 0.0 34.7 Arizona - . 3 0.0 4.0 0. 0 21.5 0.0 86,0 Utah . . 0 16.5 2. 0 30.6 17.5 505. 0 35.0 Nevada- . 8 1 0.0 2.4 0.0 19.6 0.0 47.9 Idaho . 8 0.0 2.3 0.0 27.0 0.0 60.8 Washington . . 47 14.3 1.9 33.1 19.7 471.8 36.7 Oregon . . 17 12.5 2 3 42.9 24.1 ,5:36. 0 56.3 California . - . 78 27 13,9 3.4 30. 8 21.3 428. 6 72.7 Table Ifi,— Public high schools—Equipinent^ income, benefactions, seooj^daey schools. 2143 Total money- value of en¬ dowment. •^imoiuY 1 SiSii siliisfl Mi; “isii|gs| ; i i i 1 1 i i iiii ;i” ig ;3 ; IS •SuT^.iod -9.1 sfooqog lO ^ rH Ci rH CO ' T-( |rH I —to:*— 10-2 I^r-( Benefac¬ tions. •q.anouiY I i slili Si ig issss is ;--r M ! Mi 1 i M ;i« ; : i ; ; ; i •Suri^jod -au sfooqos § <00 i-^C-r-iCO jT^ i 1 -H i CO i i 1 j Total income from all sources. •;}unouiY 1 igqig iSiis iSgsiSili iS 2W|ss|s| »s Siiiii iiliiis •Suiq,.iod -0.1 sTooqog i iSiii Income from othe’’ sources and unclassified. •:^anouiY s M a iSlii Bssa'is 'tH O SsiiiiSii g » 1 g' g iiiisi iiiiiei Hi-i C.COCO i- H o cc H o' •.fiuic^.iod -0j sfooqog g Productive funds. •(junoxuY i S iNoog 1 3|Si|||a| 1 j wed rH T-f ■ S iiSii eilgiSI 1 1— ICO H-A i.- •Satq..iod -9a sxooqog S SSSS ; i ,-i 01 ,-1 CO -t! — 1 1- 1-1 Tuition fees. •q-unotnY g i liSii sissga Slifelseii 11 lOco i-i coco ^ ^ e-j IciSSi iSsiiSS s -'='ss" •SuTq..iod -9a sfooqog 1 lllis jccouoo^co opocoo.o^^ State and municipal aid. •XuuouiY 1 i iigil iilii cf T-l iiisiiiil ii |sS"gss||a ■“§ igiiis iiSssli as3K3s gsssaVa •Sur^aod -9.1 sfooqog I Isisi Grounds, build¬ ings, scientific apparatus, etc. •0UinA i 3 i iiiSS iissi ^ CO O O CO iilliisli iiSiiliii siiinss iiiiiSiii iimmim tmmm r-i o' r-To Ho T-f H -.fiuix.iod -9.1 spoqog 2.- Libraries. •s9uinxoA i SiSii isgis isigiiiia SSigSiiii iiiilsS sssssS|S| sasaass •Suix.tod -9.1 sfooqog I siiii cm'- 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 Cai’olina . . Georgia . . Florida . South Central Division: Kentucky _ ...... _ Tennessee . . Alabama . . Mississippi . . . Louisiana . Texas . Arkansas . Table 15. — Public high schools — Equipment, income, heu.e fact ions, and endoivments — Continued. 2144 EDUCATIOll KEPOET, 1899-1900, Total money A'alue of en¬ dowment. ‘;imoTxiY isiisi i g 13 i§ i is I 3 1 •tiupaod -e.i siooTjog h : -- h 01 Benefac¬ tions. •^^.iinouiY isi=i isg CO r4 : i i rH ' ' 1 * 1 1 1 c'S i •^^uipiod -0.1 S['oor[og 0 > LO 00 01 CO i CO' 01 1 1 r-i » ' t 1 - r Total income from all sources. •:^unouiY 11 iii 'gSi 35,085 ,33, ,370 503, 741 •Sup.iocl -0.1 sfooqog t-i r-i r-n rH ^-0-01 Income from otiier sources and inaciassified. •:^unouiY 1 iliiSiiS sp,£-;a|5i5s isi I '-■fiS " i ggg =^41" III •Sui;.iod -9.1 siooqog ^01^ Productive funds. •cjunotuY smmsm CO CO ^ ,-H CO u; t- i' ii : G oi" ■ i ; •SuT^aod -9.1 siooipg ^O t- ^ CO CO CO t- t-cc • i ; Tuition fees. •c^unouiY 1 lilsiiilgsgg s3i 1 ; 75 185 33,159 •Sup.iod -9.1 sfooqog State and municipal aid. •:;unouiY it iilSilsJrliSSs S=f' iHl c?¥'s •Suiij.iod -9.1 sfooqog 0101 Grounds, Imild- ings, scientific apparatus, etc. •oniuA ii mummm mmmmm ^ L- ir: cc CO oioi 01 of •Sui|.md -9j: sfooqog Libraries. •saniiiTOA if SISsSieSiSis siiiiSSiSisi |Ss's3ii='=s38 “"-S" -■"■-S'-'a- ■gui:^.iod -9.1 sfooqog State or Territory. South Central Division — Continued. Gkla.homfl, _ -S ll II North Central Division: Ohio . - . Indiana- . IllinoiM . Michigan . . tVisconsin . . Minnesota . . Iowa . Missouri . North Dfl.kota _ South Dakota . . N e Dra,ska . . Kansas . . Western Division: Montana . Colorado . New Mexico Arizona, Utah . Nevada. . Idaho _ 5V ashington . . Orecon California . SECOTOAEY SCHOOLS, 2145. Table 1G. — Private high schools and academies — Number of schools, secondary instructors, secondary students, and elementary pupils in 1899-1900. state or Territory. Number of schools. Secondary in¬ structors. Seconda,ry stu¬ dents. Colored secondary students (in¬ cluded in preceding column). Elementary p u - pils, including all below sec¬ ondary grades. Male. Female. Total. Male. Female. Total. Male. 1 Female. Total. Male. Female. 0 Eh LOiited States - 1,978 4,275 5,842 10,117 55, 734 55, 063 110, 797 990 1, 400 3,390 58,227 68, 6.59 126, 886 N. Atlantic Division - 869 1,834 2, 489 4,313 21,433 19,34-3 40, 776 85 126 211 16. 963 15,939 32, 901 S. Atlantic Division - 4(K) 750 884 1, 634 10,171 i 10, 031 20, 202 503 891 1,394 11, 833 14, 654 26, 486 S. Central Division - 417 627 758 1,385 11, 298 10, 743 32.041 380 .351 731 15, .599 16. 502 33. 101 N. Central Division - 364 824 1,289 2,113 111, 015 11,559 21,574 22 32 54 8, 6-16 13.494 22, 140 Western Division - 138 250 672 2, 817 3, 387 6,204 0 0 0 5, 188 8, 070 13,258 N. Atlantic Division: i Maine - - 33 43 85 128 1,043 1,347 3, 389 2 i 1 3 99 123 .223' New Hampshire - 33 111 61 172 1, 642 958 2, 600 3 1 4 1,364 316 1,680 Vez*mont- . 17 26 44 70 496 539 1 , 035 0 0 0 443 477 920 Massachusetts . 97 257 427 684 3, 034 3, 877 5. 911 17 5 22 682 885 1, 567 Rhode Island . 14 32 47 79 365 269 634 0 0 ""o •431 863 1,293 Connecticut - 63 136 211 347' 1,410 1,399 2,809 o 4 7 .541 999 1,540 New York . . 304 596 898 1,494 5, 250 5, 8.55 11.105 2 1 3 6, 875 6, 724 13, 599 New Jersey . . 7-t 198 268 466 2.109 1.788 3,898 0 0 0 1.523 1,694 3. 217 Pennsylva,nia. . 131 425 448 873 6, 085 4, 310 10, 395 58 114 173 5,004 3,859 8, 863 S. Atlantic Division: Delaware . _ .. 4 13 14 37 157 146 303 0 0 0 71 63 1.33 Maryland . . - 46 140 160 300 1, 038 1,276 3,314 0 0 0 797 711 1,.508 Dist. of Columbia _ 21 40 106 146 262 545 • 807 353 890 1,243 Virginia . . . 82 171 167 338 1,949 1,653 3, 602 121 181 308 1,537 1, 859 3, 396 West Virginia _ 13 36 61 455 510 965 261 320 581 North Carolina, - .. 122 201 171 372 3, 680 2, 797 6,487 128 194 ! 322 4,084 4,039 8, 123 South Carolina _ 36 66 64 130 935 804 1, 739 23 26 "49 945 1,213 3, 158 Georgia _ _ 67 89 136 225 1,6.21 3, 116 3, 737 171 424 595 3, dm 4,344 7,333 r'lorida . . 9 5 30 35 64 184 248 60 60 120 795 1, 216 ; 2,011 S. Central Division: 1 Kentucky, . 95 133 197 330 3,025 2,000 4,085 60 35 85 2, 762 3,063 1 5,824 Tennessee _ _ 99 165 146 311 3, 973 2, 676 5, 649 15 9 ' 34 4, 037 4,O04J 8,017 Ala,bama . . . 55 73 81 154 1, 329 1, 136 2,365 69 50 : 119 l,6d) 3, 005 3, 654 Mississippi . - . 43 54 78 133 988 989 1,977 67 99 166 1,647 1 1,791 3. 438 Louisiana _ SO 33 79 112 646 636 1,283 13 31 33 1,396 j 1.058 2, 3.54 Texas . . 62 110 136 246 3, 494 2. 415 4, 909 128 110 238 2,6;8 3, 160 5. 808 Arkansas . . 21 45 23 68 751 632 1.373 29 37 66 786 730 1,516 Oklahoma . . 1 0 3 3 0 20 20 0 0 0 0 20 20 Indian Territory _ . . 11 14 15 20 193 189 381 0 0 0 774 676 1,450 N. Central Division: Ohio _ _ 49 92 201 393 1.107 1,537 2, 634 0 0 0 665 1,243 1.908' Indiana . . 27 86 121 207 1,060 1,1.53 2,2T3: 0 0 0 790 1,385 2, 175 Illinois . . . 64 122 256 378 1,450 2, 075 3, ,525 (1 0 0 1. 103 2, 556 3,1 59 Michigan _ 20 39 91 133 396 779 1,175 0 0 0 911 1, 344 3, 2.55 Wisconsin . . 23 80 94 174 840 622 1,462 1 0 1 5±x 4i'8 1, 022 Minnesota _ 29 82 95 177 932 935 1,847' 0 0 0 1,634 1.484' 3.118 Iowa . 35 64 99 163 1,013 1,185 2, 198 1 1 2 1,232 1,488 3,720 Missouri . 75 178 214 392 3,377 3,231 4, 508 20 30 50 832 3, 127 3. 959 North Dakota . 2 3 4 7 70 33 103 0 0 0 96 150 246 South Dakota _ 7 11 27 38 135 172 307 0 0 0 127 208 335 Nebraska . . 19 29 56 85 379 405 684 0 0 0 413 713 1,125 Kansas _ .. .. 14 38 28 66 466 453 918 1 1 2 300 318 618 Western Division: Montana . . 3 0 7 7 0 66 66 0 0 0 106 594 700 Wyoming _ _ _ Colorado . . 6 9 31 40 76 121 197 0 6 0 447 432 879 New Mexico _ ... 4 5 10 15 44 59 103 0 0 0 111 141 252 Arizona . 2 1 2 3 10 33 43 0 0 0 35 109 144 Utah . . 13 33 42 74 860 756 1,616 0 0 0 582 576 1, 1.58 Nevada . . Idaho _ - _ 5 8 9 17 88 89 177 0 0 0 132 119 251 Washington . . 13 23 51 74 150 376 526 0 0 0 .255 698 953 Oregon _ _ 19 32 50 82 367 429 79(3 0 0 0 796 1,010 1. 836 California . . . 63 140 220 360 1,322 1,4.58 3, 680 0 0 0 2, 734 4,361 7; 085 ED 1900 — VOL II- 00 2146 EDUCATION EEPOET, 1899-1900. Tabl® 17. — Private high schools a nd academies — Number of secondary students in college preparatory course; number of graduates and college prejxiratory students in graduating class in 1899-1900. State or Territory. Secondary students preparing for college. Gradua.tes in the class of 1900. College pre¬ paratory stu dents in grad¬ uating class of 1900. Students in mili¬ tary tactics. Classical course. Scientific course. Male. Female. Total. Male. Female. Total. Male. Female. Total. Male. Female. Total. United. States . 13, 780 8,346 31, 1.36 9,234 4,965 14, 189 6,226 5,990 13,216 1 3, 825! 1 1,848 5, 673 8, 900 North Atlantic Division. 5, mi 3, 597 8, 561 4,330 1, 313 5, 5333, 303 2, 747 6, 050 3, 274 754 3, 033 '3, 707 South Atlantic Division... 3,296 1, 979 4,375 1,046 764 l,8i0i 735 833 1, .557 454 265 7191,581 South Central Division _ 3,318 1, 774 3, 993 1, 568' 1,305 2, 773^ 718 716 1,434 362 283 6451.371 Nor-th Central Division _ 1, 791 1, 506 3,300 1,745 1 , 356 3,0011,318 1,36:3 3, .581 567 438 995 1,936 Western Division . . 508 490 998 645 437 1,073; 263 !i 594 168 118 286 405 North Atlantic Division: 1 i Maine _ '. . 365 if;o 425 87; 59 146 150 181 331 74 40 114 New Hampshire _ 395 54 449 218: 33 241 259 114 •373 193 37 230 40 Vermont - - 90 19 109 40 87 83 98' 181 39 27 06 115 Massachusetts . 1,437 391 1,818 513 243 788 431 512 943 333 205 538 i 77 Rhode Island . . . 130 60 190 16 17 33 51 ±2 93 36 17 .531 35 Connecticut _ _ _ 403 203 604 373 i 55 438 261 237 488 177 40 217: 46 New York.... . . 1,483 674 3, 156 1,3;33 ' ,3361 I 1,469 853 751 1,603 551 161 713 3, 134 New Jersey . 780 457 1.337 484 : 146: 630 : 401 361 662 341 94 435 486 Pennsylvania. _ 993 580 1,573 1,219 ' 494' ' 1,713 j 815 561 1,376 530 1.33 663 784 South Atlantic Division; 1 i Delaware . . . 0-1 7 29 37 39 t 56 28 16 44 14 4 18 44 Maryland. _ _ 246 299| t)4:0 213 180 i 393 ; 127 160 287 90 66 156 159 District of Columbia. 34 115 i 149 33 4 37 i 18 63 81 13 10 23 Virginia . . 431 348 679 166 158 334! 89 148 237 61 24 85 314 West Virginia _ 68 79 147 37 8 35 43 43 85 11 0 1:3 56 North Carolina _ . 875 1 5(K1 1,375 342 , 193 535 375 1.3.5 410 180 .56 2.36 442 South Carolina _ .. 199 186 385 79 35 104 71 ' 116 187 41 51 93 , 318 Georgia.. . . 401 516 917 1.59 167 336 70 146 216 41 49 90 248 Floi’ida . 20 39 49 6 10 4 3 'T 0 South Central Division: Kentucky. . . . 449 356 805 256 159 415 153 138 291 69 52 121 368 Tennessee .. . . 804 438 1, 343 384 312 596 194 159 3,53 104 51 155 75 Alabama . . 171 198 369 302 105 407 56 67 123 38 46 84 179 Mississippi . . 153 94 347 154 132 236 73 69 143 39 29 68 86 Louisiana. . . ^53 78 131 91 ‘ 46 137 38 80 108 20 39 59 Texas . . . . ■±08 509 967 362 ’ 358 ! 730 176 169 34.5 80 53 133 ' 385 Arkansas . . . . 118 84 303 99 ' 62 ' 161 31 34 55 12 10 23 ; 178 Oklahoma _ _ 0 6 6 0 0 0 0 0 0 0 0 1 9 9 Indian Territory . . 12 11 ‘^3 20 ' 51 7 10 17 0 3 3 North Centra.! Division: ; i 1 Ohio _ _ _ 358 343 501 236 ! 174 i 400 143 177 319 79 61 1 140 75 Indiana . : 311 170 387 319 135 354 10? 101 .209 28 16 44 297 Illinois . . 1 197 331 518 387 258 I 545 244 290 534 83 102 1 185 123 Michigan _ 71 137 84 7’2 ! 156 34 79 113 20 26 1 46 168 Wisconsin . . . .334 97 331 109 ' 46 155 105 119 234 55 31 86 218 Minnesota . . . . 183 76 358 163 ' 68 231 160 109 269 69 36 105 211 Iowa . . . 16.' 109 277 138 1 117 i Tp 135 1.55 280 61 60 1 131 263 Missouri _ _ _ .. 339 398 637 357 218 575 189 242 ' 431 105 ! 60 j 165 407 Nm’tb Dakota, 6 ■> 8 1 1 2 0 1 1 i 2 South Da, kora. 34 30 64 21 '■■■43 1 63 23 22 44 i 19 10 29 Nebraska _ _ _ 45 57 103 41 ' 58 1 99 36 36 1 1 3o 18 43 89 Kansas _ _ _ 64 26 90 100 68 1 168 ' 52 31 83 32 7 1 29 87 Western Division: 1 1 Mouta.na, _ 0 36 ; 36 0 4 4 0 0 9 0 6 c Wyoming Colorado _ _ _ 20 5 ' 35 13 6 1 19' 7 14 31 3 0 5 18 Tvlexico 6 0 6 ! 6 2 ! 8 Arizona 5 5 ^ If 1 0 4 ' 4 U tall 200 150 350 151 30 181 ' 50 50 100 31 19 40 Novarla, T^^a,bf^ 5 3 8 1 0 1 6 14 20 6 10 16 W a sh i u et on 36 38 74 18 50 68 17 46 63 6 15 21 Oregon . . . . . 61 49 110 _85 134 219' 38 34 73 13 1 ^9 23 30 California . . . 175 204 379 1 377 203 580 138 1.59 397 119 i 57 1 357 SECONDARY SCHOOLS, 2147 Table IQ,— Private high schools and academies — Number of secondary students pursuing certain studies in 1S99-1900, State or Territory. Latin. Greek. French. Schools re¬ porting. Male. Female. Total. Schools re- IJorting. Male. Female. Total. Schools re¬ porting. Male. j Female. Total. United States . . . 1,833 37, 978 24,111 52,089 '911 7,917 3, 139 10, 056 1,122 9, 494 15, 795 25,289 North Atlantic Division . 630 13, 297 8,941 '31.238 395 4. 525 969 5,494 533 6, 731 8,338 15, 069 South Atlantic Division. . 383 5,369 4, 670 9,939 165 '787 338 j 1,025 203 ,1,051 2, 551 3,603 South Central Division - 381 4,795 4,473 9.267 147 998 401 1,399 140 662 1,362 2,024 North Central Division - 331 4, 605 4,834 9,439; 164 1,409 359 1,768 177 769 2,567 3,:336 Western Division — . 106 1,012 1,204 2,216 40 198 172 370 69 281 977 1,358 North Atlantic Division: 1 Maine . 31 459 569 1,028 38 309^ 143 352 27 102 289 391 New Hampshire . 30 870 292 1,163 30 433, 36 469 23 604 171 775 Vermont . . . 18 336 195 m 12 63 16 79 15 87 137 214 Massachusetts . . . . 95 3,120 1,498 1 3,618 68 935 211 1,146 91 1,484 1, 664 3, 148 Rhode Island . . 13 339 135 1 364 7 69 8 77 12 377 192 469 Connecticut . . 60 1,018 767 1,785 41 307 153 460 49 329 747 1,076 New York . 187 2, 781 3, 471 5,253 104 1,033 308 1,231 168 1,947 2,983 4, 930 New Jersey . m 1,273 889 ' 3,161 36 505 86 591 63 I 645 842 1.487 Pennsylvania - - - 138 3,313 3, 125 5,437 79 981 108 1,089 85 1,256 1,333 3,579 South Atlantic Division: 1 Delaware . . 4 89 93 181 4 18 5 23 4 51 92 143 Maryland . . . . . 44 646 724 1 1,370 18 90 41 131 37 381 703 984 District of Columbia . 19 141 235 376 7 46 4 t 50 19 75 458 533 Virginia . . 80 1,170 762 1,933 38 138 39 157 49 305 432 737 West Virginia . 13 170 175 1 345 8 49 13 63 8 36 88 135 North Carolina . 119 1, 599 994 2,593 46 903 57 279 38 110 231 341 South Carolina. . ■ 85 435 427 1 863 18 '^89 57 146 20 139 212 341 Georgia . . 63 974 1,213 2, 187 33 137 37 164 23 63 307 370 Florida. . .. 6 45 48 93 3 8 5 13 5 1 27 28 Soxath Central Division: Kentucky . . . . 87 936 984 1,930 37 271 70 341 33 ' 121 237 353 Tennessee . . 93 1,329 973 3,303 41 338 101 439 26 i 80 336 305 Alabama . . 49 538 490 1,038 13 66 32 98 19 i 6i3 169 233 M ississippi . . 39 353 347i 699 16 45 15 60 4 58 23 ~80 Louisiana . 36 333 3551 578 6 14 28 42 25^ 219 484 703 Texas . 55 1,071 1,036 2, 107 29 317 143 360 28 110 318 328 Arkansas . . . 21 287 306 493 6 57 12 69 3 10 6 16 Okla,homa . . 1 0 5 5 0 1 n 1 1 Indian Territory . _ 10 59 76 135 0 1 1 0 1 North Central Division: Ohio . . 45 598 689 1,287 21 252 36 388 33 111 504 615 Indiana . . 35 494 488 982 11 132 31 163 11 69 156 225 Illinois . . . 60 651 897 1,548 37 145 • 73 318 33 75 616 691 Michigan . 18 191 309 500 “9 S3 34 66 12 43 2;33 276 Wisconsin . 33 465 210 675 15 260 28 288 16 164 95 259 Minnesota . 25 445 333 778 13 138 10 148 11 57 149 206 Iowa. . 33 345 413 758 13 113 31 143 9 4 44 48 Missouri . . 70 1,0191 1,039 2, 058 34 258 70 *338 34 234 581 805 North Dakota.. _ _ 2 6 10 16 2 4 2 6 1 1 18 19 South Dakota . 6 57 75 132 4 11 11 00 0 1 37 28 Nebraska . . . 15 123 161 283 8 39 23 51 7 13 no 123 Kansas . . 14 213 200 412 7 36 11 47 5 8 34 43 Western Division: Montana . . 2 0 46 46 0 t) 0 38 38 Wyoming . Colorado . . 5 28 36 64 3 7 2 9 2 1 34 35 New Mexico . . 1 0 2 2 0 Arizona . . 3 0 9 9 Utah . . . 9 108 129 337 4 19 13 32 3 20 50 70 Nevada., . Idaho . 4 17 36 53 1 6 0 6 i 6 ■ iii 10 Washington . . . 13 87 173 260 4 12 11 23: 6 ll 1G4! 105 Oregon . 15 238 196 434 7 55 16 71: 11 331 148! 171 California . 15 534 577 1,111 21 99 130 9-X)' 1 593 829 2148 EDUCATIOIT EEPOET, 1899-1900, Table 19. — Private high schools and academies — Number of secondary students pur¬ suing certain studies in 1899-1900. State or Territory. German. Algebra. Geometry. Schools re- I porting. Male. Female. Total. Schools re¬ porting. Male. Female. Total. 1 Schools re¬ porting. Male. Female. Total. United States . . . i,m 10, 961 9, 504 20,465 1,895 29, 390 25,336 54, 726 1,691 15,681 10,602 26,283 Uorth Atlantic Division - 498 6,279 4, 839 11,118 642 11,955 8,477 20, 432 596 7,467 3, 9.56 11,423 South Atlantic Division . 141 830 833 1,663 385 5,712 4,867i 10, .579 315 2, 368 1,604 3, 972 South Central Division . . 137 748 754 1, 502 403 6, 069 5.388; 11,4.57 357 2, 736 2,310 5,046 N orth Central Division . 2,781 2,443 5,224 346 4,329 4,914 9, 243 321 2,2.36 2, 110 4, 346 Y/estern Division . . m 323 635 958 119 1,325 1,690 3, 015 102 874 622 1,496 N orth Atlan tic Division : 1 Marine . . 8 8 39 47 33 538 658 1, 196 29 265 262 527 New Hampshire . . 15 236 111 347 31 688 283 971 28 458 114 572 Vermont - - 11 56 39| 95 17 255 266 521 17 100 136 236 Massachusetts . . 78 879 721 1,600 93 1,566 1,2421 2, 808 86 926 576 1,.502 Rhode Islan d . - . 8 11 Oo 74 13 294 141 435 10 256 60 316 Connecticut . . 59 445 435 880 59 783 606 1,389 51 4*i9 374 843 New York . . Kit) 2, 064 1,607 3, 671 195 2,942 2, 343 5, 285 185 2,082 1, 127 3, 2t!9 New Jersey . . 63 859 513 1,372 71 1,396 870 2, 266 66 984 4561 1,440 Pennsylvania . - 105 1,721 1,311 3, 032 130 3, 493 2, 068 5, 561 124 1,927 851 2,778 South Atlantic Division : Delaware . - . --- 4 21 32 53 4 92 74 166 4 41 30 71 Maryland. . 35 358 256 614 43 676 687 1, 363 43 475 326 801 District of Columbia . 12 35 90 131 20 165 193 358 18 114 87 231 Virginia . . . 43 256 164 420 81 1,268 787 2, 055 71 591 257 848 West; Virginia.. . 9 38 78 116 12 166 167 33:1 12 95 77 172 North Carolina . . 17 63 51 114 118 1, 692 1,137 2, 829 73 438 231 669 South Carolina . . 11 33 61 94 34 508 471 979 27 121 137 258 Georgia . . . . 9 24 95 119 64 1. 097 1,235 2,3-32 455 442 897 Florida . . . 1 o 0 •> 9 48 116 164 7 8 25 South Central Division: Kentucky . . 52 294 199 493 93 1,064 886 1 , 95( 79 407 317 724 Tennessee - - 21 126 90 216 93 1,478 1, 205 2,683 87 657 530 1,187 Alabama . 11 49 60 109 51 675 688 1, 363 43 314 287 601 Mississippi . . . . 4 5 10 15 43 522 486 1,008 38 226 123 349 Louisiana . . 5 '2 40 42 32 288 382 670 28 103 192 295 Texas . . 30 221 325 546 60 1,591 1,396 2,987 57 903 771 1,674 Ai-kansas . . 6 50 1 14 64 20 360 255 615 20 112 181 Oklahoma _ 1 0 I 1*^ 10 1 0 7 7 1 0 3 3 Indian Territory _ _ 1 1 6 7 10 91 83 174 4 14 18 32 North Central Division: Ohio . . . . 39 381 423 804 47 462 566 1,028 46 304 277 581 Indiana . . 20 280 203 483 26 511 446 957 25 278 198 476 Illinois . . 45 337 445 782 61 410 860 1, 270 54 252 426 678 Michigan . 15 106 132 238 20 258 363 621 16 84 114 198 Wisconsin . . 20 462 245 707 21 361 234 595 19 247 133 380 Minnesota.. . . . 25 434 275 7'09 28 412 402 814 26 205 207 412 Iowa... . . ♦.. 28 154 178 a32 33 392 477 869 31 172 170 342 Missouri . . 47 485 317 802 70 1,200 1, 195 2, 395 67 534 391 925 North Dakota _ 1 1 2 3 2 6 14 20 2 3 11 14 South Dakota . . 6 30 48 78 7 51 51 102 5 26 23 49 Nebraska . . . . 14 41 95 136 17 119 1.51 270 16 60 90 150 Kansas . . . 12 70 80 150 14 147 1.55 302 14 71 70 141 Vfestern Division: Montana . 1 0 30 30 3 0 62 62 2 0 5 5 W^vnmiiiP' Colorado . . 4 5 28 33 6 34 73 107 6 02 14 New Mexico 0 3 15 2( 35 1 "o 2 2 Arizona . _ 0 ' 11 11 1 0 2 Utah. . . . . 6 40 45 85 10 316 1 18t 499 8 25,3 76 329 Nevada . . . . . . Idaho . . 1 . . . 1 20 10 30 3 28 38 66 2 8 28 36 Y/ashington . . . . 7 13 101 114 12 48 181 229 11 21 59 80 Oregon . . . 13 139 170 309 20 271 319 55)0 18 94 77 171 California . 34 106 251 357 60 613 ; 803 1,416 53 476 359 835 SECONDARY SCHOOLS. 2149 Table 20. — Private high schools and academies — Number of secondary students })ursuing certain studies in 1899-1900. Trigonometry. Astronomy. Physics. State or Territory. Schools re¬ porting. Male. Female. Total. Schools re¬ porting. Male. Female. Total. Schools re¬ porting. Male. Female. Total. United States. . . . 696 3,501 1, 852 5,353 709 2, 456 4, 704 7, 160 1,305 i. 10, 405 9,685 20,090 North Atlantic Division . 212 1, 567 237 1,804 236 945 1,571 2,516 384 4, 2.59 3,066 7,325 South Atlantic Division . IID 602 389 1,001 104 320 6.52 i)72 230 1,653 1,546 3, 199 South Central Division . 176 709 659 1,368 140 587 995 1,582 292 2, 311 2, 292 4, 603 North Central Division . VIS 447 412 859 174 512 1,069 1.581 307 1,721 2, 168 3,889 Western Division . . 41 176 145 321 55 92 417 509 92 461 613 1,074 North Atlantic Division: Maine . . . . 2 3 0 3 20 90 101 191 26 183 194 377 New Hampshire. . 7 43 11 54 12 82 53 135 23 330 72 402 Vermont . . . 1 4 0 4 13 35 46 81 15 88 85 173 Massachusetts . . 25 136 10 146 32 112 157 269 66 654 37« 1,030 Bhodo Island . . . 3 50 0 50 5 9 44 53 13 91 43 134 Connecticut - . . . 20 84 20 104 20 53 181 234 42 194 215 409 New York . 70 516 51 567 67 217 457 674 55 1, 039 1,187 2,226 New Jersey . . 24 216 30 246 25 85 243 328 49 365 294 659 Pennsylvania . . 60 515 115 630 42 262 289 551 95 1,315 600 1,915 South Atlantic Division: 2 16 0 16 4 12 19 31 Maryland _ _ _ _ 23 155 28 183 14 10 109 119 32 165 254 419 District of Columbia . 10 42 23 65 13 3 98 101 15 46 139 185 Virginia . . . . 40 164 113 277 18 100 135 235 52 434 301 735 Vest Virginia . . . . 9 32 14 46 7 • 28 39 67 10 58 78 136 hi or th Carolina . . 20 68 73 141 21 115 74 189 55 498 235 733 South Carolina _ _ _ _ 13 36 41 77 10 11 62 73 16 117 79 198 Georgia . . 21 88 107 195 14 49 118 167 41 316 423 739 Florida _ _ 1 1 0 1 7 4 17 21 5 7 18 25 South Central Division: Kentucky . . . 43 163 107 270 3t» 77 145 22^ 52 202 281 543 Tennessee . . . 40 147 110 257 30 96 153 2^ 64 413 .357 770 Alabama . . 20 78 75 15o 17 118 143 261 37 311 291 682 Mississippi . . . 16 94 60 154 14 44 73 117 39 396 324 720 Louisiana . . . 13 25 52 77 16 15 142 157 24 102 224 328 Texas _ _ _ 39 198 243 446 29 214 325 539 59 733 721 1 , 454 Arkansas. _ _ 4 4 4 8 4 23 14 37 11 68 64 132 Oklahoma . 0 6 1 0 4 4 Indian Territory 1 0 ,3 3 0 5 26 23 52 North Central Division; Ohio . . . 16 79 62 141 21 .56 125 181 41 187 283 409 Indiana . . . . 13 63 55 118 9 37 61 98 22 163 177 340 Illinois . . . 16 42 69 111 31 53 172 225 56 344 348 692 Michigan _ _ 8 34 23 57 10 44 121 ! 165 18 78 195 273 Wisconsin _ _ _ 8 44 22 66 10 65 48 113 20 1.36 92 238 Minnesota . . 7 23 14 37 11 39 67 106 22 125 144 269 Iowa _ _ _ 9 OO 13 35 17 59 79 138 30 169 232 401 Missouri.. . 41 124 124 248 43 88 284 372 61 323 483 806 N orth Dakota . . . 1 1 7 8 1 1 7 8 2 4 6 10 South Dakota . 0 3 5 8 13 6 18 31 49 Nebraska . . . 5 4 13 17 8 29 41 70 15 83 116 199 Kansas *. . . . . . 4 11 10 21 10 36 56 92 11 81 62 143 Western Division: Montana . . 1 0 1 1 2 0 41 41 1 0 12 12 Wvomins’ , Colorado^. . . 1 14 9 23 5 19 18 37 New Mexico . . 1 0 2 2 1 0 6 6 2 0 12 12 Arizona . . 1 0 2 2 2 0 13 13 Utah . . 3 47 7 54 3 20 13 33 8 151 48 199 Nevada . . Idaho . i) 4 20 24 Washington . . 3 6 24 30 6 12 63 75 10 25 72 97 Oregon . 10 24 35 59 11 17 52 69 14 55 54 109 California . 23 99 76 175 30 29 231 260 48 207 364 571 2150 EDUOATIOH KEPORT, 1899-1900. Table 21, — Private high schools and academies — Number of secondary students pursuing certain studies in 189y-1900, 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 . . N orth Dakota . South Dakota _ Nebraska . Kansas . . Western Division: Montana . . Wyoming . Colorado . . . . . New Mexico . Arizona . . Utah . . Nevada. . . Idaho . . . Washington . Oregon . . . California . Chemistry. Physical geography. Geology. Schools re¬ porting. Male. Female. Total. Schools re¬ porting. Male. Female. Total. Schools re¬ porting. Male. Female. Total. 895 5,359 4,988 1 jl0,347 1, 366 10, 622 12, 178 22, 800 596 oo ri cT 3,829 6,5.57 339 a oo 1 O 1 1,691 4,371 427 3.265 3, 518 6, 783 1,031 1,202 2,233 139 718 791 1,509 297 2, 199 2, 408 4,607 65 244 385 629 155 831 1,052 1, 883 285 2, 651 2, 852 5, .503; 146 820 991 1,811 196 863 1,144 2.007 271 2, 106 2, 469 4, 575i 146 523 846 l,:369 66 267 310 577 86 401 931 1, 332| 41 110 405 515 18 89 101 i i i 190; 26 191 245 4.36' 19 91 97 188 18 202 91 1 293 19 243 86 329 11 57 41 98 1() 58 39 97 14 100 148 248: 12 42 59 101 58 395 321 716 44 271 ' 264 5:35' 27 115 150 265 7 64 35 99 8 103 82 185 4 12 23 35 23 104 104 208 33 167 1 203 370 14 82 78 160 112 794 546 1,340 132 912 1 1,233 2,145 67 283 434 717 29 265 i:i5 4i:0 53 370 1 3.5o 723 12 62 59 121 64 709 319 1.028 98 908 i 904 1,812 32 287 261 548 1 11 ; 18 1 19 19 24 169 1:16 295 36 243 j 352 595 10 2 65 i 67 10 53 75 14 33 ! 93 m 6 5 40 45 39 200 178 378 59 459 i 445 904 13 93 135 228 9 38 38 1 10 76 74 1.50 5 36 18 54 18 137 ; 117 1 254 97 1 776 622 1,398 9 38 45 83 13 68 96 j 164 30 173 215 388 6 13 21 34 21 73 163 J 236 43 : 426 524 950 14 47 53 100 4 13 13 13 64 77 2 10 8 18 37 128 191 319 61 475 4.53 928 29 102 142 244 25 117 127 244 52 4.54 403 857 42 287 241 528 16 140 99 239 33 286 372 658 17 94 129 223 16 71 63 134 33 330 295 675 13 42 63 105 18 30 129 159 30! 185 338 523 16 12 75 87 37 297 411 70S 56 I 711 848 1, .559 26 ;258 322 580 4 1 22 22 44 14 1 130 1{)0 230 3 .25 19 44 ! 1 ! 0 7 7 o 26 10 3b: 5 30 36 66 28 ! 1.: 121 248 28| .303 253 556 18 03 83 146 17 j 160 148 3(JS 24' 221 254 475 13 42 74 116 34: ! 102 197 299 51 328 385 713 2'’ 82 1.30 212 14; 66 115 181 11 55 140 195 "o 30 33 63 12^ 100 36 136 20 190 157 347 6 60 9 69 10' ! 50 66 116 18; 1.52 i68 .320 4 13 25 38 13 I 36 99 ia5 25; 166 258 424 18 87 144 231 49 157 '’72 429' 59; 508 508 1,010 40 90 247 337 1 0 5 . 5 1 6 o 8 1 0 4 4 2 9 11 5 24; 113 137 3 12 6 18 7 20 26 46 15 55; 125 180 6 0 51 57 9 43 50 93 14; 981 ! 106 204 9 38 40 78 3 0 1 . 28 28 1 0 4 4 3 9 7 16 5 18 . 42 60 2 6 5 11 2 0 10 lOj 3 15 23 38 o 0 12 12 1 0 2 2; 2 0 13 13 1 0 2 2 6 59 16 75i . 1 10 _ 101 122 223 5 67 35 102 1 6 7 13 13 14 27 1 0 8 8 5 2 55 57 10 33 93 126 5 22 76 98 11 43 54 97 15 108 152 260 8 15 47 62 37 148 159 307 35 113 1 444 557 16 0 216 216 SEOOITDAEY SCHOOLS, 2151, Table 22. — Private high schools and academies-— Number of secondary sfude7ifs jyursuing certain studies in 1899-1900. Physiology. Psychology. Rhetoric. State or Territory. Schools re¬ porting. Male. Female. Total. Schools re¬ porting. Male. Female. Total. Schools re¬ porting. Male. Female. t Total. United States . 1,372 13, 005 15,438 27,443 664 2,9.21 4, 837 7, 758 1,719 17,269 30,430 37,699 North Atlantic Division . 437 3, 372 4,240 7,512 192 654 1,634 3, 3< 8 578 7,511 7, 443 14,953 South Atlantic Division . . 3G6 2,615 2, 771 5,386 108 465 711 1,176 345 2,616 3, 437 6, 053 South Central Division . . 324 3,644 4,202 7,846 158 960 1, 155 .2,115 361 3, 645 4, 2.54 7, 839 North Central Division . 374 3,055 3,092 5,147 163 689 1,051 1,740 326 3,823 3, 943 6, 765 Western Division . 81 419 1,133 1,553 44 153 396 449 109 675 1,3.54 2,029 North Atlantic Division:- Maine . 22 146 194 340 10 44 61 105 30 2.59 391 650 New Hampshire . 18 122 141 203 7 13 39 52 33 .588 223 811 Vermont . . 18 93 160 253 10 22 55 77 17 131 183 314 Massachusetts . . 44 334 419 753 31 181 275 4.56 82 1.344 1,323 2, 567 Rhode Island . 7 06 73 139 3 0 47 47 12 122 146 268 Connecticut . 37 353 604 17 7 150 157 50 597 629 1,236 New York . . 141 923 Laos 2,278 54 103 349 452 180 1,686 2, 085 3, 771 New Jersey . 46 279 364 643 17 18 123 141 63 906 795 1,701 Pennsylvania . 98 1,058 1,181 2,239 43 266 525 791 11.2 1,978 1,667 3, 645 South Atlantic Division: Delaware . o 34 17 41 1 0 4 4 4 36 40 76 Maryland . . . 25 109 199 308 11 7 74 81 36 239 663 902 District of Columbia . 13 9 148 157 8 0 67 67 18 44 215 2.59 Virginia _ _ _ 49 399 459 858 25 114 171 285 75 596 613 1,209 West Virginia _ _ 9 76 53 129 7 37 43 80 12 120 143 263 North Carolina . 91 1,337 943 3,180 24 188 136 324 106 846 709 1, 555 South Carolina _ - . 123 185 366 451 7 41 43 84 37 153 310 363 Georgia . . . . . 46 520 566 1,086 21 76 152 338 59 547 760 1, 307 Bdorida . 7 56 120 176 4 2 31 23 8 35 84 119 South Central Division: . Kentucky . . 75 613 803 1,415 42 313 333 446 86 764 922 1,688 Tennessee . 65 800 711 1,511 32 147 171 318 78 939 912 1,8.51 Ala,bama . . . . 39 513 547 1,060 13 51 101 153 46 385 505 890 Mississippi . . . 38 415 506 931 13 48 81 129 36 298 228 536 Louisiana . 26 157 351 508 18 47 132 169 29 127 327 4.54 Texas _ _ _ 53 797 935 1,732 33 383 385 768 57 921 1,152 3,073 Arkansas . . . 19 292 257 549 4 61 41 103 21 161 131 292 Oklahoma, . . . 1 0 9 9 1 0 11 11 1 0 14 14 Indian Territory . 8 58 83 141 3 10 10 20 7 50 63 113 North Central Division: Ohio . . . 30 210 359 569 19 47 123 170 ■ 42 440 574 1,014 Indiana. . . . 22 ,230 264 491 10 102 106 208 25 282 423 705 Illinois . . . 49 231 553 784 26 67 161 228 60 411 601 1,012 Michigan. . 11 78 155 233 13 49 105 1.54 19 90 332 422 Wisconsin . . 21 163 153 316 7 110 28 138 22 344 227 471 Minnesota . 19 163 243 406 14 99 104 203 26 308 379 687 Iowa . . 26 263 393 656 14 37 73 110 31 263 384 647 Missouri . . 61 423 632 1 1,055 44 121 271 393 66 567 687 1,2.54 'North Dakota . . 2 3 20 23 1 1 2 3 2 2 3 5 South Dakota . . 6 84 91 175 4 24 20 44 6 19 39 ■ _ 58 Nebraska . . 14 91 99 190 4 4 33 37 15 78 137 315 Kansas . . . . . 13 116 130 246 7 28 25 53 12 118 157 275 Western Division: Montana . . 1 0 10 10 1 7 7 3 0 ' 54 54 Wyoming . Colorado . 4 16 47 63 2 8 lb 24 6 26 62 88 New Mexico . 2 0 32 33 1 0 9 2 3 15 13 28 Arizona . . . . 1 0 3 3 2 0 i 10 10 Utah. . 11 166 173 339 7 110 88 198 10 164 229 393 Nevada. . . . 1 _ Idaho . . . . . 2 3 17 19 1 6 8 8 •7 9 i 40 Washington . . . 8 18 178 196 7 10 46 56 10 23 145 168 Oregon . . . 17 125 174 399 10 13 42 55 18 119 142 261 California . 35 92 499 591 15 13 87 99 55 3191 668 1 987 2152 EDUCATION REPOET, 1899-1900. Table 2'^.— Private high schools and academies— Number of secondary students jmrsumg certain studies in 1899-1900, State or Territory. En glish literature. History. Civics. Schools re¬ porting. Male. [ Female. Total. Schools re¬ porting. Male. Female. Total. Schools re¬ porting. Male. Female. Total. United States. . 1,G78 18, 383 22, 497 40, 880 1, 703 18, 099 21,910 40, 009 1,138 9,398 11,000 20,398 North Atlantic Division . 596 8,467 8,927 17.394 598 7,334 7, 899 15,233 346 .2,965 3, 172 6, 137 Soiith Atlantic Division.. .. 310 2, 648 3, 446 6,094 333 3, .396 3, 764 7, 160 191 1,499 1, 686 3,165 South Central Division . •dll 2, 974 3, 730 6, 704 3.35 3, 234 4, 1.50 7,434 355 3,5.54 2, 652 5, 208 North Central Division . 339 3,261 4, 793 8, 054 331 3,371 4,610 7. 881 261 1,971 2, 437 4, 408 Western Division. . 111 1,033 1,601 2,634 108 814 1,487 2,301 85 409 1,073 1,482 North Atlantic Division: Maine . . . . 30 394 567 961 29 305 432 73:' 34 142 187 3:19 New Hampshire _ 28 586 311 897 38 448 259 707 15 139 84 223 Vermont _ _ 16 97 141 238 16 120 1.57 277 15 107 133 240 Massachusetts . . 92 1, 456 1, 765 3,221 87 997 1,076 2, 073 46 269 338 607 Rhode Island _ _ 13 83 162 245 13 1.32 190 323 6 1 70 28 98 Connecticut . . 53 714 813 1, 527 56 533 700 1,232 26 126 198 324 hew York . 183 1,613 2,639 4.252 182 2, 091 2, 703 4, 794 115 , 932 1, 094 2,026 New Jersey . . 65 1. 140 713 1, 8.53 65 651 786 1, 437 29 I 130 232 362 Pennssdvania _ _ 116 2, 384 1,816 4, 200 120 2, 058 1,596 3, 654 70 1,050 878 1,928 South Atlantic Division: Delaware . . . 4 35 24 59 4 31 53 84 1 10 8 18 Maryland . . . 40 383 770 1, 1.53 38 475 637 1,112 26 76 329 405 District of Columbia _ 18 73 328 401 19 95 334 429 10 41 101 142 Virginia . . . . 68 547 498 1,045 70 819 i 626 1,445 35 304 232 536 West V irginia . . 12 107 161 268 13 155 389 10 118 95 213 North Carolina . . 78 800 641 1,441 100 1,074 7SU 1,863 6,3' ! 621 450 1,071 South Carolina. . . 30 201 281 ' 485 . 30 255 2G6 .521 14 120 112 .‘:31 Georgia . . 5.2 480 697 1,177 51 481 758 1.239 25 195 257 452 Florida . . . . "s 19; 46 65 7 11 67 78 ’ 7' 14 82 96 South Central Division: 1 Kentucky . . . 78 440' 748 : 1,188 76 607 823 1,429 1 68 597 686 1, 277 Tennessee . 7"^ 828 754 ! l.,582 7(! 712 861 1,,573 50 459 331 790 Alabama _ _ 36 323 413 736 39 270 ,393 663 18 145 238 383 Mississippi . . . 34 229 330 5.59 37 351 380 731 35 368 394 762 Louisiana _ _ 28 126 289 415 32 173 426 599 13 120 183 W3 Texas . . 52 776 979 1, 7.55 56 955 1,082 2, 037 52 655 683 1,338 Arkansas . . . . . 15 2,‘r 1 179 399 15 138 89 227 12 148 102 250 Oklahoma _ 1 ”o 7 7 1 0 5 5 1 0 8 8 Indian Territory _ 1 6 32 31 6.3 9 78 92 170 6 62 33 9,5 North Central Division: Ohio _ _ _ _ 42 370 670 1,040 44 413 639 1, 0,53 26 178 238 416 Indiana _ _ _ 26 227 471 698 26 277 484 761 20 1.56 171 327 Illinois . . 62 444 883 1,327 61 346 839 1,175 40 209 330 539 Michigan . . . . . 18 149 310 459 18 229 347 576 15 97 166 203 Wisconsin _ 22 288 226 .514 22 392 254 64i. 15 92 139 231 Minnesota _ _ _ 29 394 <402 796 33 453 ail 784 21 269 205 474 Iowa . . . . 32 288 436 724 30 218 285 50.3 29 269 3051 574 I'Jissouri _ ... _ _ 69 817 972 1,789 66 710 1,111 1,821 59 412 570 982 North Dakota . . 2 3 10 13 1 2 10 12 2 14 2 16 South Dakota . 7 37 69 106 6 45 58 103 6 78 84 162 Nebraska . 16 79 153 232 16 90 176 266 16 104 1C8 212 Kansas . . . 14 165 191 356 13 96 86 182 12 93 119 212 Western Division: Montana . . 3 0 59 59 1 0 4 4 3 0 43 43 Wvoming Colorado . . . . 6 21 64 85 6 25 50 7,5 4 30! 29 59 New Mexico _ 3 15 13 28 3 15 12 27 2 15 8 23 Arizona _ _ »> 0 18 18 2 10 20 30 2 0 10 10 Utah . . . . 10 207 210 417 8 183 197 380 8 851 94 179 Nevada. . . 1 Idaho . . . . 3 39 52 91 0 io 3o 46 1 o; 10 10 Washington . . 11 52 163 215 9 24 165 189 10 . 43 189 232 Oregon . . . . . 14 111 130 241 17 1.56 166 332 13 781 180 258 California . . . 59 588 892 1,480 60 391 837 1, 228 42 158| 510 668 SSCONDAEY SCHOOLS, 2153 Table 24. — Private high schools and acadeviies — Proportion of male and female- students, per cent of students pursuing certain courses, per cent of graduates, etc, , in 1890-1900. Per cent of total nurnLer. State or Territory. Total number of secondary students. Male. F emaJe. College classical prepara, tory students. College scientific prepara¬ tory students. Grad¬ uates in 1900. UQV cenr of grad¬ uates prepared, for col¬ lege. United States _ •. — 110, 797 50.30 49.70 19.07 12.80 11.02 40. 5.2 North Atlantic Division.-. 40, 776 52. 56 47.44 21.00 13. .56 14. 83 50. 49 South Atlantic Division _ 20, 202 .50. 34 49. 66 21,16 8.96 7. 70 46.18 South Central Division .... 22, 041 51. 25 48. 75 18. 11 12. 58 6.50 44. 98 North Central Division - 21, 574 46. 42 ,53. 58 15. 29 1,3.91 11.96 31. 67 Western Division . . 6,204 45. 40 54. 60 14.47 17.28 9. .57 48. 14 North Atlantic Division: Maine . . . . 2, 3S9 43. 61 ,58. 39 17.79 6.11 13. 85 34. 44 New Hampshire . 2,600 63. 15 36. 85 17. 26 9.27 14.30 61.68 Vermont - - .. 1,035 47. 92 52. 08 10. 53 8.40 17. 48 36. 46 Massachusetts . . 5,911 51.. 33 48. 67 31. 09 13.29 » 15. 95 ,57.05 Khocle Island - - 0:>4 57. 57 42. 43 29. 81 5. 22 14. 67 56. 9.i Connecticut - . 2,809 50.2;i 49. 77 21. ,50 15. 23 17. 37 44. 46 New York - - - 11, 105 47.27 52. 73 19. 41 13. 23 15. 33 44. 35 New Jersey.- . 3,898 .54. 10 45. 90 31.13 16.16 16. 98 65. 71 Pennsylvania _ 10,395 58. 63 41.37 15. 14 18.48 13. 23 48.11 South Atlantic Division: Delaware _ _ 303 ,51.81 48.19 9.57 18. 48 14. 52 40.88 Maryland. - - 2, 314 44. 85 ,55. 15 23. ,55 16. 98 12. 40 ,54. 35 District of Columhia... 807 32. 46 67. 54 18.46 4.58 10. 03 27. 16 Virginia . . . 3, 602 ,54. 11 45. 89 18. 85 8.99 6. .58 31 . 64 West Virginia - 965 46.11 53. 89 15. 23 3.63 8.81 15. 29 Nortli Carolina _ 6,487 ,56. 88 43. 12 21. 19 8.25 6.32 51’. 56 South Carolina _ 1,739 53. 70 46.30 22. 14 5. 9d 10.75 49. 20 Georgia . . 3, 737 43. 37 56. 63 24. 54 8.71 5.78 41.66 Florida _ _ 248 .25. 80 74. 20 19. 75 0 4.03 70. 00 South Central Division: Kentucky . . 4,085 49. 79 ,50. 21 19.70 10. 15 7.12 41.58 Tennessee _ _ 5,649 52. 80 47. 20 21.98 10. 55 6.24 43. 91 Alabama . . . 2,365 62. 16 37. 84 15. 60 17.21 5.20 68. 29 Mississippi . . 1,977 49. 97 ,50. 03 12.49 14. 46 7.18 47. 82 Louisiana.-- . . 1,282 50. 38 49. 62 10. 22 10. 68 8. 43 54. 63 Texas . . . . 4,909 ,50. 80 49. 20 19. 70 14. 67 7.27 38. 5,5 Arkansas . . 1,373 54. 69 45. 31 14.71 11.72 4. GO 40. 00 Oklahoma _ _ 20 0 100. 00 30.00 0 0 0 Indian Territory _ 381 50. 39 49. 61 6.04 13. 38 4. 46 17. 65 North Central Division: Ohio _ _ _ 2, 634 42. 02 57. 98 19. 09 15. 18 12.11 4:1.88 Indiana _ _ _ 2, 213 47. 71 52. 29 17. 93 15. 99 9. 44 21.05 Illinois . . . 3, 525 41.13 58. 81' 14. 69 15.46 15. 14 34. 65 Michigan . . 1,175 33. 70 66. 30 10. 81 13.27 9. 61 40. 71 Wisconsin . 1, 462 57. 45 42. .55 22. 64 8.39 15. 32 38. ,39 iSHnnesota . . 1, 847 49.92 .50. 08 ,13. 96 12. 50 14.58 39. 03 Iowa . . . . 2,198 46. 08 53. 92 12.60 11.60 12. 73 43. 21 Missouri . . . 4.508 ,50. 51 49. 49 14. 13 12. 75 9. 56 38.28 North Dakota _ 103 67. 96 32. 04 7. 7() 0 2. 91 C6. 66 South Dakota _ 307 43. 98 56. 02 20. 84 20. 52 14.33 65. 88 N ebraska . . 684 40. 78 59. 22 14. 91 14. 47 10. 52 ^ ,59. 12 Kansas . . . 918 50.76 49,24 9.81 18. 28 9.04 34. 95 Western Division: Montana . 66 0 100. 00 .54. 54 6.06 13. 48 6-3. 66 W y oming . . . Coiora,do . . . . 197 38. 58 61.42 12. 69 9.64 10. 66 23. 81 New Mexico . . . 103 42. 72 57. 28 5. 72 0 7.76 Arizona _ _ 43 23. 25 76. 75 23. 25 0 9.30 Utah . . . 1,616 53.21 46.79 21. 65 11.20 6. 18 40. 00 Nevada . Idaho . . . . 177 49 71 50. 29 4. .52 . 56 11.30 80. 00 Washington . 526 28.51 71. 49 14. 06 12.92 11. 97 33.33 Oregon . . . 796 46. 10 ,53. 90 13. 82 27. .51 9. 06 ,30. ,56 California . 2, 680 45. 59 54.41 14. 14 21.64 11.08 ,59. 24 2154 EDUCATION EEPOET, 1899-1900, Table 25. — Private high schools and academies — Percentages of secondary students pursuing certain studies in 1899-1900. Per cent of total number of secondary students. State or Territory. Latin. Greek, French. Ger¬ man. Alge¬ bra. Geom¬ etry. Trig¬ onome¬ try. As¬ tron¬ omy. Phys¬ ics. United States _ 47.01 9.07 23.83 18.47 i 49.39 2:3. 73 4.83 6.46 18. 13 North Atlantic Division- 53.06 13. 45 36.81 37. 36 50. 08 28. 03 4. 43 6.17 17. 96 South Atlantic Division. 49.19 5. 07 17. 83 5.43 53. 37 19. 66 4.95 4. 81 15. 87 South Central Division.. 43. 04 6.35 9.18 6. 81 51.53 23. 89 6.20 7. 18 20. 88 North Central Division . . 43. 70 8.30 15. 46 24.31 43. 84 3.14 3.98 . 7.33 18. 03 Western Division _ _ _ 35. 73 5.96 20.28 15. 44 48.60 24.11 5. 17 ■ 8.30 17.31 N or th A tlantic Division : Maine . . . . . 43. 65 14.73 16. 37 1.93 50.06 23. 06 0.13 8.00 15. 78 New Hampshire - 44. 69 18. 04 39. 81 13. 35 37. 35 23.00 3. 08 5.19 15.46 Vermont _ _ _ _ 41. 64 7.63 20.68 9.18 50. 34 23. SO 0. 39 7.83 16. 73 Massachusetts . . . Cd.31 19. 39 53. 36 27. 07 47. 51 35. 41 2. 47 4. .55 17.43 Ehodo Island. . . 57. 41 i3.]5 74. 13 11.67 68.61 49.84 7.89 8.36 21.14 Connecticut . 63, 55 16. 38 38. 31 31.33 49. 45 30. 01 3. 70 9.33 14. 56 New York _ _ 47. 39 11. 09 44.30 33. 06 47. .59 38. 90 5.10 6.61 20. 05 New Jersev . . 55. 69 15. 16 38.15 ,35. 20 58. 13 36. 94 6. 31 8. 41 16. 91 Pennsylvania. . . 53. SO 10. 48 34.81 1 39.17 53. .50 36. 73 6.06 5.30 18.43 South Atlantic Division: j Delaware . . 59. 74 7. 56 47. 19 17. 49 51.78 ;29.43 5.38 0 10.23 Maryland . . . 59. 33 56. 41 43. 53 26. 53 .58. 90 34. 61 7.91 5. 14 18.13 District of Columbia. 46. .59 6.79 66. 04 16.33 44.36 28.63 8.05 13. 52 32.93 Virginia . . . . 53. 64 4.36 30. 05 11.66 57. 05 33. 54 7.69 6.52 20. 41 West Virginia _ 35. 75 6.43 13. 95 13. 01 33. .51 17.83 4.77 6.94 14. 09 North Carolina - 39.97 4. 30 5 35 1. 76 4,3. 61 10. 31 ,3. 17 3. 93 11.30 South Carolina. . 49. 56 8.40 19. 61 5.41 ,56. :10 14.84 4.43 4.30 11.37 Georgia _ _ _ 58. 53 4.36 9.90 3. 18 63. 40 34. 00 5. 33 4.47 19. 78 Florida _ 37. 50 5.34 11. 39 0.80 66.13 10.0,3 0.40 8.47 10.08 South Central Division: Kentucky - - 47. 00 8, ,35 8.76 13. 07 47.74 17. 73 6. 61 5. 43 13. 29 Tennessee . 40. 75 7. 59 5.40 3.83 47. 50 31.01 4. 55 4.41 13. 03 Alabama _ 43. 46 4.14 9.81 4.61 5. 76 25. 41 6.47 11.04 25. 45 Mississippi--.... . . 35. 36 3. 06 4. 05 0. 76 50. 99 17. 65 7. 74 5.93 36. 43 Louisiana. . 45. 08 3.38 54. 68 3. 38 53. 36 ;=j:3.0l 6.01 13. 25 35. 43 Texas . . . 43. 90 7. as 0. 70 11.13 60. 84 34. 10 9. 09 10. 98 29.63 Arkansas _ _ 35. 90 5. 03 1. 17 4.66 44. 79 13. 18 0. 58 3.70 9.61 Oklahoma . . 35. 00 0 ! 5. 00 50.00 -35. 00 15. 00 0 0 20.00 Indian Territory _ 35. 43 0 0. 26 1.84 45. 67 8.40 0. 79 0 13.65 North Central Division: Ohio. . . 48.86 10. 9,3 23. 35 30. 53 ,39. 03 22.06 5. 35 6.87 17. S3 Indiana . . 44. 37 37 10. 17 31. 83 43. 34 31.06 5. 33 4.43 15. 36 Illinois . 43. 91 6.18 19. 60 3.3. 18 36. 03 19,33 3.15 6.38 19.63 Michigan . . 43. 55 5. 63 23. 49 30. 35 .53. 85 16.94 4. 85 14. 04 3.3.33 Wisconsin . . 46. 17 19. 70 17. 03 47. t)7 40. 69 25. 99 4. 51 7.73 16. 38 Minnesota . 43.13 8. 01 11.15 38. 39 44. 07 23.31 3.00 5. 74 14. .56 Iowa. . - — 34. 53 6. 50 3.18 15.11 39. .53 15. .56 1. 59 6. 38 18.34 Missouri . . . 45. 43 7.38 17. 85 17. 79 53. 13 30. 53 5. 53 8. 25 17. 88 North Dakota _ .. 15. 53 5.83 IS. 44 3.91 19.41 13. 59 7.76 7. 76 9.70 South Dakota . . 43.99 7.17 9, 13 25. 41 33. .36 15. 96 0 4.25 15. 96 Nebraska . . . 41.37 7.46 17.84 • 19. 88 39. ,50 21.93 24. 85 10. 33 29. 09 Kansas . . 44. 88 5.12 4. 58 16.34 33. 90 15. 36 3.39 10.03 15. .58 Western Division _ Montana . 69. 69 0 57. 57 45. 45 93. 93 7. 57 1.51 63. 13 18.18 W yoming' .... Colorado.-- . 33. 49 4. 57 17. 17 16. 75 54. 31 is. 37 0 0 18. 78 New Mexico . 1.94 0 as. 98 1.94 1.94 5. 83 11.85 Arizona. . 30. 93 0 35. 28 4. 65 0 4. 65 30. 23 Utah - . 14. 67 1.98 4.33 5.36 30. 88 30. 36 3.31 3.04 13. 33 Nevada . . Idaho . 29.94 3. 38 5.65 16.96 31.63 30.34 0 0 13. .56 Washington . 49.43 4. ,37 19.96 21.68 43. 54 15.31 5,70 14. 36 18. 44 Oregon . 54. 52 8.93 31.48 38.83 74.13 21.48 7.41 8.67 13. 69 California . . 41.45 8.54 30. 93 13.33 53.83 31.26 6. 53 9.70 21.30 SEGONDAEY SCHOOLS, 2155 Table 2C. — Pi'ivatc high schools and academies — Percentages of secondary students pursuing certain studies in 1899-1900. Per cent of total number of secondary students. State or Territory. Chem¬ istry. Phys¬ ical geogra¬ phy. Geol¬ ogy. Physi¬ ology. Psy¬ chol¬ ogy. Rhet¬ oric. English litera.- ture. His¬ tory. Civics. United States _ 9.34 20. 58 5.92 24. 77 7.00 34.02 36.80 36.11 18. 41 North Atlantic Division 10.72 16. 63 5. 47 18. 42 5.58 36.52 42. 66 37.21 15. 05 South Atlantic Division 7.47 22. 80 3.11 26.66 5.82 29.96 34). 17 35. 44 15. 67 South Central Division 8.54 24. 97 8.22 35.60 9.60 35.84 30. 42 33. 73' • 23.62 North Central Division--- 9.30 21.21 6.35 23. 86 8.07 31.31 37. 33 36. 53 20. 43 Western Division - 9.30 21.44 8.30 25. 02 7.24 32. 70 42.46 37. 09 23. 89 N orth Atlantic Division : Maine . . . . 7. 49 18.25 7.87 14.23 5.00 27' 21 40. 23 30. 85 4 13. 77 New Hampshire _ 11. 27 12. 65 3.77 10.12 2.00 3L19 34. 50 27. 19 8.58 Vermont - - 9.37 23.96 9. 76 24. 44 7.44 30.34 23. 00 26.76 23. 19 Massachusetts - 12. 12 9.05 4.48 12. 74 7. 72 43. 43 54.49 35. 07 10.27 Hhode Island . . 15. 62 29.18 5.54 22.08 7. 48 42.27 38.64 50. 79 15. 46 Connecticut _ 7.42 13. 17 6.00 21. 15 5. 59 43.65 54. 36 43. 86 11.. 53 New York . - . 12. 07 19.32 6.46 20. 51 4.07 33.96 38.29 42. 99 18. 24 New Jersey . . 10.26 18. 55 3.10 16. 50 3. 62 43. 64 47. 54 36.87 9.29 Pennsylvania . . 9.89 17.43 5. 27 21., 54 7.61 35.07 40. 40 35.15 18.54 South Atlantic Division: -i Delaware . . . - 5. 94 6. 27 0 13. .53 1.32 25.08 19.47 27. 72 5. 94' Maryland _ _ 13.53 25.71 2.90 13. 31 3.93 38.98 49.83 48. 05 17. .50 District of Columbia - 9.29 15. 61 5. 58 19. 45 8.30 32.09 49.70 53. 16 17.59 Virginia _ _ _ 10. 47 25.10 6.33 .23. 82 7.91 33. 56 29.01 40. 12 1-1.88 W est Virginia . . 7.88 15.54 5.59 13. 37 8.29 27. 15 17. 56 40. 31 22. 07 North Carolina - 3. 92 21.55 1.38 33.61 4.99 23. 97 22 21 28. 72 13.51 South Carolina _ 9.43 22. 31 1.96 25. 93 4. 83 20.89 27! 89 29. 96 13. .34 Georgia - . . - 6. 32 25.42 2. 68 29.06 6. 10 34. 97 31.49 33. 11 12. 09 Florida . . . 5. 24 31. 05 7.26 70. 96 9. 27 47.98 26. 21 31.41 88. 71 South Central Division: Kentucky . . 7. 81 22 72 5. 97 34. 84 10. 92 41.27 29.08 34. 98 31.26 Tennessee . . . 4 32 15! 17 9. 35 26.75 5.45 32. 77 27.10 27. 81 13. 91 Alabama . - m 11 27.82 9.43 44.82 6.42 37.63 31.12 28.03 16. 19 Mississipni . - . 6.78 84.14 5. 31 46.59 6. .53 26.61 28.28 36.98 88.54 Louisiana., - _ _ 12.40 40. 80 6.78 39.63 13. 18 35. 41 32. 37 46.72 23. 83 Texas . 14.42 31.76 11.81 35. 28 15. 64 42.23 35. 75 41.49 27. 05 Arkansas . 3. 21 16. 75 3.21 39.98 7.43 21.27 29.06 16.53 18.21 Oklahoma . . 0 35. 00 0 45. 00 5.5. 00 70. (KJ 35.00 25.00 40.00 Indian Territory _ 9.45 17.31 0 34. 18 5. 25 29.66 16.54 44. 62 24.93 North Central Division: Ohio . 9. 43 21.11 5.54 21.61 6.45 38.50 39., 48 39.94 24. 69 Indiana . 13.91 21. 46 5. 24 22.32 9.40 31.86 31.54 34. 39 14.78 Illinois _ _ _ 8.48 20.23 6. 01 22 24 6.47 28. 71 37.58 33.33 15. 29 Michigan . . - . . . 15. 40 16. 59 5.36 19.' 83 13. 10 35.91 39. 06 49.02 22. 38 Wisconsin . - . 9.30 23. 73 4. 72 21.61 9.43 32.22 35. 16 44. 19 15.80 Minnesota . 6. 28 17.88 2. 06 21.98 11.00 37.20 43. 64 42. 45 25. 66 Iowa . . 6.14 19.29 10. .51 29.85 5. 00 29.44 32. 94 11.88 26. 12 Missouri . 9.53 22.54 7.48- 2:3. 40 8.69 27. 82 39.68 40.39 21.78 North Dakota _ _ 4. 85 7. 76 3. 88 22.33 2. 91 4. 85 12. 62 11. 65 15. .53 South Dakota _ _ 3. 58 44.62 5.86 57.00 14.38 18.89 34. 53 a3.55 52. 77 Nebraska . . 6. 73 23. 32 8.33 27.78 5.41 31.43 33.92 .38.89 30. 99 Kansas . . . 10. 13 22. 22 8.49 26.79 5. 77 29. 95 38. 78 19.82 23. 09 Western Division: Montana . . . 0 42. 42 6. 06 15. 15 10.60 81.81 89.39 6.06 65. 15 Wyotning. . . Colorado- . . . 8.12 30.46 5.58 31.98 12. 18 44. 67 43. 15 38.07 29. 95 New Mexico . . . 9. 71 36.89 11. 65 31.06 1.94 27. 18 27.18 26.21 22. 33 Arizona . . 4.65 30.23 4. 65 6.97 0 23. 25 41.86 69.76 23. 25 Utah . . 4.64 13.80 6. 31 20.98 12.25 24.32 25. SO 23. 52 11.07 Neva, da, Idaho . - 7.35 i5. 25 4.52 10.73 4. .52 22.60 ,51. 41 - 25.98 5. 65 Washington . 10. 83 23.95 18.63 37.28 10.65 31.94 40. 87 35. 93 44.11 Oregon . 12. 16 32. 66 7. 79 37.56 6.91 32. 78 30.28 40. 45 32. 41 California . 11.45 20. 78 8.06 22. 05 3.69 .36.82 55. 22 45. 82 34. 92 Table 27. — Private high schools and academics — Equipment, income, henefaciions, and endoumients, 1899-1900. 2156 EDUCATIOlSr EEPOET, 1899-1900. Total money value of endowment. •^^nuouiY s i mum iiiii isssiiigi iiisiisii nsmms mmmm •^)UI:^.Iod -9J sjooqos 1 Benefac¬ tions. 'YmouiY I CO I 3i3ii I'gSiSS ilili iSiS- i SiiS ill ss3|” :S33 3 ““'Ws ; ■f5Ui.piod -9.1 siooqo^ rHOCC'^OCO.— 1 Total income from all sources. •'Yinouty i I s isiii mmi iisS2ai3s isiisiiii sisisSi "'iVpssi” ggB33|3 rH •Sun-iod -9.1 spoqog Income from other soiirces and unclassi¬ fied. qtinouiY I i s 131131111 iiii iiisi iSi§iS3 ss'"'3“s;|y.3 i!-s' jJSSfi'’' as'3'*-“’'?i" -9.1 STooqog Productive funds. quuouiY iiliS iiliiiiSEi IglilSS •burpiod -9.T S'iooqog i rH o ^ r-j 1- ^ c-v 0! r-1 o:t ,-i : - o> t- ^ i-i CO o CO lO 01 r- CO Tuition fees. qunouiY I sWii CO r-^ SiiSgsgiS ililSisiS iiSllig 3s?[|S33|g 333g3|SV 3|-43y|S? ■gun, cod -9a spoqog s State and municipal aid. •:;unoaiY S 1 CJCOICC-OO iiii iiii i is ii iiis i aiiiSiS T^r-H -d ^CO-^--i 1 lO ,C£ iCSCOO 1 cdVco'wiD'l^r-T •.ouiiaod -9.1 S'iooqog e = Grounds, build¬ ings, scientific apparatus, etc. •:juuouiY 1 i i§iis iliiligii iliiiiiis i§liii3 liiiHsiii isilpiils imim -d ]-i ,-1 r-T t-h •gun.iod -9.1 sfooqoy 1 Siii- Libraries. •sauinpY 1 g iSuil isIlS iiSsSisig mmssma sWsmm tSiiA^aSS ■'AsA^SSSi-' 33S3SS3 •gun-iod -9.1 sfooqog ! Sssi- 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 . Mas.sachusetts . 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 . . Southcentral Division: Kentucky . . . Tennessee . . . Alabama . . Mississippi . Louisiana . . Texas . . Arkansas . . SECONDARY SCHOOLS. 2167 !i Siiiiiiiiili i ;S SS¥-WS’PlSi ; ii ii s'is ;s Iiii “Pi o o L- i.-r ^ o lo « i-s cc CO i- o i-Ht-IOCO rHCOlOCO |i iiii§iiii§si i IC^'i-Ti-l'gOOtP'r-l'o^rH I i i ii t-H 1 It— iiii J-H'rH'rH' O rH O':; o 00 T-t iCt^ T-^ --H o ,-1 O O i-O OCCt-IC<1 ;s § ;s 0||s'|ss3’‘agsl ^ sirji P CO coo' ii iiiiiS2s ills I sgs“ss5s is'as" I ip =>' ; s iii| ofc-frcHOT O OO t- t- ^ »0 CO CO ^ ^ O ^ GO O rH CO o T-i t- i 1 iig iiiliiiSi 1 : ; 1 i ii ' 1 1— ■ o' —7 icf O O 00 O' O i CD t- CO rH lO -H rH O O- O’* O CC CO ii SiigSllilliSi 1 ;s. 2'sgsssss''>*-’3s ~ iiii P CO oj o' ilSi "pg rHrnrHO. H.OOO !i ii M i ii M i i i i : ; ; 1 ; ir-T 1 1 1 1 1 ; i ; ;S' 1 ! jio Oi-i Oi-HO • lor-iooooo 1 O OOr-H OOOr-^ 11 s “’s gWlllSg-lIf s’ rHOf tHi-H of Sill i's'p iiii S'lli of OO^^CO IS iiiisiiiisig § s¥KSsas3""'s;s ’• ii ii CO of sill ocoo^ |3 II P 2 o iiii lesisMiiSi iji rnmimmmmmi a ^ o3 P. o 2158 EDUCATION EEPORT, 1899-1900, TxiBLE 23, — Denominational schools included in the tables of private high schools ayid academies. State or Territory. Nonsectarian. Baptist. Congrega¬ tional. Episcopal. Friends. Schools. Instructors. 4^ S in Schools. Instructors. Students. Schools. Instructors. Students. Schools. Instructors. Students. Schools. Instructors. Students. United Sates. . 1,033 5, 043 57, 173 98 529 7, 173 1 51 1 5? 2,671 98 714 5, 145 55 296 3,428 North Atlantic Division ... 418 ri, ()73 24, 380 23 . 168 '2,347 14 56 706 47 376 '2, 493 2.5 186 2. 136 South Atlantic Division — 241 872 11, 575 33 138 2, 073 6 24 239 14 63 , 651 40 261 South Central Division .... 240 695 13,095 24 86 1, 246 10 54 608 6 34 317 4 14 153 North Central Divi-sion.... 108 66(» 7, 091 15 131 1,469 18 97 1,0.20 21 146 1. 2:23 19 56 878 W estern Division . 26 143 1, 032 1 6 38 3 11 98 10 95 461 North Atlantic Division: 1 Maine . 23 77 1,474 4 28 620 2 4 109 1 ' 4 19 1 4 63 16 62 1,235 3 18 261 4 9 125 3 ; 49 387 9 26 .501 3 23 278 1 4 •57 1 528 4, 572 3 22 237 4 34 372 5 47 365 6 ! 1 13 39 43 217 1,961 1 5, 95 3 5 43 11 I 96 529 120 976 6, 735 4 1 28 406 IS 1 1.21 ' 924 4 24 216 50 324 2; 530 2 : 25 240 i 18 . 5.5 4 11 97 74 438 5,116 4 20 210 5 28 : 175 16 147 1,7.55 South Atlantic Division: 1 1 i 11 92 i i 1 7 i 65 Maryland . . ... 181 1,397 3 ! 9 j 108 i 3 IS 8.5 District of Columbia... 13 95 497 0 ' 11 40 i 1 12 50 Virginia . 49 162 1,915 'j' ”41 ! 396 3 11 133 West Virginia . . 6 16 27.5 1 6 92 1 j North Carolina . 81 231 4, 325 11 i 560 2 8 53 4 ! 24 30it 2 0 61 South Carolina . . 20 42 59 115 839 2, 21.5 4 9 24 3S ! 37'9 1 62] 4 io 186 2 8 70 1 Florida . . . 1 e 20 1 5 25 South Central Division: 1 Kentucky _ _ 48 146 2,026 5 22 3.38 1 6 : 27 2 9 42 0 0 0 Tennessee . 59 166 3,359 3 8 171 3 13 ' 208 3 22 160 3 11 87 Alabama 40 lOf) 1, 796 5 10 115 3 14 i 144 0 "*0 0 Mississippi . 30 73 1,476 1 8 100 i _ Louisiana . . . 14 39 525 2 6 79 Texas . . . 32 104 2, 843 5 29 3,22 1 8 i 11^ 1 3 115 Arkansas . . . 12 42 892 3 8 178 1 5 80 0 0 0^ 1 '3 66 Oklahoma _ _ _ Indian Teinntory . . 5 14 178 1 3 43 North Central Division: 1 .... Ohio . 23 137 1,320 1 6 39 1 4- 34 ’ 218 2 7 ' 97 Indiana . 4 45 628 "'2 j 27 '393 1 2 13 68 6 ' 19 ; 343 Illinois . - . . . 25 170 1.406 2 111 4 25 123 1 : 4 ‘ 81 Michig’an . . .. . . 8 76 587 1 1 5 99 1 1 ! 18 1 Wisconsin _ _ _ 3 6 92 1 15 iso 1 1 1' 33 4 32 283 i _ Minnesota . 4 29 2.20 11 1 7 ' 231 1 4 35 3 21 115 Iowa . . . . . 7 43 604 2 12 224 3 16 147 1 11 162' 5 io 197 klissouri . 32 151 2,087 5 35 305 2 12 195 1 1 9 39: 1 North Dakota . . i _ South Dakota . 1 10 83 1 4 30 1 6 50; ... Nebraska . 3 15 133 2 9 66 .... 6 58 Kansas . 2 7 147 1 8 103 1 6 198 i 6 51 4 10 102 "Western Division: Montana . . Wyoming . . Colorado . . 0 18, 51 New Mexico 1 2 6 Arizoiiii . i 3 21 1 14 60 Utah . . Nevada . . . ! _ Idaho . . . . Washington . 2 8 77 2 18 75' Oregon . 2 5 33 _ j 2, 14 114' California . 23 136 993 1 1 6 38 3 31 161 1 SECOND AP.Y SCHOOLS, 2159 Table 29, — DenGininational sdiools included in the tables of private high schools and academies. State or Territory. Lutheran Metho¬ dist. Methodist Episcopal South. Presby¬ terian. Roman Catholic. Other de¬ nomina¬ tions. > 1 Schools. 1 Instructors. Students. Schools. ! Instructors. Students. Schools. 1 Instructors. Students. Schools. Instructors. Students. 32 'o o o cc Instructors. 1 Students. Schools. 1 Instructors. Students. LOiited States . - S.2 175 2,032 65 324 .5,-522 38 154 2,863 93 402 4, .574 361 1,910 15,872 56 328 4.344 North Atlantic Diyision . r 44 501 13 104 1,811 T 9 41 486 96 546 4, 839 17 119 1, 077 South Atlantic Division . 3 13 98 16 80 1,372 13 '63 i,'i75 26 133 1,187 33 172 1,117 8 36 454 South Central Division . 1 3 4(: 20 57 1.333 20 74 1,265 3i 115 1,462 51 230 2,292 7 23 230 North Central Division . 20 108 1,352 14 75 926 5 17 423 15 65 903 118 674 5, 257 12 84 1,0.32 Western Division . - 1 41 2 8 80 9 48 536 63 288 2,367 12 66 1,551 North Atlantic Division: 1 1 o 11 99 1 1 9 149 5 400 1 3 i 43 Q 10 140 ~8 59 5 ' 28 172 4 25 1 193 1 11 i02 5 30 237 4 23 105 1 1 16 3 18 129 5 37 444 1 o 29 46 269 2.067 3 ! 28 i 155 1 0 41 2 7 327 3 20 186 10 i 55 ! ■ 422 3 20 331 2 80 649 5 19 271 17 , 1,218 1 8 62 670 South Atlantic Division: j 109 1 9 146 Maryland 1 13 225 11 1 69 4.52 i 10 47 District of Columbia _ ! 28 220 V irginia . 3 29 279 3 20 243 10 50 402 4 14 .50 1 3 11 184 West Virginia . 1 9 386 1 4 32 o 19 116 2 64 North Carolina . . . 3 13 98 6 19 308 3 17 191 33 405 1 2 27 8 159 South Carolina . 3 7 157 6 27 264 1 5 30 Georgia . Q 96 4 18 429 19 84 4 14 106 ! - - Florida . . . 2 87 5 21 116 South Central Division: Kentucky . . 2 8 1.50 3 13 137 13 3(j 495 16 73 714 5 17 150 Tennessee - . . . 10 29 742 6 24 491 8 21 259 3 15 113 1 2 59 Alabama . . . . 1 1 22 2 7 89 1 6 133 3 lo 66 Mississippi . 9 5 37 1 3 54 3 19 134 0 15 161 1 4 15 Louisiana . . . 2 37 i 5 43 11 57 598 Texas. . . . _ 1 3 40 3 7 287 4 16 347 23 333 10 53 573' Arkansas . . 2 6 110 o 4 47' Oklahoma . 1 3 20; Indian Territory . . 2 7 95 Q 5 65 North Central Division: Ohio . . . 1 o 64 2 4 67 15 98 867 L 5 22 Indipma . . . 12 95 611 1 8 170 Illinois . . . . . 2 8 174 4 14 281 f> 5 114 20 98 818 4 37 417 Michigan . 1 4 63 9 47 . 408 W isconsin . 2 25 181 1 6 52 2 10 90 9 76 601 Minnesota . . . 0 80 401 1 7 55 1 8 128 12 71 632 Iowa _ _ _ 4 16 213 1 150 11 43 424 1 5 77 Missouri-- . . . 2 9 118 4 33 353 5 17 423 5 18 167 15 88 562 4 20 259 North Dakota . 1 3 82 1 4 21 South Dakota . . 1 5 35 1 6 33 2 76 Nebraska . 2 12 148 1 3 25 1 5 32 ■ 9, 35 222 Ka,nsas . . . . . . 1 8 155 3 12 7.5 i "9 87 Western Division: Montana . 3 - 66 1 W voming . Colorado . . . 1 4 43 3 18 103 New Mexico ■, ... 3 13 97 Arizona . . . 2 43 Utah- 4 18 160 I 8 90 0 31 1,285 Nevada . . . Idaho - . 1 4 60 o 7 .52 2 6 65 Washington . . 1 7 41 1 5 35 M 21 196 3 15 102 Orea’on . 1 45 2 13 220 121 384 California . . . 1 9 53 33 1 164 1,336 14 99 2160 EDUCATIOIT REPORT, 1899-1900. Table 30. — Averages of number of teachers, students, and graduates to the public high school, and like averages for the xnnvate high school and academy. Public liigli schools. Private high schools. State or Territory. 1 Teachers to a school. Secondary students to a school. Secondary students to a teacher. Elementary pupils to a school. Grad uates to a school. Teachers to a school. Secondary students to a school. Secondary students to a teacher. Elementary pupils to a school. Graduates to a school. United States . . 3.4 86.5 25.5 15.8 10.3 5.1 56.0 10.9 64.1 6.1 North Atlantic Division.. . 4.6 117. 0 25. 5 10.6 14.1 6.4 69.8 9.4 47.6 9.0 South Atlantic Division . . . 2.7 60.2 22 7 32.0 6,4 4.1 50. 5 13. 6 61.2 3.9 South Central Division . . 2. .5 .58.8 zil 27.9 5.6 3.3 52. 6 15.9 76.9 3.5 North Central Division . 3.1 80.6 26.3 14. 3 9.9 5.8 59.2 10.2 60. 8 7.1 Western Division . . 4.2 105. 0 2.5 2 4.0 11.8 5.3 48.6 9.2 103. 5 4.6 North Atlantic Division: Maine _ _ _ Q O .56. 8 25. 5 11.5 7.6 3.9 72. 3 18.6 6.7 10.0 New Hampshire - - - 3. 0 65. 0 21 . 5 9.8 10. 1 5.2 78.8 15.1 50. 9 11.3 Vermont . . 2.7 62. 5 22.8 12. 7 7.0 4.1 60. 9 14.8 54. 1 10.6 Massachusetts . . 6.4 151. 7 23.8 6.6 22.4 7.1 60. 9 8.4 16.2 9.7 Rhode Island _ _ _ 8.2 172. 5 21.2 6.2 20.0 5. 6 45. 3 8.0 92.4 6.6 ConnecticiTt . . 4.8 hiO. 6 23.0 3.7 14.8 5.5 44.6 8.1 24.4 7. 7 .5. 8 165. 0 ‘>S 2 13. 2 13.7 7.3 54 4 7 5 66 6 7 8 New. Terse V . . . . 5. 5 117. 3 2L3 12. 9 15.5 6. 3 52. 5 8.4 43. 4 8.9 Pennsylvania _ _ _ 3.2 85. 9 26. 5 11.1 12.9 6.5 77.6 11.8 66. 1 10.3 South Atlantic Division: Delaware . . . . 3.2 80.9 25. 7 9.5 12.2 6.7 73. 2 11.2 33.2 11.0 TVravyl.nnd 3 1 77 6 24 9 30.3 8.7 6 5 .50 3 7. 7 32 7 6 2 District of Columbia _ _ 27.4 686. 2 25. 0 71.6 6.9 38! 4 5. 5 59.2 3.8 Virginia . . . . 2.6 61.9 23. 7 ’33.' 7' 6. 3 4.1 43.9 10. <) 41.4 2.9 West Virginia, _ _ 2.5 61.1 24' 4 3. 5 7.4 4.7 74.2 15.8 44. 7 6.6 North Carolina _ _ _ 2.0 44.9 22. 5 27.6 4.4 3.0 53. 2 17.4 66.5 3.4 South Carolina . . . 2.0 38.4 19. 0 40. 0 4.2 3.6 48.3 13.4 59.9 5. 2 Georgia . . . . 2. 2 48.7 .22. 6 38.5 5.0 3.4 55. 7 16. 6 109. 4 3. 2 Florida . . . . 2.4: 45. 5 18. 8 27.1 3.9 3.9 27.5 7.1 223. 4 1.1 South Central Division: Kentockv . . 3.3 78.8 23.8 18.0 7.9 3.5 43.0 12.4 61.3 3.1 d’ennes'^ipe o 7 24 2 4tl. 5 7.4 3 1 57 0 18 2 81 2 3 6 Alabama _ _ _ _ 3.0 61. 6 20. 6 39.0 3.8 2.8 43. 0 15.4 60.4 2.2 Mississippi _ 2. 0 40. 5 20.0 39. 3 3.2 4.0 45. 9 14.9 79.9 3.3 T. on 1 si ana, 3 7 71.5 19 1 22 2 10. 9 3 7 42 7 li.4 7'8 5 3 6 Texas . . . . . 2:5 62. 2 24.8 19! 8 5.4 3.9 79.0 19.1 93. 7 5.5 Arkansas. . . . . 2.1 .5.2. 9 25.0 21.9 4.8 3.2 65. 4 20. 2 72. 2 2.6 Okia.bmna, 3. 0 .56 0 J8 7 4.7 3 0 20. 0 6 6 20. 0 0 0 Indian Territory . . . 2. 5 39.3 15.7 87.3 1.0 2.6 34. 6 13.1 150. 0 1.5 North Central Division: Ohio . . . . 2.5 67.4 26. 0 ,24. 8 8.8 5.9 53. 7 8.9 39.8 6.3 Indiana . . . . . . 2. 9 69. 1 23.8 15.0 8.4 7.6 81.9 10. 7 80. 6 7.7 Illinois _ _ _ _ _ 4.1 108.9 26.4 7.6 13.4 5.9 55. 1 9.3 57.2 8.3 Michigan . . . 3. 7 98.0 26. 5 13.1 11.3 6.6 58.7 8.7 113.2 5.1 W isconsin . . _ _ _ 89 3 26 1 5 2 11 5 ' 63.5 8 4 44 4 9 7 Minnesota . . . 4.4 107.0 24:1 3.2 12.7 oil 63. 7 10.4 107. 5 9.3 Towa, 3 I 84 4 27. 4 9 1 10 9 4 6 62 8 13 4 77 7 8.0 Missouri . . 3.2 88.1 27. 7 9.9 9.2 5.2 60.1 11.5 40.8 5.7 N or th Dakota . . . . . 2.4 41.9 17. 4 5. 3 4.4 3.5 51.5 14. 7 123. 0 1.5 South Dakota _ , _ 2.0 42. 9 22.0 20.4 5.8 5.4 43.8 8.1 47.8 6. 3 Nebraska . . ‘> 0 6O’ 8 27 "O 24. 0 7.9 4.5 36. 0 8.0 59.2 3.8 Kansas . . 2.6 73. 5 28! 8 9.0 9.0 4.7 65. 6 13.9 44.1 5.9 Western Division: Mf)7ita na, 3 6 86.1 24.0 11.0 8. 8 2.3 22.0 9.4 233.3 3.0 Wvoming . 2.4 51.0 21.0 15.6 7.3 Colorado . . . . .5.3 134. 3 25. 6 3. 6 13.3 6.6 32.8 4.9 146. 5 3.5 New Mexico . 2.9 34.7 12.2 2.4 3. 7 25. 7 6.9 63. 0 2.0 Arizona _ _ _ _ _ _ 4.0 86.0 21.5 13.5 1.5 21.5 14.3 72.0 2.0 Utah . . . - . . 7.8 ,223. 0 28. 6 22.2 5.7 124.3 21.8 89.1 7.7 Nevada 2.4 47.9 19. 6 6. 7 7.4 Idaho . . . . . 2.3 60.8 27.0 6.8 3.4 35.4 10. 5 52. 0 4.0 Washington. . . . 2.9 73.7 25. 3 9.6 8.1 5. 7 40. 5 7.1 73. 3 4.8 Oregon . . . 3. 5 112. 7 31.9 5.9 13.9 4.3 ! 41.8 9. 7 96. 6 3.7 California . . . 4.8 120.2 24.9 14.2 5. 7 i 42.5 7.2 112.5 4.7 SECONDAEY SCHOOLS 2161 Table 31. — Corahined statistics of puolic high schools and private high schools and academies — Number of schools, instructors, and students in 1899-1900. state or Territory. Total schools. Total second¬ ary Total second¬ ary stu¬ dents. Male. Female. Classical pre¬ paratory students. teach¬ ers. N um¬ ber. Per cent. Num¬ ber. Per j cent. hi um¬ ber. Per cent^ United States _ 7,983 SO, 189 630, 018 271,911 1-3. 16 358, 10? Ox 9'-’ CO |4^ O North Atlantic Division 3,117 10, 961 210, 181 91, 766 45. 09 115,415 51. 91 21, 613 10. 28- South Atlantic Division . 819 3, 825 17, 215 20, 721 43. 89 26,191 56. 11 6,209 13.15 South Centra,! Division _ 1,093 3,101 61, 710 27,378 11. 37 31,333 55. 63 7, 078 ii.l7 North Central Division - 3, .537 11, 793 276,390 111, 995 11. 61 161,395 58.39 11, 998 5. hh Western Division . 398 1,798 tYt, oo3 11, 078 10. 71 20,171 5*). 26 2,511 7. 27 North Atlantic Division: Maine . . . . 187 171 11,138 1. 870 13.72 6. 368 56.28 1,505 13. 51 New Hampshire . . 90 311 6, 301 3, 311 51. 46 3,060 i 4§-5-l 718 11. 39 Vermont . . 73 231 1, 173 1,978 41.22 3,195 55. 78 289 6.01 Massachusetts . . - •m 3. 196 11,855 18, 7.53 4ri. 80 23,103 • 55. 20 6,691 16. 00- Ehode Island --- . 31 213 4, 081 1,811 15.08 3, 213 j 51.93 152 U.07 Connecticut . 137 699 10, 916 1, 929 15. 15 5,987 i 51.85 1,258 11. .5.2. New York . . 583 3, 701 73,171 31, 269 46. 61 39, 203 1 53.36 6,1.51 8. 37' New Jersey. _ _ 170 991 15, 158 6, 361 11.96 8. 797 I 58.01 1,881 12.11 Pennsylva,nia. . _ 511 3, 093 12, 782 18,522 13. Jig 21, 260 1 .56. 71 3, 685 6. 28- South Atlantic Division: Delaware . . 17 68 1, 355 559 41.25 796 58.75 71 5.21' Maryland _ 97 159 6,270 2, 758 43. 99 3,513 58. 01 638 10. 17" District of Columbia . . . So 383 4,238 1,575 37. 16 2, 663 62. 81 285 o.,7a Virginia _ _ 153 531 7,932 3, .515 41. 69 1, 387 .55. 31 932 11. 7'5 West "V irginia . . . . 15 111 2,920 1,130 38.36 1,800 61.61 210 8. 22 ■ N orth Carolina . . . 113 111 7,130 4,095 55. 11 3,335 11.89 1,111 19. 10 South Carolina - 110 310 5, 737 3, 638 15. 81 3,l;j9 51.19 915 16. 17 Georgia . 187 181 9, 582 3, 823 39. 9i) 5, 759 60.10 1, .556 16.21 Florida _ _ 13 115 1,751 621 35. 17 1,130 61. 53 101 5. 77 South Central Division: Kentucky.. - . 165 563 9, 603 4,337 15.17 5,265 51. 83 1,217 13. 67" Tennessee . . . 300 535 11,071 5, 113 46. 15 . 5,929 53. 55 1, 610 11. 5-1 Alabama... . 117 339 6, 183 2, 707 13. 79 3, 175 56.21 621 10. 09- Mississippi . 113 335 6,029 2, 606 13.23 3, 423 .56. 78 853 11. 15 Louisiana. . 61 238 3, 497 1,400 11. 75 2, 037 58.25 193 5. 52 Texas _ _ 303 818 19, 838 8,572 13. 21 11,266 58. 79 2, 076 10. 16 Arkansas . 83 197 1,597 3 122 48. 16 3, 175 53. 81 157 9.91 Oklahoma . . 7 21 356 ’ll7 32. 87 339 67.13 17 1.78 Indian Territory . . 15 39 538 315 58. 55 223 11. 15 31 5. 76 North Central Division: Ohio. . . 737 3, 010 18,316 20, 860 43.15 27,188 56.85 3,916 6. 10 Indiana . . 109 1.315 28, 628 13.241 42. 77 16,381 57. 23 1, 511 5. 2!> Illinois . . . 108 1,798 40, 971 16, 120 39.31 21,851 60. 66 3, 159 5..27' Michigan . 311 1,320 961 29, 986 12,542 11.83 17, 411 .58. 17 1,051 3.51 Wisconsin . 251 22, 088 9, 590 13. 12 13, 198 56. 58 1,222 5. .53 Minnesota _ _ 111 6S8 11, 157 5,913 41. 97 8,215 58. 03 636 4.13- Iowa . 379 1,221 31,220 13, 786 40.95 18, 131 59. 05 1,668 5.31 Missouri . 309 1,137 25, 111 10,185 11. 75 11, 629 58.25 1,537 6.12 North Dakota . 29 7'^ 1,233 513 41.53 721 58. IS 111 9. 00 South Dakota . . 68 157 2,934 1,216 13. 61 1, 678 .57. 39 333 7.62 N ebraska _ _ 269 631 15, 892 6,332 39.81 9,560 60.16 839 5.28 Kansas.... . 217 581 15, 831 6, 336 10.03 9,495 .59. 98 1,099 6. 94 Western Division: Montana . 33 75 1,701 613 37. 71 1,0.59 63.26 105 6.17 Wyoming . 7 17 357 155 13. 13 302 56. 58 18 5. 01 Colorado... . . 50 271 6, 107 3,413 39. 51 3, 691 60. 49 377 6.17 New Mexico . . 11 35 316 111 11.63 303 .58. 38 25 7.23^ Arizona. . 1 11 215 67 31.16 148 68.81 11 6.51 Utah . . 18 113 3,731 1,351 19.17 1,380 50. 53 125 15. 56 Nevada . . 9 22 431 161 38. 05 267 61. 95 15 10. 11- Idaho . . 13 35 663 301 45. 85 359 54.15 26 3.92 Washington . . 60 211 3, 989 1, 176 37.00 2,513 63. 00 263 6.59 Oregon . 36 112 2, 713 1,110 10.93 1,603 59.07 261 9.03 California . 168 866 15,300 6,253 40.86 9,048 59.11 952 6.22- ED 1900 — VOL II ■56 2162 EDUCATlOiSr EEPORT, 1899-1900, Table ‘^2.— Combined statistics of puhlichigli schools and private higli schools and academies — College preparatory students and graduates in 1890-1900, State or Territory. Scientiuc preparatory students. Total college preparatory students. Graduates in 1900. Graduates prepared for college. Num¬ ber. Per cent. Num¬ ber. Per cent. Num¬ ber. Per cent. Num¬ ber. Per cent. United States . . 39,108 6.21 fd, 517 14.53 73,953 11. 74 24,306 32. 95 North Atlantic Division . 11,831 5.m a3, 447 15. 91 26, 511 12.61 8, 200 30.96 Sontli Atlantic Division . 2,-150 5. 19 8,659 18. 34 4, 449 9.42 1,466 32. 95 Soiilli Central Division. . 4. 556 7.38 11,634 18.85 5,245 8. 50 2, cm 38. 15 North Central Division _ 16,383 5. 93 31.381 11.35 33,965 12.29 11,045 32. 52 "Western Division . . 3.885 11.24 6,396 18.51 3, 783 10. 95 1,645 43.48 North Atlantic Division: Maine . . . 454 4. 08 1,959 17.59 1, 508 13. 54 410 27.19 New Hampshire _ _ 416 6.60 1,134 17. 99 949 15. 05 366 38. 57 Vermont . . . 377 8.43 646 14.44 566 12. 65 198 34.98 Massachusetts _ _ _ 2,462 5.88 9, 156 21.88 6,258 14. 95 1, 908 30. 49 Rhode Island . . 143 3.50 595 14. 57 493 12. 07 ■ 187 37. 93 Connecticut . 852 7.81 2,110 19.33 1,580 14.47 477 30.19 New York. _ _ _ _ 3,607 4.91 9, 758 1:3. 28 6, 782 9.23 2,:ir3 34.99 New Jersey . 971 6. 41 ,2,852 18.82 2, 147 14.16 692 8:2. ,23 Pennsyivama . . . 2, 552 5.96 5,237 12.24 6,228 14.56 1,598 25. 66 South Atlantic Division: Delaware . . 95 7. 01 166 12. 25 203 14.98 53 26.11 Maryland . . . HO 7.02 1.078 17. 19 730 11.64 229 3i.:37 District of Columbia . . . 137 3. 23 ' 4, ‘>2 9.96 439 10.36 80 18. 22 Virginia . . . . Vy'est Virginia . . 385 4. 85 1,317 16.60 678 8.55 155 22.86 64 ,2. 19 304 10. 41 321 10. 99 63 19. 63 North Carolina . . 541 7.28 1.982 26.68 502 6. 70 291 57. 97 South Carolina . . 242 •4.22 1,187 20. 69 625 10. 89 261 41.76 Georgia . . . Florida . . . . 4!'3 5.15 2,0-49 2j.39 813 8.48 314 38. 62 53 3.03 154 8.80 133 7.88 20 14.49 South Central Division: Kentucky . . . . 712 7. 42 1. 9:>9 20. 09 840 8.81 3.55 41.90 Tennessee . 845 7.64 2, 455 22. 18 1,096 9. 90 336 30.66 Alabama . . 603 9. 76 1,227 19. 85 360 5.82 151 41.94 Mississippi . . 489 8.11 1,342 22.26 4«5 7.71 22') 48. 60 Louisiana . . . . 2:17 6. 49 420 12.01 445 12. 73 L56 35. 06 Te^as . . . 1,356 6.84 3,4:32 17.30 1, 639 8.26 (450 ' 39.66 A rkansas . 260 5. 66 717 15.60 345 7.50 107 31.01 Oklahoma . . . 13 3.65 30 8. 43 28 7.87 17 60. 71 Indian Territory . . 51 9.48 82 15. 24 21 3.90 3 14. 29 North Central Division: Ohio . . . . 2,056 4.25 5, G&2 10. 35 6,271 12.97 1,748 ; 27.87 Indiana . . . 1,459 5. 10 2,973 10. 39 3, 424 il.96 884 :25. 82 Illinois . 2.293 5. 59 4,451 10. 86 5,127 12. 51 1, 519 29. 63 Michigan . . 1,747 5. 83 2,801 9.34 3, 447 11.50 1,279 37. 10 "VS^isconsin . . . . . 9S5 4.46 2,207 9. 99 2.884 13. 06 816 28. 29 Minnesota . . 1,965 13.88 2,591 18.30 1, 735 12. :26 899 51.82 Iowa . 1,840 5.90 3,508 11. 24 4,027 12. m 1,,268 31.49 Missouri . . 1,422 5.66 2, 959 11.78 2,573 10. ,25 193 30. 82 North Dakota . 101 8.19 212 17. 19 1.23 9.98 71 57.72 South Dakota . 266 9.10 489 16.72 395 13. 51 170 43. 04 Nebraska . 1,316 8.28 2, 1,55 13. 56 2, 047 12. 88 713 34.83 Kansas . . 934 5.90 2,0;33 12.84 1,912 12.08 885 46. 29 VT'estorn Division: Montana . 208 12.23 313 18. 40 176 10.35 70 39. 77 Wyoming . Colorado . 11 3.08 29 8.12 51 14.29 2:1 45. 10 650 10.65 1,02? 16. 82 608 9.96 273 44. 90 New Mexico . . .. 25 7.22 50 14. 45 25 7. 23 9 36.00 Arizona . 26 12. 09 40 18. 60 31 14.42 7 22. 58 Utah . . . . 227 8. 31 652 23.87 211 -7. 73 89 32.70 Nevada . . . 21 4. 87 66 15.31 67 15. 55 29 43. :28 Idaho . . 24 3.62 50 7.54 74 il 16 27 36. 49 Washington . 227 5.69 49<3 12. 28 445 11.16 205 46. 07 Oregon . California . 330 12.17 591 21.79 309 11.39 67 21.68 2,136 13. 96 3,088 20. 18 1,786 11.67 866 48. 49 SECOISrDAF.Y SCHOOLS, 2163 Table 33. — Corahined statist ics of jmblic high schools and private high schools a7id academies — Secoiid.ary students in certain studies in 1899-1900. State or Territory. Latin. Greek. French. Schools report¬ ing. Num¬ ber. Per cent. Schools report¬ ing. Num¬ ber. Per cent. Schools 1 report¬ ing. i Num¬ ber. Per cent. United States - 6,987 314. 856 49.97 1,922 24, 869 3.95 2, 047 65, 684 10. 43 Uorth Atlantic Division 1,983 101,497 48.29 1,018 15,489 7.37 1,159 43, 56:6 20. 73 South Atlantic Division. 810 27.293 57.81 247 1,614 3.42 1 288 6, 010 12. 73 South Central Division . 079 31, 673 51.83 223 2.T12 3.42 i 196 3.817 6. 19 Uorth Central Division. 2, 876 137,227 49.05 358 4,810 1.67 291 9,274 3.36 ’VYestern Division . a39 17, 166 49. 08 77 1,044 3.02 113 3,017 8.73 ■NTorth Atlantic Division : Maine-- . . . 167 5. 175 46. 46 107 1,296 11.64 115 2.089 18. 76 New Hamnshire — 83 3, 169 50.27 53 816 12. 94 67 2,078 32. 96 Vermont . . 72 2,031 45. 41 41 2a5 6.37 48 712 15. 92 Massachusetts . 329 20, 488 48. 95 2:23 4,471 10.68 296 17,509 41.83 Bhode Isla,nd . - - . 29 1,943 47.53 17 466 11.41 27 1,402 34. 33 Connecticut . — 133 6,045 55. 38 77 1,000 9.16 83 2,24:3 20. .55 New York- . 555 31, 833 Id. 33 289 8.9.53 5.38 334 11.741 15. 98 Ne'w Jersey - 140 6, 9.52 45. 88 64 1,007 6.64 83 2:270 14. 98 Pennsylvania . - - . 475 23,861 55. 77 147 2, 195 5.13 106 3,522 8. 23 South Atlantic Division: Delaware . 17 1,095 80. 81 4 23 1.70 5 1.56 11. 51 Maryland _ _ 93 4,240 67. 62 24 243 3. 88 47 1,32:3 21.08 District of Columbia 23 1.771 41. 79 11 145 3.42 23 1, 141 26. 92 Virginia . . . 145 4, 687 59. 09 34 169 2. 13 70 1,179 14. 86 Vf est \ irginia - . 41 1, 189 40. 72 10 66 2.26 8 125 4.28 North Carolina . 144) 3.290 44. 28 48 281 3.78 40 356 4. 79 South Carolina . 135 3,512 61.22 38 225 3. 92 41 808 14.08 Georgia - - - 181 6,751 70. 46 75 449 4.69 47 847 8.84 Florida, _ _ 35 75d 4:3.29 3 13 .74 7 76 4. 34 South Central Division: Kentucky - . - - . 155 5,228 54.45 50 564 5.87 44 553 5. 78 ''I’ennessee - . - - 175 5, 162 48.63 54 540 4.88 34 419 3.73 Alabama. - . 107 3, 174 51.34 22 166 2. 69 30 375 6.07 Mississinpi . . 126 3,020 50.09 33 198 3.28 8 100 1.66 Louisiana . . . - 53 i 2, 202 62. 97 7 52 1.49 86 1,835 .53. :s3 Texas _ _ 262 9,9-34 50. 08 48 496 2. 50 cd 419 2. 11 Arkansas . . 80 i 2,457 53. 45 8 96 2. 09 7 84 1.83 Oklahoma - . 'Y 305 85. 67 1 1 .:18 Indian Territory _ 14 191 05. 50 1 1 .19 North Central Division: Ohio . . 562 24.Cd5 50. 91 70 1,026 2.12 52 1, 622 3.a5 Indiana . 380 18:254 63. 76 19 243 .85 16 445 1..55 Illinois- . - . 350 20, 882 50. 97 57 735 1.79 67 2. 621 6. 40 Michigan . . 227 10,683 35. 63 44 502 1.67 43 i:2&i 4. .27 "Wiscousin . . 137 5, 785 26. 19 29 471 2. 13 20 '295 1.34 Minnesota . 138 8,988 6:3.49 24 244 1.72 23 991 7. GO Iowa . . - 300 14,069 45. 06 21 217 .70 15 190 .61 Missouri - . 273 13.204 52. 58 54 802 3.19 4:3 1, 394 .5.55 North Dakota _ 28 '895 72. 59 3 8 .65 1 19 1. .5 4 South Dakota . 48 1,297 44.36 7 38 1.30 3 36 1.23 Nebraska . . . 235 9,370 58.96 14 148 .94 10 313 1. or Kansas - 198 9, 18.5 58.02 18 175 1.11 8 67 .42 Western Division: Montana.- . 19 1.014 59. 61 2 17 1.00 5 179 10.52 Wyoming. . 6 211 59. 10 Colorado _ _ 47 3,899 63. 84 11 233 3.82 9 552 9.01 New Mexico.. - . 107 30. 92 Arizona... . . 4 87 40.47 Utah . . 12 700 25. 63 4 32 1.17 4 105 3.84 Nevada . . . . 6 214 49.6.5 1 28 6. .50 Idaho _ _ 11 289 43. .59 1 6 .90 1 10 1..51 Washington . 42 1,737 4:3.54 5 32 .80 9 229 5. 74 Oregon . . . 26 1,0.58 89. 01 7 71 2. 62 11 171 6.31 California . 159 7,850 51.31 47 653 4.27 73 1, 743 11.39 2164 EDUCATION REPOKT, 1899-1900. Table 31. — Combined statistics of public high schools and private high schools and academies — secondary students in certain studies in 1899-1900. German. Algebra. Geometry State or Territory. Schools report¬ ing. Num¬ ber. Per cent. Schools report¬ ing. Num¬ ber. Per cent. Schools renort- ing. Num¬ ber. Per cent. United States - - 3, 903 94, 873 15. 08 7,898 347, 013 55. 08 6,943 168,. 518 36.75 North Atlantic Division 1,186 41, 808 19. 65 2, 089 106, 441 50. 64 1, 941 56,413 26.84 South Atlantic Division 303 4, 569 9.68 833 29,393 62. 25 650 12, 425 26. 33 South Central Division - 30,5 3,441 5.58 1,078 39,951 64. 74 941 17, 440 28. 26 North Central Division - 1,139 40, 898 14.80 3,509 150, 660 54.51 3, 065 70,810 25, 62 \Y estern Division . 109 4, 657 13. 48 389 20, 569 59.53 346 11,431 33. 08 North Atlantic Division: Maine . . . . . 30 173 1.54 187 5, 966 53. 56 173 3,993 26.87 New Hainp.shire . - . 26 497 7. 88 88 3, 650 43. 04 78 1,663 26.38 Vermont . - . . 31 277 6.19 73 1,9.51 43. 63 68 1,081 24 17 Massachusetts . 183 5,802 13. 86 330 19, 761 47.21 315 13,548 29.98 Rhode Island . 3:3 .553 13. 54 33 3, 193 53. 70 38 1,363 33. 37 Connecticut . . 91 3,296 21.03 133 5, 620 .51.48 118 3,047 27, 91 New York . 483 18,247 24. 84 573 31, 268 43. 56 545 16, 516 23. ,52 New Jersey . . . 119 4, 973 ,32. 80 167 9, 684 63. 89 1,53 4,146 37. 35 Pennsylvania . . 208 8,492 19.85 507 27,aiS 63. 92 463 13,035 30.45 South Atlantic Division: Delaware . 8 100 7.38 17 896 66. 13 17 439 32.40 Maryland . . 49 1,834 29. 09 94 4, 515 73. 01 94 3, ,513 ,56. 01 District of Columbia . . - 16 771 18.19 24 1,4.59 34. 4:3 23 897 31.17 Virj^inia . . 60 964 12.15 151 5, 012 63. 19 119 1,928 24.31 West Virginia . . 14 253 8.66 44 1, 704 58. 36 40 716 24. ,53 North Carolina. . 17 114 1..53 139 3,483 46. 86 83 868 11.68 South Carolina . . 19 245 4.27 138 4, 023 70. 11 94 989 17. 24 Georgia . 17 254 2. 65 184 7, 193 75. 06 1,56 2, 734 28. ,53 Florida . . . 3 44 2. 51 42 1, 110 63.39 26 343 19.53 South Central Division: Kentucky. . 68 1, 4.57 15.17 163 5, 637 58.71 136 2 323 24.18 Tennessee . 33 335 3.03 194 6,384 57.66 174 2, 786 25. 16 Alabama . 20 187 3.03 113 4,111 66.50 i 99 1,890 30. 57 Mississippi . . 6 37 0. 45 143 3,833 63. 58 104 975 16.17 Louisiana. . . 5 42 1.20 t)3 3,380 68. 06 ,55 1, 137 33.51 Texas . . . 55 1 1,187 5. 98 300 14, 2:16 71. 76 ‘ 290 7,166 36. 13 Arkansas . . . . 14 178 3.87 81 2, 891 62. 89 70 1,019 23.17 Oklahoma . . . 3 1 31 1 5. 90 7 343 67. 98 G 101 28. :i7 Indian Territory _ 1 ! ^ 1.30 14 ! 237 44.05 7 44 8.18 North Central Division: 1 1 1 Ohio . . . 167 1 6, .596 13.64 735 27,363 ,56. 60 581 12,218 35. 27 Indiana . . 105 3, 763 13.14 408 16, 731 58.44 347 7, 814 27. 39 Illinois . 147 6, 8.50 16. 72 405 30, 349 -49. 43 369 10, 771 26. ,39 Michigan . . . 1.53 4, 744 15. 83 314 15, 658 52 23 287 5, 966 4,973 19.90 Wisconsin . . 156 5, 635 .25. 51 253 . 9,797 44! 35 241 22. ,51 Minnesota . 83 3. 050 31.54 143 6, 781 47. 90 1:37 4,348 30. 71 Iowa . . 94 3,077 9.86 317 15, 756 50. 47 336 7,293 23. :i6 Missouri . . . . 81 3,388 ! 13.49 304 15, 948 63. 50 260 6,113 24.34 North Dakota . . 3 73 ! 5. 84 29 703 57. 03 27 331 26. 03 South Dakota . . 19 341 ! 11.66 68 1,.596 54. 58 46 691 23. 63 Nebraska . . . 65 1,698 ! 10.68 267 10, 366 65. 23 244- 6, 031 37.95 Kansas . 68 1, 685 1 10.64 217 9,713 61. 35 190 4,272 26. 99 Western Division: Montana . . . 5 346 i ,20.34 22 1,105 64. 96 19 433 25. 40 Wyoming . . 2 37 1 10.36 7 193 53. 78 5 97 27.17 Colorado . 34 1,447 ! 33.69 50 3, 568 58. 43 46 2, 177 35. 65 New Mexico . 1 4 1.16 10 205 ,59. 25 7 45 13. 01 Arizona . 1 11 5. 13 4 103 47.91 3 53 24. 19 Utah . 9 293 10. 73 15 1,296 47. 46 13 915 33.50 Nevada . . 2 8 1.86 9 354 83.13 9 168 38. 98 Idaho . . 3 36 5. 43 11 343 ,51., 58 9 149 22. 47 Washington _ _ 14 461 11.56 59 2,301 57.68 48 1, 038 25.97 Oregon . . 16 541 19. 95 37 1, 821 67. 15 31 649 .23. 93 California . 83 1,473 9.63 165 9,282 1 60.67 1 1,56 5,711 37.33 SECONDARY SCHOOLS, 2165 Table 35. — Combined statistics of public high schools and. py'ivatc high schools and academies — secondary students in certain studies in 1S99-1900. State or Territory. United States . North Atlantic Division _ South Atlantic Division . . South Central Division. . North Central Division.. Western Divison . North Atlantic Division : Maine . . Nev7 Hamxjshiro . Vermont . Massachusetts . Rhode Island . . Connecticut . New York . . New Jersey . Pennsylvania.. . South Atlantic Division; Delaware . . Maryland . District of Columbia. Virginia . West Virginia.. . Rorth 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 . . Oreg'on.. . California . . Trigonometry. Astronomy. Physics. Schools Nnm- Per Schools Nxtm- Per Schools N um - Per report- her. cent. report- ber cent. report¬ her. cent. ing. ing. ing. 1,514 15,268 2.42 1,764 21,595 3.43 0,203 118,936 18.88 458 4, 782 2.28 684 8,126 3. 87 1,584 36, 888 17. 55 235 2,244 4.75 157 1,842 3. 90 491 10, 065 21.32 352 3,283 ,5.32 233 2, 788 4.52 863 14, 584 23. 63 347 3,805 1.38 609 7,785 2. 82 2,955 50, 860 18.40 122 1,154 3.34 81 1,054 3. 05 310 6,539 18.93 8 44 0.40 98 937 8.41 149 1,960 17. 65 13 87 1.38 35 368 5.84 62 1, 076 17. 07 3 6 0. 13 43 315 7.04 55 643 14.38 70 632 1.51 144 1,919 4. .58 272 8,148 19.17 7 101 2. 47 13 145 3. 55 32 1, 010 24. 73 30 225 2.06 51 569 5.21 100 1,802 16. 51 167 1,547 2.11 168 1,001 2. 18 372 10, 894 14. 83 44 554 3. 6.5 44 787 5.19 135 2, 737 18. 06 110 1,.586 3.71 88 1,485 3.47 407 8,012 20. 13 3 41 3.03 16 .507 37 42 45 588 9. 38 25 409 6. 52 81 2,480 39. 55 14 193 4.55 13 JOl 2. 38 19 800 18. 88 58 472 5.95 20 242 3.05 89 1, 766 .22. 26 13 102 3. 49 12 166 5.68 31 437 14.97 20 141 1.90 22 204 2. 75 64 978 13. 16 20 159 2. 77 19 248 4.32 61 883 15. 39 .52 493 5.15 35 413 4. 31 109 1,964 20. 50 10 55 3. 14 11 59 3. 37 21 250 14. 28 68 648 6.75 49 457 4.76 101 1, 025 16. 92 58 479 4. 33 45 497 4. 49 148 1,941 17. 53 44 382 6.18 30 384 6.21 89 1,410 22.81 32 252 4. 18 24 271 4.49 128 2,131 35.35 17 107 3.06 19 208 5. 95 51 1,013 28. 97 117 1 235 6.23 55 868 4.38 285 5,498 27 71 13 ’m 3.72 10 99 2.15 47 811 17! 64 1 o 0. 56 6 91 25 56 3 7 1.30 1 4 0.74 8 64 11.90 92 1,091 2.26 159 1 973 4.08 586 8, .597 17.78 43 540 1.89 28 *’417 1. 46 283 5,227 18. 26 43 484 1.18 110 1,503 3. 67 374 7,206 17. 59 23 215 0.72 45 563 1.88 289 5, 028 16. 77 16 169 0. 77 11 123 0. 56 238 3,553 10. 09 10 78 0. 55 29 381 2. 69 115 2,427 17.14 22 1.57 0.50 100 1,355 4. 34 347 6, 011 19.25 61 679 2.70 55 572 2. 28 2.39 4,471 17. 80 *> 10 0. 81 3 27 2. 19 24 180 15. 09 2 24 0. 82 10 78 2. 07 47 610 20. 86 21 230 1. 45 22 332 2.09 236 3,877 24. 40 12 128 0. 81 37 462 2. 92 197 3, 667 23. 16 5 28 1.65 4 69 4.06 10 265 15.58 2 16 4. 48 6 60 16.81 13 223 3. 65 9 270 4.42 43 1,225 20. 06 3 12 3.47 2 12 3. 47 5 33 9.54 1 15 6.98 1 2 0.93 4 38 17.67 5 139 5.09 4 102 3.73 10 367 13. 44 1 1 0.23 2 10 2.32 8 239 55. 45 1 7 1.06 3 29 4.37 8 78 11.76 6 58 1.45 8 95 2.38 39 667 16.72 14 113 4. 17 15 145 5.35 27 593 21.87 71 542 3.54 33 320 2.09 144 2,974 19. 44 2166 EDUCATION EEPOET, 1899-1900. Table 36. — Combined statistics of piiblic high schools and private high schools and academies — secondary students in certain studies in 1399-1000. State or Territory. Chemistry. Physical geography. Geology. Schools report¬ ing. Num¬ ber. Per cent. Schools report¬ ing. Num¬ ber. Per cent. Schools report¬ ing. Num¬ ber. Per cent. United. States . 2, 886 50, 431 8.00 6, 16(» 144, 135 22.88 1, 764 25,300 4.02 North Atlantic Division. 991 18.452 8.78 1,573 -37,049 17.63 716 10,359 4.93 South Atlantic Division.. 229 3, 7.97 644 12,210 25. 86 101 1,279 2. 71 South Central Division .. 313 4,413 7.15 779 19,014 30. 81 274 4,037 8. 54 N orth Central Division . 1, 113 19. 825 7. 17 2,893 68,719 :24. 86 582 8,081 2.92 ■Western Division . ,2’^0 3,976 11.51 271 7, 14:4 20. 67 91 1,544 4.47 N orth Atlantic Division : Maine . . 95 1,112 9.98 131 1,938 17. 40 83 890 7.99 New Hampshire . 45 685 10. 87 58 858 13.61 33 3.5:1 5. 60 Vermont-. . 32 270 6. 04 59 1,149 25.69 35 327 7.31 Massachusetts . . . 233 5,165 12.34 181 3,450 8. 24 m 1,764 4. 21 Rhode Island - . . 17 4:23 10. 36 23 492 12. 05 11 86 2. 11 Connecticut . . 57 995 9. 12 80 2,225 20. 38 41 607 5.56 New t'o?’!! . 289 4,720 6.42 475 12, 771 17.38 247 3,174 4.32 New Jersey . 77 1.577 10. 40 124 3. 282 21.65 31 660 4.:i5 Pennsylvania. . . 146 3,505 8.19 442 10, 884 25. 44 97' 2,498 5.84 South Atlantic Division: 5 142 10. 48 12 339 25.02 Maryland . 35 741 11. 82 72 1,327 21.16 i3 ii7 1.87 District of Columbia,. 14 368 8.68 14 126 2. 97 6 45 1.06 Virginia - - 59 765 9.64 111 2,411 30. 40 18 2S2 3.56 West Virginia . . 17 216 7.40 4.2 840 28.77 9 101 3. 46 North Carolina . . 19 276 3. 71 113 1,726 23. 23 10. 86 1.16 South Carolina . 17 264 4.60 115 2,007 3-4. 98 12 120 2. 09 Georgia . . . 52 8ft2 8.37 127 2,852 29. 76 30 474 4. 95 Florida _ _ 11 191 10. 91 38 582 33.24 5 54 3. 08 South Centz’al Division: Kentucky . . 59 781 8.13 110 2, 191 22. 82 43 441 4.59 Tennessee _ 42 5.81 5. 25 107 2,298 20.76 85 1,233 11.14 Alabama . . . 35 464 7.51 66 1,526 24.68 31 486 7.86 Mississippi . 34 272 4.51 97 2, 251 37. 34 25 ;122 5. 34 Louisiana _ _ . 30 541 15. 47 54 1.473 42. 12 19 149 4. 26 Texas . . 95 1,546 7.79 272 7.622 38. 42 59 1 . 195 6. 02 Arkansas . . . 13 146 3.18 59 1,392 30. 28 10 197 4. 29 Oklahoma . 3 46 12.92 6 157 44.10 1 6 1.69 Indian Territory . 36 6.69 8 104 19.33 1 8 1.49 North Central Division- Ohio. . 165 3, 079 6.37 616 12, 874 26. 63 117 1,483 3.07 Indiana . 112 2,282 7. 97 329 7, 146 24. 96 44 582 2. 03 Illinois . . . . 181 3. 156 7.70 335 10,696 28. 11 69 1,1:19 2.78 Micbig’an . . 186 3, 032 10.11 261 6,091 20. 31 65 805 2.68 Wisconsin . . . 45 784 3. 55 242 7,011 31.74 20 375 1.70 Minnesota . . . 83 1.4:33 10. 12 51 939 6.63 12 205 1. 45 Iowa . . . 78 i; a51 4. 33 327 7.467 23. 92 92 1,429 4.58 Missouri . . 108 1,923 7.66 245 5, 360 21.34 70 851 3.39 North Dakota . 3 43 3.49 39 2:39 19.38 5 37 3.00 South Dakota . . 13 131 4.48 59 1,0:28 35. 16 13 132 4.51 N ebraska . 80 1,557 9.80 226 5,238 32. 96 21 352 2.21 Kansas... . . 61 4,054 6.66 183 4, 630 29. 25 54 691 4.36 Western Division: Montana, . . . 9 129 7.58 21 457 :18. 87 7 109 0.41 W^ynmiTiP' 3 43 12 04 7 90 25.21 Colorado . . . 38 918 15. 03 a5 1,027 16. 82 23 542 8.88 New Mexico . 2 10 2.89 10 169 48.84 4 as 9.54 Arizona . . 2 17 7.91 4 71 a3.02 1 2 0.93 Utah . . 8 108 3. 95 15 453 16.59 7 175 6.41 Nevada . . 8 1.58 33. 66 6 176 40. 84 1 13 3.02 Idaho . . . 3 37 5. 58 10 250 37. 71 4 3d 5.43 Washington . 12 297 7. 45 55 1,4.50 36. 35 11 198 4.96 Oregon _ _ 16 308 11.36 31 918 33. 85 12 138 5. 09 California . . . 119 1,951 12. 75 77 2, 082 13. 61 21 298 1.95 SEGOKDAEY SCHOOLS, 2107 Table 37. — Combined statistics of public high schools and i^civate high schools and academies — Secondary students in certain studies in 1899-1900. State or Territory. Physiology. Psycliology. Ehetoric. Schools report¬ ing. Num¬ ber. Per cent. Schools report¬ ing. 1 Num¬ ber. Per cent. Schools report¬ ing. N um¬ ber.- Per cent. United States . 5, 885 189, 844 28.96 1,548 i 20,126 3.19 6,911 237,502 37. 70 North Atlantic Division 1.488 50,4.58 24.01 : 310 1 4,022 1.91 1,840 79, 393 37. 77 South Atlantic Division. 588 14,037 29. 73 1.58 1,952 4. 13 718 16, 1-38 34.24 South Centra! Division . 901 25, 723 41.68 3:51 : 4.723 7.65 961 24, 776 40. 15 North Central Division. 3,740 74, th8 27.10 664 8, 594 3. 11 3,061 102. 001 36.90 Western Division . 178 4,718 13. 65 65 835 2.42 331 15; 164 43.89 North Atlantic Division: I Maine . . . 118 1,867 13. 76 25 284 i 2.55 159 : 3,359 30. 16 New Hampshire . 49 6.35 10. 07 11 86 1.36 83 2, 197 34. 85 Vermont. . 45 980 20. 79 28 283 5.21 71 1 1, 459 32. 62 Massachusetts . 197 6,192 14. 7'9 42 730 1. 74 297 ! 20,005 47.80 Rhode Island . 17 286 7.G'0 7 110 2. 69 28 2, 149 52,62 Connecticut . 71 1,296 11.87 20 188 1.72 116 4, 281 39. 22 New York . 504 22, 584 30 74 71 746 1.02 500 22, .591 30. 75 New Jersey. . . . 109 3, 452 23. 77 24 248 1.64 149 6, 062 39.99 Pennsvlvania . 378 13,216 30. 89 82 1,397 3.27 437 17, 290 40. 41 South Atlantic Division: Delaware . . 14 553 -10.81 3 26 1.92 17 460 33.95 Maryland . . 72 2, 166 34. ,55 16 239 3.81 74 2,004 .31. 96 District of Columbia 13 157 3.70 8 '67 1.58 21 1,654 S9. 03 Virginia . . . 107 3,357 29.84 27 325 4. 10 135 2, 997 37.78 West Virginia . . . 33 758 25. 96 14 165 .5.65 41 839 28.73 North Carolina . h!3 2, 444 32. 89 24 324 1.38 123 1,871 &>. 18 South Carolina - 91 1,839 32. 06 13 209 3. 64 110 1,665 29.02 Georgia . 130 2, 731 i 28.50 36 400 4. 17 161 3.979 41.53 Florida _ _ _ So 1,022 58.37 i: 197 11.25 36 699 39.92 South Central Division: Kentucky . 129 3,042 31. G8 66 811 9.49 150 4,384 45. 76 Tennessee . . . 1.54 3,714 ' 33. ,55 49 513 4.63 169 3,871 34. 97 Alabama . 91 2, 897 : 46,86 26 280 4. 53 99 2, .503 40. 49 Mississippi . . 138 3,001 49. 78 23 218 3.62 120 1. 951 32. 36 T .Quisiana . 53 1,541 44. 07 24 243 6. 95 58 1,802 51.53 Texas . . . 3>58 9, 124 45.99 140 2. 222 ii.20 273 8,319 41. 93 Arkansas _ _ _ 73 3, 117 46. 05 15 m 6. 00 75 1, 562 33. 98 Oklahoma . . 5 78 21. 91 3 31 S.71 7 236 66. 29 Indian Territory _ 13 209 38. 85 5 29 5. 39 10 188 25. 65 North Central Division: Ohio . 635 16, 015 33. 13 104 1,392 2.88 591 15, 182 31.40 Indiana, . 197 4.389 15.33 68 1, 199 4. 19 366 14. 079 49.18 Illinois - . a54 13.205 32. 23 50 552 1.35 368 15; 858 38. 71 Michigan . 273 6, 065 22,:>3 57 849 2,83 288 9, 516 31.73 Wisconsin . . 339 5.469 ■ 24.76 155 1,696 7.68 194 5,215 23. 61 Minnesota . 80 2, 150 i 15.19 17 282 1.99 125 6,431 45. 43 Iowa . . . . 3i»7 8, 563 ! 27.43 35 398 1.27 350 10, 590 33. 92 Missouri . . . 330 6,868 ; 27.35 101 1,290 5.14 278 9,939 39.58 North Dakota . 24 335 1 27. 17 2 14 1.14 29 495 40. 15 South Dakota . 50 1,031 i 3-5.26 6 60 2. 05 57 947 32. 39 Nebraska . 186 5,477 ' 34.46 12 124 0. 78 215 7. 153 45. 01 Kansas. . 1G5 4,741 29. 83 57 738 4.66 2G0 6, 596 41. 67 Western Division: Montana . . 11 2-51 14. 76 1 7 0.41 21 671 39. 45 V/voming . 3 90 25.21 4 93 .26 05 Co>ora,do . 23 612 1 10.02 10 264 4. .32 45 2, 747 44.98 Now Mexico . 9 127 36. 71 2 4 1.16 9 94 27.17 Arizona . . . 3 68 3!. 63 4 51 23. 72 Utah . . 15 457 16.73 9 245 8.97 14 099 22. 30 Nevada . . 5 77 17.87 1 3 0. 70 9 192 44. .55 Idaho . 8 179 27.00 1 8 1.21 9 155 23 38 Washir.gtou . 23 644 16. 14 12 114 2. 86 46 933 23.39 Oregon. . . 29 830 30.60 10 55 2.03 31 931 34.33 California . 51 1,383 9.04 19 135 0.88 139 8,688 56.78 2168 EDUCATION REPOKT, 1899-1900. Table 38. — Combined statistics of public high schools and irate high schools and academies — Secondary students in certain studies in 1890-1900. English literature. History. Civics. State or Territory. Schools report¬ ing. Num¬ ber. Per cent. Schools report¬ ing. Num¬ ber. Per cent. Schools report¬ ing. hi lim¬ ber. Per cent. United States - G, 700 2;59,193 41.19 6, 886 238, 131 37.80 6, 058 132,863 21.09 North Atlani ic Division. 1,818 95,011 45.20 1,851 81,738 38. 89 1, 557 34,592 16. 48 Soutli Atlantic Division. 637 19, 509 41. 32 701 21,615 45. 78 138 8,061 17.08 South < Central Division . 801 20, 182 32. 70 869 21, 598 39. 86 755 17,611 28. .54 North Central Division . 3,019 103, 712 37.53 3, 129 93, 191 33.72 3,008 65, 485 ;?3. 69 W estern Division . 3G3 21,019 60.93 3:53 16, 991 49.18 300 7, 108 20.57 N orth Atlantic Division : Maine . 159 1,111 39.60 159 4. 109 36. 89 113 1,992 17.88 New Hampshire . 78 2. 515 40.37 79 2; 268 85 98 51 591 9.38 Vermont _ _ G5 1.269 28. 37 66 1..5.'37 31! 36 62 1,010 23.25 Massachusetts . 330 29, 871 71.37 311 21; 329 50. 96 225 4,8.59 11.61 Rhode Island . 33 2, 710 67. 09 32 1, 792 43.88 22 4 1 ■oP' 1 1 S; 5 cc i-H ‘ ‘ irt T— 1 ‘ « C'i !|3 III Is2 1 o H a li i|2 iisa mmEBsm i 3 jgs 3 1 1 ;^1p ms i § rP 1 'P P. P 1 , c : 5SK'ssPriri-'^sP " " “"'a i 3 1 o Cn lagiipaiisi iiSSSSsssSi 0 0 1- ^ Ci ft C> — t' 3 1 isisiieisssi gsgisiiiiss c; ^ X 0 X -4 p: 0 t j r-< 0 S II P-S 3 § C ! ^ 1 isgsiiisiigs j g=s;aifssf5"-'as " *- ^■“’S 3 p p o 1 sifSaSisiiii mmrnim P iq X £- 0 X = ^ t-2 X ^ rP A tJ tl t> p: 3 p SilglicislBiS eiasainiiSM State or Territory. S •' li 3 : 2L ^■§1 |o£ 0 !?1 I23.I 11 t * 1 • 1 f • f 1 1 1 1 1 1 1 1 t 1 1 ( 1 1 » » • i '. 1 i • t * i 1 cjp : ^11 i| mi North Dakota . South Dakota . 1 Nebraska . Kansas . Western Division: Montana . . . Wyoming . . Colorado . New Mexico . . . Arizona . . . Utah . Nevada . . . . Idaho . Washington . . . California . Table 40. — Distrilmtion of sceoiuJari/ fdiideMs in public cind iwivcde, instMiitions of all classes reporting to the United States Bureau of Education for the scholastic year 1899-1900. SECOITDAET SCHOOLS. 2171 In private institutions. Total private second¬ ary students. Total. oc 1 iSiiS SsigiiiSi iiSiaiiSi ShIISSI 3-1 JJr-- '-.Oi-H Acd-^r ^ CC .-1 1-1 20 cci-d t-— , r3C0 3>id3J «• 1 IL i ilSIl iiiiiigii SSsiliggi saiiSSi l-T sd 1—1 20 1-1 •d' T-i Ol Ct 1— 1 kT -itl lO r-1 1-1 —1 30 1-1 o 1 i g iiiii mmmmi isiiiissi aiKiin i-Tr-i CO -HOOO-'OO'' 1-H of ^■'rlCd CO 'O r-^ fa CO r-H Secondary students in manual-training schools. 1 Es I Ci Siisl T-*' to cc3 i-i « co' s 1 ^ i ;Sfa ; d 1 o fa I cd iisSi ■?! —1 IS i 0 ifa g : ig i i d 1 1 iSSSS cd Is Pi - 0 1 00 ^ i i i i Secondary students in iirivate normal schools. 3 O Eh 3 CC siir i i FdS SS fai— S3 d 1 0 I 2^ CO' J:- : :i 3|fafa gfa d 1 s co' -iir of i gto gg In pre¬ paratory depart¬ ments of col¬ leges for women. GO co' iriii i-i sailig isssisi In preparatory depart¬ ments of private uni¬ versities and colleges. 3 o 1 I liiai t-Adofard 1" s gii •co' 03'' ■ iiiSSliS alSIeii rl rl S'? C ;■» Lt r-i S i isisii itiilSsS i 1 I 8 lisp ir; fC- i-v cc — 1 fa fa Sii 03 fa isi-iiils mum 8 1 I •n p. .5 j ■ o ■ iiisiiiii IslilSisi liSSsli o-j'cdfaid' 2->j;h:oo cI co :oi--icd -iJh lo c-o r~i -dfa" d g © fa i s iiSil cr. o o .-1 lo' SilEiilii SIsppsa lisiiti fa" <03 r-TlO i-l -iri fa —1 33 03 03 03 ■— i 03 d i L? gssirs ss=3'« iiliiilii mmmsm mmms rfarfa cd fa'id03''3d rfa fa cd" fa 03'03-i 03"' State or Territory. United States . .North Atlantic Division - South Atlantic Division . South Central Division . North Central Division . Western Division . a O S > S o ■fa i a <1.^ 1* 1 li !i i- u iii ■Sp is 1 3 C New York . . New Jersey . Pennsylvania _ _ South Atlantic Division: il ) <0 iS ■Si:: fa 1 1 : 1 i ii. S ilf= 50 ‘ ; : i : P : : i I 1 « C 1 : 1 1 HiMIJ - ; ; fa >1 0 'Pc iilil P (g ill Table 40. — Distribution of secondary students in jiuhlic and. private institutions of all ela.sses reporting to the United States Bureau of JEdiication for the scholastic year IS'JO-IOOU — Continued. EDUCATION EEPOKT, 1899-1900. 2172 Total private second¬ ary students. Total. 51 mmmMmm s CD r: sf si =1 C'i "^*1 1 d 1 CD si m^mmm § 'a’ M L-: .-1 .-1 T-l cd mm Cif d 1 81 ISiassiSSRgi s lO -d 1-1 ^ I-l -d N u-m i-r aggs rd Secondary students in manual-training schools. j 1 : i ;! M ; i ii 1 I lo d S fe, 2 1 ii M I ; ;i i 1 ig 1 rH 1 i 1 3 Ii ; 1 i I is i r. 1 O o 2 •Ss-g 1 Eh i 1 1 d It s re- ]iaratory depart¬ ments of col- 11 ® iiiiiiii-sig s X • 1 PI o o — ;il 1- aSS -I? 1 o 1 igiligg|s|8a s cd i6 i-T eded' 1-1 si i i C D H h.: ciS t-H S ® iPSenii-sil ^ isl d a isSSgggpigS S CJCT Jif r-T s 1? i !Si In private high schools. 3' o Sh mmmMmm s cc. :c — ! I- SPI sSSi im' Ssigiisg^sil s i-H— '?i r-'li gssi $111 d 3 i lliiliinssii r-tid g4:s| siiii rU State or Territory. South Central Division- Continued. Oklahoma, _ _ _ Indian Territory . North Central Division: Ohio . Indiana . Illinois . , . Michigan.. . i . Wisconsin . . . Minnesota . ] Iowa . - Missouri . . North Dakota . i i ij it 11 Kansas . . . Western Division: Mnnta.nn, & ; C Is !l is Is ^ : i i ) '1 ii i ; 1 i 3 ; ; I SECONDAEY SCHOOLS. 2173/ Table 41. — Niimoer of secondary students to each IMOO inhabitants in each State in 1900; also number of students in higher education to each 1,000 of population. ..J-rA State or Territory. Population, census of lOOO. Total number secondary students in 1900. Number secondary students to each 1,000 in¬ habitants. Total number students in higher education in 1900. Number students ^ in higher education to each 1,000 in¬ habitants. 5 United States . 75, 997, 687 719,241 9.46 155, 667 2.05 North Atlantic Division . - o Cr> 2,26, 283 10. 75 48,083 2. 28 South Atlantic Division . . — 10,H6,486 57,035 5.46 20. 678 1.98 South Central Division . . . 14, 079, 861 78,628 5.58 20,265 1. 43 North Central Uivision . . . 26,835,243 314, 745 11. 95 57,292 2. 18 Western Division . 4,091,349 42,550 10.40 9,349 2.29 North Atlantic Division: Maine- . . . . 694, 466 11,431 16.46 1, 323 1.91 New Hampshire . . 411,588 6,447 15. 66 897 2. 18 Vermont . 343,641 4,473 13.02 676 1.97 Massachusetts . - . 2,805,346 42, 691 15. 22 11, 786 4.20 Bhode Island . . . 428, 556 4, 962 11.58 970 2.26 Connecticut . . 908,355 10,931 12. 03 3,026 3.33 New York . . . . 7,268,012 82, 657 11.37 15,022 2.07 New Jersey- . . . . 1,883. 669 15,854 8.42 2,448 1.30 Pennsylvania . 6,302,115 46,837 7.43 11,935 1.89 South Atlantic Division: Delaware . . . GO 00 1,421 7.69 108 1 0. 57 Maryland . . . 1,190,050 7,222 6.07 4.288 3. 60 District of Columbia . . . 278, 718 4,830 17.33 2, 209 7.93 Virginia . . . 1, 854, 184 9,221 4.97 3,901 2. 10 West Virginia . . 958, 800 3, 592 3-75 606 0.63 N or th Carolina . . . . , . 1,893,810 9,570 5.05 3,191 1.68 South Carolina . . . 1,340,318 7,361 5.49 2,566 1.91 Georgia . . . 2,216,331 11,250 5.08 3,576 1.61 Florida . . . 528,542 2,568 4. 86 235 0.44 South Central Division: Kentucky . . . . . . 2, 147,174 12,958 6.03 3,665 1.71 Tennessee . . . . 2,020,016 15,697 7. 77 6, 127 3.03 Alabama . . . . 1,828,697 7.278 3. 98 2,396 1.31 Mississippi . 1,551,270 7,605 4.90 2,164 1.39 Louisiana . . . 1,381,625 4,810 3.48 1,638 1.19 Texas . . . 3,048,710 22,423 7.35 3,001 0.98 Arkansas . . . 1,311,564 5,978 4.56 970 0. 74 Oklahoma . . . . . 398,245 1,066 2.68 271 0.68 Indian Territory . . 391, 960 813 2. 07 33 0. 08 North Central Division: Ohio . - . . . 4,157,545 56, 290 13.54 8,603 2. 07 Indiana _ _ _ 2,516,462 31,291 12.43 4, 736 1.88 Illinois . . 4,821,550 47, 825 9.92 13,009 2. 70 Michigan . . 2, 420, 982 30,991 12. 80 5,397 2.23 Wisconsin . . . 2,069,042 23,430 11.32 3, 542 1.71 Minnesota . . . . 1,751,394 15, 635 8.93 3,579 2. 04 Iowa . . 2,231,853 35,575 15. 94 4,884 2.19 Missouri . . . . 3, 106, 665 29,691 9. 56 7,038 2. 27 North Dakota . 319, 146 1,759 5.51 314 0. 98 South Dakota . 401,570 3,931 9. 79 572 1.42 Nebraska . . . . 1,068,539 17,991 16.84 2,273 2.13 Kansas . . . . . 1,470, 495 20,336 13. 83 3,345 2. 27 Western Division: Montana . 243,329 1,981 8.14 133 0. 55 Wyoming . 92, 531 472 5. 10 72 0.78 Colorado . . .. . . 539, 700 7,029 13.02 1, 706 3.16 New Mexico . 195,310 758 3. 88 i'O 0. 36 Arizona . . . 122, 931 718 5. 84 57 0. 46 Utah . 276, 749 4,400 15. 90 205 0.74 Nevada . 42.335 568 13.42 187 4.42 Idaho . . . - . 16i; 772 783 4. 84 108 0.66 Washington . . 518,103 4,924 9.50 738 1.42 Oregon . 413,536 3, 744 9.05 925 2.24 California . . . . 1,485,053 17,173 11.56 5, 150 3.47 Tabt.e 42. — Staii:4icfi of 2)nblic high, sejiooh in. the United States for the sclwla site year U99-~1000. 2174 •sn^i'e.reclcI'B otiutiotob pnt? ‘ejmctin | -.ini ‘sSnipju'iq -spuiLoag lo i 2? EDUCATIOIf REPORT, I809-1900, I E ill iiiSi iiilii IC C ^ rH P.l CO 9^^ 111 somniOA jo .laquin s[ = 13 •prap A.r^pyiTn ni .ipqmn jsj •s.njaA ui os.iuoa lo p^ySciG'-j , gv 1 CO ^ ^ CO 01 01 CO 'd^ CO ^ ^ Students. o5= •oyucuGjj Tj - i — O-tH OICM o •oyuxiT 0> • T-J Ol 0-1 cco t-H p.S • III 3 o: •oiuTna^ CO ^ OlO^ CC co'^ •sr-GK i Ol t-H 1— I r^^l. Preparing for college. Scien- titic course. •01UUI0J]; T2=f o cc ; o ; i.- 01 >o 01 c^-E r: I 01 rH 1 Ol ill S 8 •eiuine^ hi 0“! i lO >10 wO i o •ep^M '(Si t: 01 -n o ! 1— I -4H I ' oo>-o i 1 Ele- 1 men- 1 tary stu¬ dents. •8IGUI0 J ilo ■9I^K I Second¬ ary stu¬ dents. ■eTucuG^ 'Sj •0TGI‘T Second¬ ary in¬ struct¬ ors. j 01 01 li-O^T-,T-i~^ Ci-^C:— ^01CO COr-I^Ol •oiGjyi; „ Ol^OO^-^-O I I lllllllll I, >1 CO lo cc X ;r. o ■ 0} CO -*< uo --o i- X c; ; PUBLIC HIGH SCHOOLS. 2175 isii iiii ip ci -To oo" L' 150, 000 811 1 A iiiii lo 1-7 iiiii iiiii is "s as'”-" I ii 1 ^g 1 ii 1 ii is : lgggl i « i ! ii 1 i ii 1 ig i i ;g CO ■SCO-tf CO '=ji ’:i< -hH CO 2-^ CO CJ 12 CO co^-j< CO -.2< CO CO CO '.i. 22 -hH 22 '^ 22 o O O j 'CO I O ' i. o j 22 1 3 c;:) O-l 1 3 1 CO I o o>co j I i ' ■: :d i ^r-i C'l |o ;t-h 1 -H I o 3 r-i ' ■ CO 3 3 CO goo ■ ca ■ 1 CO ' - i 22 lr~ i-H i- O CO Cl j 3 '22 C-.^ o 05-^ I 1 OiOi 3 22 OO 1 o i ; Oi 1 M 1 C2 3 22 22 CO O CC 1 CO 01 3 r-t L- ; (n i ^ ' j : 0 rH rH 3 lO 33 Ol 3 CO 1 33==' 3 r CO i'" i 3 s CO 3h= CO -:fi -^1 rH O «22 CO O CO iO CO 1 rO Ic 1 0 CO ' ' o 1 - j 01 0"> 2-q lO T-~i < '30 0^ CO CO 01 I i^j ' Q 0 o ; o o ! ot o o 02 Ol j I CO ;0 OOOOOOO «^20c:«0:rg00^0cc 00000^0 §^gS3^23 oot-io oot-hc:) Ot-iOi— ooo--::5Ji-ic-j cr-l.-iT--, r-l '#t-I ‘ ' ' III. . . . . , - . ■4A +3 • II Ill fill Hi 14^ 4- 1 4J4:5404J) i4->4-34-3 i4->4^-(-)-p i 4^4-34-54-:>4-^-4^4-i ft _ ft ft ft ft_ ft ft ft ft ft ft^ ft ft ft ft^ ft ft ft ft ft ft p :a a=aaaQl aS^SlS^aloSSSl cacaaSo Jl GQ- < 1 1 O C3 ' ■SB : ! "■£ ; ifll o: JO 5 o- ;SK h' iPC- hi? i id ; : ; >><: : cs K Ilf i|^ sa^ l5c i ic ^ ‘ -1 ^1 1 . : £ O <1 ' i; I < Sj ;l§ i lip LS ip i if 1 : : ^ < I ! ;vJ C o o g 1 •£ i i^ 1 is ii 1 -S ii OD- 51 ii ill a ® ll 1 is 1 VA C 1 1^ 1 ll? ISf §1 fiCC af |t ac U§ i il ill3 II Biifl C3 It ‘t- ) s' if 5C5! 8^1 «p 5 <5 5 i i Uc > h 5“ a o 11 5^.? ? 3 b HI H ; i ,-: 1 ; ! la 8 : i ipli ; ;i5poc llglP" :<;fiH a ; 2 O C J-CSnc ) c ;cc ; c 1 i ril ; W 1 ■3,1 S| ; §3 Is Greenville - n.-*yr^xr^Uy]\ 1 ^ is o' 3 .3 s Isi s' UCW KI 7i i B|i m t ■ a 11 1 IL si 520 2 ; 2 . i : : o il: 02 a §1 c o p, lilt 1 < • I 1 1 ijs : ; 1 : =l°i II illl II ii 1q )Pal > 1 « 1 1 < ■afi £Sd i P.2 .31 !P i il In: i 1 i 1 0 2C! 2 t il ’ ' ' i i ? Ill i } i Si c S‘± 2 C H SI ^ i : ? S Jl i .2 4-5 i " 2 g > ^ §§ : g.L * Statistics of 1! Table 42 — Statistics of public high schools in the United States for the scholastic year 1S99-1900 — Continued. 2176 EDUCATION BEPOET, 1899-1900. ■sn:^^3J'Bdd^3 ogiiuaps put; ‘©.iniui j -anj ‘s.8uippuq ‘spuuo.iS jo eiqTiA | •.taiiaqiX oqx- ui sauinioA jo •laquinX'j jai 0 0 00 issssss 1 -4 CO k-o i-i oi 500 3,875 2,000 1,500 q[iJX) A-TuaixTiii til .isqranj^ §1 i i I I i : i •sa'BOcC HI os.inoD jo xxiSuoq; 2 1 COCC CO c-'i O'i CO CO CO 02-4^':h^-5^H ^ '^H'ri^COCO Students. College prepar¬ atory stu¬ dents in the class that gradu¬ ated in 1900. •aiinuo^ " i 0 CO ■91^H 1 Si 01 - Gradu¬ ates in 1900. ! •01inno^ 1 21 r-H jo T—< iO GO CO -HO •9IUH 1 01 I Oi 1-! O'! 02 w }- GO 123 Preparing for college. Scien¬ tific 1 course. ■8[UUI8^ 1 3i 0 loi.-H 0 lo - i r-i 0 •9FH S LO |ooi- i 7— ( I l-H CO Classi¬ cal course. ■oXHUio,^ ^ i i-O 0 0 02 ol IC t3 0 ■0xur^ 1 ^ 10 0.-3 s -M lO 0 OOOOOOOOOOOt SoOOOOCDO'OOOt loc'iccooooiocoooc r-i'i-H cio'^'ot-T 0.-7; oooo S_S S o o'o’co lo" 6 r A- a; r: ax'll o ccoo -rfCT) C-Z CO •ep’K » j o o CO c: ~ ■ xi O’ lO o O’ ■oxuuio^ I * >0 CO CO >o • • O lO lO CC CO ».o >o cx >o 01 >0 00 CO ^ 1-1,-lOlCO'* •0TT?IX[ o hC O 01 ^ ^ y} as- ■aiuino^ >OOt-IOOOOCO'Mt OICI O rH ^O I ^ JJ JJ +2 4JJ +3 4J 40 4-< +3 4J +3 +3 434344)4-) a&p>p>p.p>p>p>p-p.p p. p. ppp 0)0 oioiaiaiOQiDcpaic^aiQiocjaia) (D qz o ^ g p ©\p S !» PQ -> S co-orhiH !>'— 'd}'o © >ai 0 f-> P CO' P — © O 4-) ^ rr. p 3 ^4 O s © 6|h| o ; o . : p cc . &ti O .2 p 'OOl'O p be ciM o -f O bi Pi bfl -rH c3 P o >■•©05 ‘‘'PreSo JOOOOOOOO'O^^P — S'OOl'Clrrirc;-'— '-^ o o .-.•P O P >o'o o o C P P . O bl C* ^ ^ — - 4 .-4H > O ^’o-P'P iM o a lot p 3 S csiS © o "3 441 cc C3 rt • •t-n •• •g o a > 2 0 ) S i-H > ^Sv t>4 ^ nrC > ^ jH P > § ©Is 3 S =« § f B s.S'^'g s , - I > Ip! l.-t^-P © -r; ' o ■xlssa ■gil >, ©d2 O Poa)05=JX;^^^0C'20tJDcS000 <;fqcQfflffloooooQQWfofefefe 3 g.o- ■© S 5 OWffiK L-*!^ CO GO GO PUBLIC HIGH SCHOOLS. 2177 QOOOOOOO OOO^'OOOO O' O O O iO o cf o'* o' f CO t-7 C j C-^ CO 1- ft o ft ft CO o CD o (M o jOi-- ! lO j i 1— ICO o t 1 • • 1 « t=H >0 ioo 1 rH i CO 01 o i 2 10 j to CO 1 o t- CO rHO 1 1 to o Oi Cl Cl HH I joi I J- lO oo (M'9l _ coo Cl L o 1 rH « • 1 CIO CO CO Cl T—l i >0 Ot-OOOOOOO O' oooo o o o o o 000000^0000 oc >0 O O-i O oo O' OCO OOOOJ- CO CO i-- CO CO 0 0 40 CO l^i-i Ot-HOOt O 01 o o o o o o:t O O O : ) O O O 'O Cl O O O O CO T-i O O CO ^CIC^ rHClCIr-ir Pk Ph 0( ft p, p. Ph JO p^ ftftftftft a)J ft a ® ® if ® ffl 2 ; : o ^ fl ' >p ..2 o f; W. 'u ft cc CJjft o^ o « rto) o o|: ' o o o Cftf . 1^ ■§■3 19 m sl“5 ^ o 2 a; ftl 2 Oft 8“^ > o Fl ^02 2 O O- ;g.2^3. pop 1 I'pKpd H \'W2^^f^ ; O'- ? o 3^2 ■ft b.c ipjS i §1 . w ; go O 0*^0 oftft'-'-' ft'ft'ftft'ft'ftft'ft g Pft' ; :.2^g v-^ : S s.^’ ffi ; ;txlo. iviartm _ Frederick Liddeko _ F.R.Cauch . . Albert M. AVehster _ Jno. E. Hay man _ L. B. Scranton _ J.N.Keran - ' ; ; ; ' 2 ^ i c d: P' 2 ^ !o a 1 ;| R A. Sorenson . F. B 1 - j’S ij i2 1 .1. T. Anderson Name. Kern County High School. High School _ ... . do . . iiii uajon valley union High School. Alameda County Union High School, No. 2. Union High School . High School . . . District High School _ Union High School _ Higli School _ _ do s . ^ a ri o 'SCO'S Q t ) ] ) : c ) 1 S 'c .2 c 3 c p d s - •5 8^ P'^ i j f ! ! C r ) 1 High School . . . State and post- office. - CALIFORNIA— con¬ tinued. Baker. sfieid . . . Benicia . Berkeley . ±5ostonia _ _ Centei'viile _ Cloverdaie . Colton . Colusa . . Compton . Corona . . Crescent City .. .. Dirtnh.i, Dixon _ ! > d ^ 1 o Hi i£ :.E is 1 Escondido . « I I” I High School _ ( MissMei PUBLIC HIGH SCHOOLS, 2179 o g t- 89 wO 'S8SS Ufcooc o" J CP Oi PO 8828 18 O O O O ' .x po oT Pd c^ ' ^ o s p-d o o o o o S8S8S o' ' i;- exTi o dd ».-r o' • C-1 1— ! i-H CO • O t o O O ' o o ' O ■ O O O ' o o c O’ ' O O 00 ' O Pd ■ G™ 1^^ IgI ‘ 'di ' ‘ oo o o O' O'? o"— 7 cd I o ; cd « cc * dd o iO CO O COrH 2P88|g — ' S 3^ S ooocpcni- CO l- O CiC T“^ PO o o Hill o ooo C!r-1 ddCO O J-- O O' O ' ■O O O O PO . O GO O PO CO : O’ O O O O O O O 'dl o o ^ pd o o o ^ O'. Odd o o 2 8 i : ; : : : I 1 I I ! I ; 1 I i i ; ; ; : :;; i g ; cc ^d‘'#-=i‘'t«-i-iCCCCCCd<'^-^CCd< CO -d ^cc : -jJi xfi -si ^1 CG ^ i -.eff ' lC ■ :G5 7-1 •># ^ idd dd didd 1 7-1 Gi 1 tH i dl dl d> t-H ! pO dT ' tO 1 • C’l ; 'X^OO-idrH i- I ajO o O't G1 1 CC d> PO dli ^ OI r-i ;*^^'OG>o^ J’l-HO X cc 00 Cd Cd dd P! ) ‘ Cd di rl CG ^ cb G^ IX O 1 ICG ^ X 'id' PO 1— 1 di X ^ ; --I r-l 'GO G1 rH 'iH O 10 1 1 CG c;> 2 I 122 I 1 ^ Ot-HCO Cl Odd‘d'1- 1 p 40 ' oo Ip'^'d-'d! 1 di i-k 0 0 (1 G-1 o ! o 40 1?-^ Pd ' 1 o dd 1 ; Gi O GJ di r-i AO ^ O I 1-1 CO 1 O xH CO O ;^Or^ : 40 5 - G2 O Gi Ci I ' X ■ 0 p h-po 2 Gd ' ' c;s Ice 10 3 CG I jiO j ^ i M CG ^ I I o o {) 0 0 0 0 0 'OOOO ooo o o o o o o oo OOOOOOOO 0 0 0 0 0 C'OOO ’ o o o ------ ccooo ooo o o o o o c:- 3 ■ O O O O O O O' O' ■ O O' O O O O O oo o o Id 1-^ 02 Cd t- O cc- i- CO odr-ipi'diddi- 1 Xi O O -o dli 'O CO-:nCd^d3r-i s 0'?-i-i0 o di d» 2- G I rH PO 'T ■ '-h C3 ^ -H X »0 di -H .Xr-l^dtx 3^?iOXT^ dz :8 ■ 'O Cl PO X iO o X Pd ' p P 2 d> o CO CO ^ o t— i ^ - GO rH GO di »-i Pd ivd r-« xo ^dir-i g3 PO >0 X 1,0 1—1 rH X X i-H d5""’ 8 ‘ —1 X 'O' 'O CO O r-H 'O ■ d> ’’CT' ?— 1 cc 1— 1 d-i Ol zrj O O' ^ i- d£ O X '8 p^ox ' p G-'! O GG! i-i G-l G'-i O O -Ti O r-l :r O CG) i-i CG r-( O O'! r— . i-H Gi i-t’ r-l S': i-l ?H GG O O O G> i-t O O O -H O CO O GlGlr-l!.'OG^^:■:r-^CO^CO^-^GG-^ Cl M C> CO 1.0 ^ a A a P-I--! P, ;q 5,2 " a cc Q '3 QCQ cu sq c3 geo I fe l-j K r-i i-J CO aJ c3 o t> K o 152 O Ci r_; ,~ . kO o p “ gq s o S2S 63ix!>^2iiid J o, 2 5' cS I d o222 gffi ^ ldP5 ^^goUh g CO a p O c3 ^22 a ?i22 o ^ 1:; CO M q gipi^cO 2 2 0 >''r' i^Kd 2^d2 ^pg^Q,:c2d- tSpia.rllSc^ fflSdi S 22^d0d2cd I o . o •C/} ‘CO a i-a 2 _o 1 \ • J M P-P J ;S ; i2 ; a 1X3 3 o o ;_S . CG 'CO a tG a^ a a o CO I'a .q _ oai cq o ;q C Sj) O OJj o I fcfl raqqqq oK oH o ui ^ l>.2 fp ^ - -McSaj+i+J — 2 ^2 22 S gllilsii^^ll i^dd'-aacppaa®® KpfeqqpppKPpP q (o di^i op a ^ .. . S'bc'^W ed a d CO to o o c o o pppqp >> ' .2 ^ d - q2 add ® c o '22 2 a > Orrt > h2 2 2 1^-2 I > al . . H-r- 022222222 a a2 S § a o22 oao' qgS^^^pppOOOOPPPPP- PPPf :22§l2^^i2s §§22 ^ »o o CO C3 o ^ c^:> CO > iO o +o iio ic o CO o ■:© POCO^ * Statistics of 1898-99. Table ‘^2,—StatisUcs of imhlic high schools in the United States for the scholastic year 1899-1900 — Continued. 2180 EDUCATION REPORT, 1899-1900. •su:1'b.iucIcIt3 oypuops pin? ‘o.inc^ra -.inj ‘sguinpuq''spdrLO.iS jo OOC SSS 500w oooc ;S8SSSS§ oo 5^1 O O < ^ O r-i CC J C mCOOCOC OOOO SS8S Aa'B.iqiT eqT iii soiunpA jo jcaqinn^ ^c;000000^^!000^ - O CO O CP O O O CO -O irj lO < < CO CO o oi o 'SH ono Cl CO 1- 1 •qiap AaTe:^^!^ iii aaqratij^ ■s.iuoA ui 0Sj;noo jo ipSuo-q S) js >1 , « 2 (11 ® A -»-> 03 c o I rt IS ^ : :3 ^ ccS oxuiaa^ MO -lii O j-- CO > ■ Cl C. 00 )0 T-l Ol I o> •epM COcOiOCOOOOCOOlOClC ! CC t- O CO O O CO 00 01 U- CO 01 1— I 00 CO bfip fl fcfl •r< U P-O 01 " !1| pH III s-l •axuuia^ •8I13K i ipuie^ ^ Olr-IOll-Ol , • ^ , to <31 P ^ •exiiraa^ ^ lO'OOOOOCOOOOOOO : ; to ® •0I13K cpo'ooo'orooooocp'oooocooooo ■0XUllI0^X I ^ ' CO 1^ CO oi CO i- CO lO 0 j CO in in < cococo-H-ct+l4.1-t-l-|.l+14J411H-J-l-3-|.l p S Ph ^ p,P(OiPiftP.PiP,p.PHaP(p,p,p.ftp.,-p,p.P(,^ 2 (OOdiooa-'fliiootDfflcuonioffliOPtocitPo PI GQQQQQQQQQQCaflQQQ^QQQ^ PP^ 2? O^' to § g P Ph o ojf^^c P po P a 022 sxkI^ pi2o; O 2 P go gpi p ^ ^ I O ^ p o !=l 'P -I ce'o'o l.p'^2. m ffi -,p3 ■ o -pS n3 tp 13 no n3 "P 'o opP cpS o g « --(■ iJD ' ' ; ; ; ; ■ ’p fcr/p 5s’g i : 4 : : : p£! "rt OQ 52 a p _ .«a)« a 2,2-21 '.§ ;o^,2-gps-cp'5^ ' a'pp I a |cpSS,§ ® j I 'i^sir^r^nririQnnnn.i v^c^lScScgce : ; IcScScScScSctcSc^Sceigfg-ga) r4a;i/2c/2t/iic . I .oscccca^aiaicoiccocoajaicQ un CD 1' CO ciQ'-ioico- 1 S s S S s ^ § §i S 5i 01 ^ 01 ^ o5 01 S oi oi c^ Valle PUBLIC HIGH SCHOOLS, 2181 gss to ss oo ooooo o sssss s oT 00" ^ o" JO o' 0000 10 kC i-T ) O' o o o 00000000 OOOOOQOO OOOCOOOOO o" >0 o" cf o*' co" o" o 1— I tH iO lO 1 000 ‘T 1 1— I000i0000>0 0)c^0 iO 0 CO 0 i- CO 0 iO 5- CO O) -HH 0)^COCOiCOOCOr-lT-iCOOO 150 600 500 1,200 1,500 850 50 1.500 4. 500 100 400 325 2, 700 2,871 305 1,900 300 150 450 100 700 1,200 422 500 i ig I j O) 0 1 lO ^ 0 I 1’ • > 1— 1 ’ ' " ' ^ * ' i i 1 i 1 i i i CO 1 'tH CO CO 0: ) -ciH 1 -rH '-JH fO 0 0 CO 0 0) 1-1 I 0 CO rH 0 0 0) 0 CO CO rH CO ^ t-H 0 CO -iH 0 ' T-i C')^ 1 ' ' O) T— ( coco 1 1 CO '# 0 « 0 1 Ci 0 O't — ( 1-1 *> 11 tO-M O) 00 — s 0 C) p- KO 1-4 ' CO— 1 1 1 Ir-IC-l CO'*' 1 i CO •0 ^ 'CO uo CO 0 O) CO O) CO 0) IC 00 i’CO CO C) t-H 0 CO 0 0 0) CO C ) 01 ; CO 0)0 -if^OOCO C) CO 0 ^-i O) 0 lO O 0 0) 0) 0) 10 COr-H 0 0) COCO^OCOl-CO— 4i— i r-i CCi-t 0) 15 ! C,-IC-^0»— iJOcOJ--COxO O < IC CO IC t - o o o iC^COOOiO^ O COCOOt JO) ^ CO r-i T-i C) rH O) - O i-i O 1-1 CO CO O) O) CO O) -H 1-1 CO 00 O) O O 0> 1-1 O) O T 0) r-l 0) 1-i O) ' CO CO 0) T-l CO ^ CO T 4^ +3 p^p. o o PQ p. p, p p p p, p^. p^ -ij -ij -{j +3 +3 I ftp,aaa aa _( (i;aj(Da;>CB o® 5 PQGQQ QQ « +D4^-4JD4^+J)+:34_3+:5 4^ pppoppppp, (U o - - c5 so b.o (l^ a-a ^■o® g 0) . ^ >- • a : I a 9 , ; 5® ® ^ a o!^ Si^SOc. flr;:: ^ a q fly: o -Sfai V o .q 'a gs.^sM-a.a' m low :V o CO "■H^O te la c3 ^ pj «s|2g.£|i allaaa&g g q g i3cc3^“^r'^ .f-' 'q) '^E-^Gl2!^*0<^'~^ V^ivfo -^3 -pi -pi _y5 tt) tB q 'o'a'o'c'o a O O O O 0^4 u ® o ® ® •S ‘o ^ eg — ;^og i lugooor^o^ ocn ^ o « occ Q oM^aiccojcc g o^ 'y?.$fa O gf^.g5 : ;.g:.a«.gi.g'3.^3cg s , o ; ® Ird . ® ;cQ iW 8 ;43^ ‘^^oo2*^ooo ,gq:'a flrq'-a'-cqJ bi, ' ' ® bjo WtnMKM^ l^; ti^ • CO 1 1 1 ; , 1 1 ; bfl 1 ; rd lilt d 1 ‘ 1 1 I-9,ic! 1 1 I bJ3 1 ‘ • t lilt s Q I ^a8 : 1 ; 3 1 1 q 1 ’> ■■'zi zr PI K rR j 6 0 0 0 oO-g 1 : oJo 1 : a fe : 0 ij n ^ ® a Ph ® 0 fH ' ' f-i To s o a o g q ss s > a q 2- ° cj ; o : ■» 2 aiz q P ® o ® ^ S a2| S oV <3^ ®> ' OOOQOQ 1 &:p:| c^S’- a 9 s P pppp loop q ® g — I c-i c-s 0 to t- GO 0 o 1-1 ?■■} CO '+ o to 5^ CO ct o T-i c:i CO '# >0 o COCOCOCOCO OCCO CO ^ -HiCiOtCiO)>0».OtO 0)0)02 02 0i 0)0) Oi 0)0)0)0)0)0)0)0)01 0) 0)0)0)02 0)0)0)0) * Statistics of 1898-09. •pannr^iio3-~/?c;GZ'-t?{j5>Z' dmli Qip'-oioips dip dof SD^V'ig;' P^TP'^-R ^Ul siooips -^Dui Diiqtul fo sojisvjvis — ’Sf aiavj;, 2182 EDUCATIOIT KEPORT, 1899--1900. •sn:;t;.n3Cl(lH OT5T:^u9ps pu^ ‘0an:jni -.inj ‘s^mpxtnci’-spuuo.ig jo enpA ii P is 1 s ii c-Ro liiii ilisi Aj’S.iqii aip ni s3i:iin[OA jo .Taqraujsl ! ^ 1 -piiiSii ieisisii ilisi ; -H Ol" r-l r-T •[Ii.ip .C.ibAipia UT © & • ! 1 ! ! 1 1 1 I i i 1 i i i i i i i i Til esjuoo jo qpgiiaq; s ^ ^ r-K '■-P rO -^8 ^ -H CC CC CO "tH ^ Students. | College prepar¬ atory stu¬ dents in the class that gradu¬ ated in lOOIJ. •oinuiaj S| I ^ CO O O i- 1 C'l rH n OOOO^ 5 ! irH CO ^ .-O 00 --H 1 ,-1 01 p -H 01 -—1 CO iO CD Gradu¬ ates in 19U0. •9];nraa^ 2 1 r-f rH -O O CC C'O C'-> u-^ I : ro ^ 5 ^ ^ •'3P’K 1 1-H -:r; “ i-O' :o CO 00 r-H -.J CO I— . 1-0 CO o -1 on T-i CO Oi Preparing for college. Scien¬ tific course. ‘eynxiTOA 31 1-1 c: CO <’ o CO iO O O r-( O' -tH O i O r-. L- •einp^ - d Id 'li-'Oi'-^'rr-iCO lO | O Classi¬ cal course. ■o'nnia^]; e? ■ ao 1 • : iO O loo- CO O r-l — O ' 1— ( Cl •aiuK = i - i i 01 I i"' L,,H ;,_o ^-(,.^^,0) 1 Ele¬ men¬ tary stu¬ dents. ■OA'^cisj. £ o o CT ' c: — — ■ A — ■ — ~ ^ ' ^ ~ «r c o c; ~ c: o o o C5 •0inpj e. ooc:.oooi-oor:rc:oc.oo3= ooooo Second¬ ary stu¬ dents. •0Tnm9A :£) ■^l-H i-al^ gE‘S° 10 ^ •oinuT0A •-= C' C-'J C-J 'M ^ O r-H r-i r-( X> IS c: C' O O r-l r-< Ce .-1 -rH ITS r- r-i CO -H CC — . r- Cl CT i:; 01 -dl 01 CO r-i 01 O i-H rH CO i-l Depart - men t or in¬ depen¬ dent, [ 'P^ .r; p. P4 p. p, Ph P4 Ph P-1 P. A P. jri, i::4 iSISQQaaq^aaaallSai S aaSaa Principal. O.E. Jackson . . Mi&s Ida E. Reynolds. . W. M. Shafer . . Charles T. Conger - Miss Mav Puller _ u i IS !l 11 i< id Miss Myrta B. Porter . W P Rhoile.s _ _ ) 1 a A i 1 > . 1 1 III ' kSd !|ga John I. Palmer . . Edgar Kesner . . F.H. Merten.... . W. G. Harris _ Edward G. Hauman ... M. E. Richmond . Ebenezer M. Crofoot .. George P. Murdock ... H. D. Simonds . Elmer S. Hosmer . Name. 1 High School . -----do . . . Union High School, No. 1 High School . > c ‘n: ) c so: ) o c jijo; ) c Central High School _ High School (dist. No. 1). Hio-li Rfhnol ‘ . do . _ do . . Broadway High School .’ High School . . do . High School . . do . . do . . . - - do . . . State and post- office. COLORADO— cont’d Holyoke . Idaho Springs - Lajunta . Leadviile . lo: ; q ] > ! is Monte Vista - ATonl-rnsA Il I 111; ■ 'ht .5o> Saguache . Salida . Sterling . Teliuride . . Trinidad.. . CONNECTICUT. Ansonia . Bethel . Branford . Bridgeport . Bristol . PUBLIC HIGH SCHOOLS. 2183 5,000 3,500 9,000 S : :S- ;8 O ' ‘ O ^ ; O o"' ' ■ ■ od' CC ' » rH f :§ ;0 ■ isi ;§ o'cici 'Jic O iM » o 1 igsss ‘ O O O lO • »o O X ‘2^ Cl 6,000 10, 000 150, 000 148, 000 9,0110 3,000 25, 000 20, nco 1,500 1,000 6.000 If), 000 60, 000 -OO -OO ' O O ' 'O o 1 O O ' o o I x" o' i l£C r-T 1 rH i_c ; O O OOO OOO 'O T-^ Cl CO o 1,100 900 500 240 50 200 o o o o 00000i00>000 . O'OOOOOOOiOT-H . OiOXi— iirDXO-^CCrH ‘ o' ,-H X" ‘ o o ^8 OOO 1C r-^ O O -O O O c: O O Cl O C: 1 o o o o o cc o co: o o ■ iCXXX»-C Cio-tr^o x' 1-H .-T CC O' o o o o O 1C O X 1-0 X ^ X Ipl ■ lo I ;QO X I g ; O ' Cl 1 * ' T—^ ;0^ o C1 I i |o CIt-iX ;o jo j |o j jo jciT-lO > lo CO I o I Cl J X 1 L- ^ > i I O Cl 1 1 rH |xo o 1 lees ,P P-. J Cl 1 Cl 1 I- — 1' X ^ X O O Cl i- X p -n O'rH OjHCJOO o 10 84 : O t- X O O i-C o • LC M X X X Cl ^ Cl o o o o X o o o coo X o d X Cl gi POO o CC Cl cc : O X r-l Cl 'O O O 00^04^1 : < > O Cl O ' - O ' > o i t t O — ^ ; ^ i i : ; - Ml I ^ o i i h OO j - O O 'O 1 I 1 Cl CIO i j-To : cix ^ : CO ; j I ! X cq hi X i ; S" o-ion ■ ' Cl r-i Cl I ■ O o ‘ X' W CO ' O O -H t . ^ ■ c:i I- o^:> -coo -oirHcoo OO OOOOiOOOOOOO OO OOO 00 0 0c:0i-00000'c:c:3 0 O O O O O' O O O O O Cl O O O' c: O O O O O O c: O O O O 0-0 0 o o < ^ CO O iO i-- rH Ci CU>« O Cl uo 1 X T—t Cl X X CO ?-'* ' i O O O Cl ^ X O X O O CO O X L- I- i-‘ < o Cl O 71 — ! T-1 Cl r-1 CE lie ^ ^-1 1-, CO Cl CO Cl XOOXCOCOXOOHJX Cl r-1 X CO Cl ^ O. CO CO O' LO o L- X J:- O ^ O X O i-O lO J.O * H Cl Cl Cl T-< Cl ^ Cl T coco coo ' H Cl CO CO O O rH Cl : ' 51 0 SI'S o' ol SI SI §* SI'S QPQ^.QQfifiPPS ap. CD CD aa 4J -.O ^ -p -p +J ^_i 4J -pi aapaaaaaa aa aa CD(D(D'cDO®®a>' ©r^; bfi '1' 'p III :a •a a a :S |.a O cc ® a 'It! - , PS CS S a: 'MM OKH a^'^ §i^7jQco>; ^ill|5l|ji|li|i| Ei4Gp4QtI|>-^ ' E _ PH 1 r^'C ) p o a P o o pa O „ _ ,r-,r— p oa'o ^'j'S o 0 §® 2® a ”S-a§|lp >^o oj a ^co SSpI OOK5 P.S* mS > s p ° p, p -a >.22 o '2 'O' a ^ S 5a b 2ai^ pa 22 >>2 E M ij a a a tjj o aS Btn tIS be: w bJ) © bx a a gs as ■ P 8 '3 2 ® p* rp P p al —4 ,JJJ pj p fc£o2a P p ©•pOt-fjpa)cjQj oEffl Koho Ip u fJ®o > ©t; 'OoE 5sa2 > p e ^ SoE2 !>> o a E p P^ rt © a p Pi is uEE ^ ^ ^ © © © > ! ^ a p' . (Jd2 o ©-'- o o ■'P2 c- © ^ p a-p cc 2 .2 ^ p pE pa g2=^pg C2E2E >=a u I . MUM >1 >1 03 "o S 73 a> o rs2(nmT^^2:n lO to X 0> C Or-HClCO _ - - - XXXXXXXXXXGEO CICICIC - - - - - o Cl ci si cl cl ^ Cl ci ci ci ci ci c i ci ci '5i co co ■ o O' c: o o c CIX^ o o o coxx X X 4 rH Cl X 5XXXX lOOi-XOOrHClX- ^ ^ ^ ^ ^ Tvj (7> 7> r xxxxxxxxcoc ' iO * Statistics of lS88-( Table A2.— Statistics of jniblic high schools in the United States for the scholastic year lS09-1900—Conii-nuBdi. 2184 EDUCATION KEPOET, 1899-1900. •sii^'BJUdcI'G Dgi^uops pa's ‘9J:n:jiu -j;nj 'sSuippnq ‘spiinOiiS jo etip^ O » 8 : j>r 1 C<1 • ^ • 1,000 30,000 125, 000 31,000 15,000 11 : i ifS O O * ' O ic Ol ^ • . o ^ • 1 f rH 1 1 oS^ ^"o Ci rH •iia'B.LqT]; aq:^ ui sainnxoA jo joqran]^ O O O O O 01 o o> 13s8*888i^_^ rH 150 1 300 1,800 3,000 200 600 750 180 1,000 O O wS •qi.ip j'B^iqTiu UI joqiuiijq © : i ; i i : i : i : : i ; i : i : ! : : •s.iueA UI osjnoo jo qc^Sueq j © 'iH ^ CO -iH ^ ^ -ifH CO CO CO 'll' ■«1< CO Students. College prepar¬ atory stu¬ dents in the class that gradu¬ ated in 1900. •9[TJIUa^ i r*i cool rHACi— 1 0 1 I s 1 ;0 •91'BK ^ 1 C CSr-l Vl i-< 1-1 tH CO r Gradu¬ ates in 1900. •OI'GUIO^ © j ^ I »0 O Cl CO OS CO t- lO Cl vre O CC ^ CO o CIO •0IUW ^ CC Cl Cl M CO 1-H CC O' CO lO O'! CO O Oi Ol- Preparing for college. Scien¬ tific course. ■apuia^^ i 2 ^ : O Cl j OOOO io O ; •epK 2 T— i 1 rHO 1 1— 1 CC iC 1-H i ic ^ i Classi¬ cal course. •0piu0q 2 OIOCt-H O -H -*1 lO I CO GOO o •01UH s Cl lo .HO^^ ici W g 5 K ^ ■oi-Binoji j ® : o o o o o c o ; ;c; oo o o o I © ■ o o- o o — c: o :oC30c;icc;oc:ooc:- fl >- C 9-. ^ ' ■ax'Bmoj 'Sj Ci-^OOT-QO®O a p : !>iC o!s -2^1122^.2 II ^2 g-o ^ g_fcxiMG^2^Kc: ^ ^ t- b ^ C^ ai 'M Cvi 01 to CO CO CO cococccocccococo s? LO CO CC' C2 O i-H Cl Q '•*' »« 50 ^ CO TOMccSSBccccfcccccccccccco PUBLIC HIGH SCHOOLS. 2185 poooo occo'loo' ooggggo S O C O =3 O' S o i'-"' o' in of <0 10 1 1 « 0 :=> : : :SS lOOOOOOOO 10 OQO • • OOOOOQOO 'O 000 * • OOOOOO^O |0 000 1 lO •' lO " • o ' ‘ i i ill j0co''i-0 ofoi'ifoo'co'' jco'' t-H^O j • 1C - S88S8 O 1— j C' O 8^ ;88 lO O CQ o o 00 o5 o (MCO'^CCCO O CO ^ O CO CO CQIQCI ^ 1(0 i'- 10 CO O CO CO CO 10 10 01 o ^ r^CsI f-! 1-0 CO 01 1— c O J>* 1C O 10 ^ O O ^ O rH O 05 CO O CO 05 O CC 10 T— I C5 lOi-H 1-iiOCO o P, p, {!;( A ft ft O (D <1> O ppppp 0 0 0 0 0 OPQOQ 4J) 4-3 -P -M 4^ -P 43 4-3 43 43 4C) 4-3 4-3 -P PPPPPPPPPPP ftftft 00000000000 000 QOQPQPGQQQQ QQQ p ft,^ ftft 0 0^00 q^Sqq .a - s a ;8 ^ S ■jS®3®SH5 W O' o o o ►S |£S |®«S g S t '±i—i (J2 • PI 0 0 •SB ‘2*§-h plj O O fl g ; : ; ; ;'^ a K. - ■ •S'^c/i te cr;M n|4J^iso<]fapa-cr.‘-'-' ^ 1^ oro CP : ■ §;’S « sw 2 O-S’ l-H ^ ^ ^flpqd ^^0000 tc t>, o g^-§ >^2 '■^000000 oj'aal'rJ'c^'ccJ'w'w'T:? U (02 O , — I o o o 2 o o r=l O O Ora-g O O ac g aL 2 c- M a ^ "tc o Moia^ log : g-a ' ;,a >0 ; a 8- ;’§a ■ (O a MF’c- I a o o od 2 o^M'o |cc S-aaj Q g'g ia( g^ra'O'O"^ ■ ■ Ico - 2S o ■ I ° “pL( 0^4^0 0 a o '-< —J r-' i a3 o a o o'm; w o o cfl Sfji a bft'w - '41J « ^ fn •-( ■-( ^ -r-. ci a OKft KHd tij2fl a ^ cc o ■a; [> jh !> a t» « .ia a di a ^ o do g g 2 a o o a ^ a adaj-i^^^aaoad -^pqfqfqooddQi^Pq g s CO ^ cS o O p.g"^ o a -'i 0 S|gg^| 0 J 00.-4 05CO ^ t-OCCt—COOiOr i-o 10 xo iO 1-0 ir? LO »0) xo xo o (; cococococo CO COCOCOCOCOCOC 05 CO ' O iO O iO CO CO CO CO CO CO c: cocococococccococococo Statistics of 1898-99. Tabi.e 42. — Staiistics of public high schools in the United States fo7' the seholastic year Continued. 2186 EDUCATION EEPOET, 1899-1900. •sniH.i'acId'B oyi'i neios piiu ‘0.in:iTU | -jiysguTpTtnq 'spaiioa/! jo eni'BA g = 2 o_5_o .r: 5 o'li'oi-T alii I Iff liii ■.iC.I'B.iqiT 8X1^. XII S8XXIIXTOA JO JOqUTU^ rj ’HUP ^J'BjqLxii III .leqixinx •s.it’0x'i III es.ixxoo JO qjSus'q ' ^ College jirepar- atory stu¬ dents in the class that gradu¬ ated xn 1900. •OJUlXIO^jJ ‘ 3D . ^ ' ! ! - Cl i 'SUK ' c 5.3-- 2|i Cj rf •sjuuiaj ' Is"’ — c.ff Iff. ffl i- QTj •91'KK 1 x? ! C’ O C Cl o CC O CO ■eparing fox* college. Scien¬ tific course. ■opaxiiej ■ ^ , ^ 1 O' c: CO •ouu ! l'2 - cc 11 i •0jBxua,,]; 1 wa "" i Cfflff^^Cl ill I i i g t'=i ■0|KXI.I8 jJ = S 25 42. g = ci c: -+■ o o >« = 3 ri=s iMz ■axuixiej ' Ij •91«K : ^ 5 c^gg- c5 T-* ct t-i r- o O CO t-H o O O •ei'KK ' -O’! ^ — (mOlt-HOT T-i t— UHt sszS'^ ft ftftftftftftftft ft ssas S &&S&'SS,SS & <5l=a t IS2P s ^ipfeU I |l|f I ^Ipi fci I pi 5pg a g I4ll I ” i iiiaiisS I Isll PUBLIC HIGH SCHOOLS. 2187 25, 000 40,000 4,000 12, 000 3, 400 300 2, 000 400 8,000 500 20, 000 O O O 1 O O O O O O O' o OOO 'OOOOO 00~d Ir-OO IOacOOOCO OOO o' 00 > tH CC r-T CO i6 CO t-ItH • CO 1-H OOO ooooooo OOO ooooooo iJOkOOl O O O to o O C'l r-H r-7 oico^oicoco 500 15. 000 2,500 2, 000 10, 000 1, GOO 200 4,854 300 oo is o O O 1 1 LO lO CO ^ ^ 1 !o 1 JG-I 1 o ! 1 o 1 C: O O 1 O O OOO lO o ; i is i ! 1 I ! ' 1 i I M ; i M i CO ^ CO CO 1—1 CO CO ^ 'dH CO ^ OO Ol CO CO 1-^ CO CO CO ^ c-o T— i CO CC CC CC CO CQ CQ CQ CQ CQ CO lO to 01 o^ 1 j xo <‘ O I 01 i lO T-S lO t CO 01 CQ r-ICI SI rH O 010 i i*^ i jo 1 OCO O ioo O Q1 -^o CO 00 »0 to CO to T—1 to 01 O 00 to t- I 0 O 'M o 00 T-i id j CO CO ^'O r-A'^ Cl 01-^01^ o o o (JCiSCi o ^-tHCO • t-H go oo i—l 0^0 I O r-1 O -tH 01 I I - O O 1 lO 1 O id ; ; CO o r-H O ^ i — — O >01 ■ 01 1 * o ^ Mil 05 Id CO j SI r-4 id ©} O di_ 0 9 iO; ' to GO CO CO CQ O 01 O O cc (MO 01 01 t-H Ol CO 1 O T-^ 01 01 i o CO Cd O — Cxi Ct i(Q o OOOO CQ O O O O O CQ O CO O' cr^ O O O O tQ. 3Q o rH rHTT^'-i'' CQ ^CQ fQir-iCQ O O O O CO O Oi ^ O O O lO I- O O O O I - i'- O C*»OCI CQ'CQ ""oi o HjOOO O O O to o O Q> O Q1 Ql o- o O CC O iQ O' O Q1 Jt- ^ Ql 1— ( O O O O O o- O Cl lO O to O ^ CQ O' iO CQ' -3 O O CQ JOCQ C1-?h!CQ CQCQ O to CQ 1 01 1 ^Sgo? CO Qll- rH CQ Q1 CO O tQ iCQ O O O O O O O- OP t- i'- O 1-1 r-’' T-1 L- 1-1 tc: CQ ir: Q> O rH •rlH Cl 1—- >0 O -is Ql O CO QICQ r-'i r-^r^Ot Cl Cl CP O CO i- -'tH CO Cl O ).!Q O Cl 1-1 1-i C.I t-H Cl rs rH O O CO Cli— J gl O CQ o O O O Q1 lO CQ Ql to p O GO rH ifQ (M CQ O O Ql 1-i ^rH OQIQI rSHKCl Ql CP O lO UQ CQ CQ Cl O 'O i-* CQ CO O O xcQ iQ O 'O CIrHCQ rHCI CQ Ci i-i rH T^i O id o ^,-.co^ -H I- O O O O O CO o o Ol Cl O O T-i o o o O rH O T-l O t-H r-H O O O' Cl O i—i O O '-H rH 'O rH Cl OrH f-H O 0^ d> 1-H OrHr^OT-SrHCQrHC1i-H^r--lT-HCQr-IOT— IQli-S Cl 1-1 T-I rH rH T-S Q1 0 ! rH 01 rH t-H rH -H i-H T-i 01 T-i ,-1 rH -HrH Ph P- p-fta O 'D a;) CU (1> Q OPQQ -l-J 1 4J +3 I ^ , I 43) +3 p,p,p,^^ p.p,p.p,a^ Q,p.P)^_ p,p-P) a)p^ ■ ■ Qpp P P)- - - - - - - - - QOQQQ, -JJ 4^ 4^ , . 4^ 4:> . 4-> +:> A fi*! I *■) ^ P)Ph QQ w PP .S-Ph-j M S rP O S.2 o B OtP “■3 a”"® :2Sfl§SS bi) ^ ' P 03 O ^ P^ pj ^ PG s 6 gl § -5 PI ® P ® d 9 HP? i2 'P , O P !p1 ; p <1| o p P-^ -r- ®d'^|Sd^ 9 .C5 oiPP^ 4^6i!>^^p5 ;q> pqW . o ■ o IrP I o 'CC PPnt j'pT/]M o > gP P'3 ^2- p'^ o 5^'* (^■-'4 ) O S PrPP'Pjp-^P! i-ia-J > P 9 '2 ^ ; 3 ^ -""S^S ;<;sS^e3S o ^ 0‘r^ O cn bai ^ :aiigp ® p ® p © p ! sj 1 CQ ■ ?:| OKS 2 a c/} c cj-r- f 5 M i5<1G^S Kd ^*S>. .^“gg S bn ‘ ' ’ >1 ; :g OOP© ■ © „pi P p P,i£| 02 -r p: p 9 •'-' K- >> P ' ® ' ||||3|t| ll g||d 1^ “^9 s 3 9 9'3'S ©iS S S'p s'® J^’o o o <1 <; CQ M M ffi G £Q CQ M O Q O Q O O O O ■ P ' P ■ P P o ^ tf) <1' ■‘-■^ IIIIISp UOOOQQQ :| i i ; I S < ' 1 : g to s>, : .Mp-2 : 9 !>.-pp! p ©■?'?I73 33, P _d g .. ^ S-g.2 idSliSa rf4 CO 11" caa bf) lOZDt^CO OOOO •rH -rh •«^ < C'l CO ^ O -ic t- 00 CP Til - 'Th ' • 1 • t-h 0 rH » qjiap A.i'B^qun ui .laqmnj^ | e 1 \ i 8 I ; 1 06 jt •s-itJaA ni esanoo jo qc^Saa'q j 19 MCO CO'r^^-^''^-^^^CO-'+^CO'^COCOCOCO-:^^COCO^ Students. College prepar¬ atory stu¬ dents in the class that gradu¬ ated ixi 1900. •ax^’cua.q j SI 0 1 1 0 • j d ! Cl • i i +0 jo •9UK 1 SI ^ 1 t «oi >0 ^ ico !oi Gradu¬ ates in 1900. •apnua^ -1 0 1 01 j 0 01 ‘01 ‘01 ' !>• ' •9FM h 1 ^ 1 I 0 j r-i^ ' 0 ' T— i *40 ' Preparing for college. I Scien¬ tific course. 'ai^muo^ 14 lo— 1 0 i 1 CO lilt 0 • ' ' •9PTC 1 ^ 1 VH 1 I 1 rH Cl Cl 1 1 Cl 1 1 1 ' CO ' ' ‘ CO Classi¬ cal course. •atnraa^ 2 1 h M r-( 1- I M J >01 ' to ' CO 0 LO ^ 1 1'^ 01 01 01 1.0 i CO 'to I M I i-H 0 'to 01 P Ele¬ men¬ tary stu¬ dents. •axniua^ j 2 ittl Cl c X) 0 0 0 40 0 0 0 0 0 0 CC ».0 0 0 ct: CO X) to CO 01^ r-nCO 01 01 CO •aiuK 1 St j 1 OC' ^ kO 1— i o lO O O'X O to oo O' O O- O o iO O O 01 1 T-iiOCl 1-^0 CO CO 0^01 OiCO 01 coo Second¬ ary stu¬ dents. •a^uino^ 1 t- c: w r-H i- 0‘0 O O O -+- Cli-K -4^ Cl O O 0)0 CO '^4 CO Oi CO' 01 r-1 ^ CO Mi- Y-^Oi - -Tt^coo lO ^^oo^-coocc'+^»otoocoooc:■o oo Ot CO r-i CO 0 ! r-t — ■ Y-M M M O T-( CO Second¬ ary in¬ struct¬ ors. •ai^niua^q OCO^OOOO--H;^^-C^-^CO oo •oiuK .-Hl-ICl r-ICC.-HrHCll— 1— l.-HrHr-i.-H.-MrHCOl— 1»0 — HCl Depart¬ ment or in¬ depen¬ dent. i 4-1+3 1 1 i4j4-j+3+3 144+443+J+3D+I+34-3+3 43 ©0)^ i:i>:i©©©©A©©©©©©©©®© ©rt ^^qqClQQ^GQQCiapQQGfl Q5 i ! j Principal. a p f, tE W. P. Palmer, A. B _ .T W DlpTin find S. P. 1 1 { i i a ) •— 1 CT ■6< ; a ©ffl iga- ij. ?«-s? f 0 K 3dOP W. B. Redding . 0. E. Ham . C. B. Cha])man . M. P. Ramsey _ _ H. L. Plemister . W. H. Turner . Eugene W. Carroll - George N olan . . . . J. W. Frederick . . Wm. E. Reynolds . 1 J.M. Clement . Name. t a x. c c < S c High Ahooi"^ . r1 0 Academy . . Middle Georgia College. A-cademy . . . High School . . . do.* . Warrior High School _ High School . . Gresham High School. . . High School _ High School (colored)... Brvan Institute . . High Sciiool . . . do . _ do . . Middle Georgia M. & A. College. ) ! ) 1 : ; ) J'-o p ; j J m 0 c| oSifi m G EORG I A— COnt’d. •A l"^ , 0 5 bci ? - ^ 0 C 4P? t t- i i ■; Jonesboro . Lafayette. . Lawrenceviile — Lincolnton . Lizella . . . McDonough . Macon . . Madison . . _ do... . Malden Branch... Mansfieltl . Marietta . Marshallville . Milled gevillo . Mineral Blufi: . j CO uO DO C- T— CO ^ DO ct: O t-H iO >c »o lo iC 4.0 iO ‘.o o to :o o AO -j: :o to PUBLIC HIGH SCHOOLS, 2189 10,000 800 25,000 0000 0 jO io 0 oi' 02'' 1,000 0,000 15,000 1,000 1,000 3,000 800 1,000 2, 000 7,000 15, 500 2, no 2,000 0 0 88 1,500 3, 000 25, 000 5, 000 500 1,G00 1,500 000 ‘eg 1,200 500 800 GUO 5,000 1,01)0 3. 500 1.500 1 0S8 , 8 0 0 •’ CO ' 88 CO !o ■ 10 0 oco JO c: jO t-i CO 0 JO 8;' i 88 coi.- .00 ;8;^ 0 02 0 8^0^ 00 HH JO : i ; i ; i ; ; i : i CO CO COCOCO'^COCOCOOi-rH^CO co-^ CO'tHCO^ C0 02COCO'4<02^ -t^^COtH COCO '^COCO coco -*< COCO ^C-l CO ^-02^ 00 02 JO CO CO jo2 0-2 0 0 OiOO CO 02 0 i ; ; jot 0 (M CO 0 <02 05 CO 02 1 « CO 1 t JO CO JO ^ GO I i'“ i'^ 0 OJOiOO 0 u- 02 i i Oi-i ^,-H 0^^ 1 1 02 I CO 0 0 ; 0 1 0 00 j 0 GO 0 0 1 JO ■ CO 0 0 1 CO 0 " i 02 CC ; 02 CO JO I 02 1 02 02 r-H 1 0140 CO 02 coco Cl 0^02 0 CO CO 02 -:H 02 0 '^ICO coco ■ ^ 0 0 X JO t- 02 CO 0 02 O l-CO -a 00 C'O CO 02 CO CO t-h 0 cooi Ijo 0 CO CO ^ 02 02 ^ 02 0 0 o 'to O CO ^ C ) O O O' O O iQ O CO ^ O CO ^ >0 O O CO O O O -H O CO O O O O O O CO O O O CO O^ O CO oi o 0^ iOOiCOCO-T^ lOOiCO CO rH^ Oi 01 CO OiCO^ 0> O O). ^ O O’ I-O O 0:1 op O --H CO O O 05 O O < 'ci5 0^ UO O CO lO O 0:5 O O JO 0'5 O'! o O — ' lO O xc Oi -rH CO UO O C 1-^ — ^ 1— 1 ^ f— I r-i '«!H rr,> ,— ( ^ — I ^ 1/-S ^- ; r— oi ur o? ^ »r < O'! 1-^ CO iO CO 0:» 01 O CO IC iO O O iO >0 o o c 10 CO JO O O' » <^i-lO^OO^OO'irHOOCOO!-H^.OOOI ^ O o t-h o- p-j c ^OOO0■i^Ot-^O•OOrH,-^r > 4^ ^ 4^ 4^ 4^ - ) 4J ^ 4^ 4^ 4^ 40 4-5 - I 4^ 4^ 4-3 - 4J 4-5 4.3 +3 4-3 4.3 4:5 43 43 4J 4.5 .434343434-54-54.343 I . P^rr- S2L.P,P.P.Q.ftP.PH(0, pp PPPPP,P0P.P^P,PPP, P^ p, P, Ph P. p^ Pi P ^ OcD<0<0<00^5'^:'^ >5 Q*^ fi in ;h C ■ ^.rAr. b. . • 2p o o o SiS 2 '^-p b 2; ^ • l5f r_.- VJ ^ ^ P fc. ^ ^ « 9 o pM PlrrS ■^P ‘P c3 fn +3 ►3 0 ' o 0° ’C P ^ ppMpppp^ppppSdP^K^doppp 39”^ ^ 0^ ^3-5 S-^ fcfippp §". o 9^ O -P aa ,-, p oj'o 2 p P ot O =.jP p-p O P o p ;:; 00028 a“p2^ O ; ; :§i'|.^fg.2> C CO L- CO O' O ^ 0> CO 10 CO CO C3 'O r-( 0:5 CO ^ i-.:i^'rfHjOJCJOJO^JOJOJOJOJOJOJOJOJOJOiOJOJOJOJC * Statistics of 1898-09. Table 42. — Statii^tics of pvblic, high schools in the Zinited States foe the scholastic year 1800-1900 — Continued. 2190 EDUCATION REPOET, 1899-1900. ■sP4TU'{;cI(I'B OU4TT0TOS pn’B‘8.ir4iu -.ini ‘s:3aipi;[nri ''npuno.i§ jo euiiJA § ill 11 ■»'s liiiiiiiiiiiii o cc o ^ -o o o^f o .S' •AaBjqi]; 9114.UT satunj^oA jo .laquiLiy- 1 ill III iipsiSisilSas •|Tijp A.irjKTiai ui .loqiTinx S e? ; 1 i ! ; i i •sauo-S ni as.iiioa jo q:!.gu9q ^ rr cc re ct c-T Students. 5|-s«^ = -=||2 •oyniua^.^ X r -S CO -M O 0 !« M M i i i •ayuK O ^ C 'l 1' M '■ I III - •aynuia^ ig ( '^■> CO -HOO'-O •eynit CO CC ^ O ^ Ci -H 00 -H o II i •oynaia^ Tsi GO i ^ |l-H O 1 O ' : 3 ■ayujyT ee ; jo^ : u-^ 3 Preppn’ colt Classi¬ cal course. •ayuuia^^ i -M j ^ i - •aynpc cc 1 - ; i 5 5 sli x| •ayis U'Oj — c:;::c:c:r:*0 c:c:c:^oc:c:c:c::oc:c'ic:c:0 . ^ ^ •aynK St 1&g| 0 c5 K a.' •oyniuo^ X ayuT- Second¬ ary in¬ struct¬ ors. *0i;Ha:0j ; o'ioor-.croa'a-Ji r-occ-^oMoooc'ioO'-.o •aycK ' ir -H 5} ,1 r-1 t-H r-H r-l O-J — 1 r-i CC. C-l :-l -H r-. r-- -i — 1 4-3 4-3 -4-; 1 SaSaaaaa aM^ iiiiiiii d 4^ 4-3 Principal. w i 6' Of =i : g ; S : A-^ ^'6- r/ w. l,B< a ii Icc !< Js >Oi c : _^r. 1 a :^l i yj 1 ) ^ ; c; sj George Bloomer - j 1 •O J. E. Turner . - . Chas. G. Miller . . II = = ^'c 1 i^1 !|l li S Morgan Le Mastor.s . . . M. L. Lj^on . Name. High School . _ ao.^ _ _ _ Graded Scliool . . Hi!.-h Scliocl ) : i . do . . (Ifl . . ; c :o North High School . Hie-h School ; ; Uc loo n ) c jO . do . . . do-... _ _ . do.- . . . _ . do _ _ do . . . _ do _ : C !0 ' c |o ) o :o State and ]->ost- oifice. IDAHO. Boise . . c;aiawen . Genesee _ _ H,ai]ev_._ _ . Hendrick .. J Lewiston . . Mo.scow _ _ _ Prinfl.hHlIn i IDDINOIS. Abingdon _ Albion _ Aledo . Alexis _ _ Altamont... . J Alton . Altona . . . is 1 > 11 Areola . . Arenzville ... _ Arthur _ Ashland . _ 1 Ashton . . . islISiiS iSiiiiiiiiSiiS PUBLIC HIGH SCHOOLS. 2191 iiiliii S3SS»“B 1 :iii ;sf!a ' ;51 1 1 1 g iiiiii ft© ©© iiiii iiiii il gfi-'s's' :5"¥s IS-llii 1 ISIS I |f-§i ft S fMi ft i Idliii ft'- Si iiiiiigiia ill ©- ; i i i i i ; i i ; ; ; : i ; ; : ; : ; i : : ;;;;;: ; : CC '^•■1 --H ^ ^ ^ ^ CO CO CO CO CO ^ ©CSftftftftft©ftft©© 00 cooco. CO i ft r-l I I Ci ) © i- 1 SI © 1 0 I CO rH — ( 0-2 r— : >— ’ c: 0 • i 1 O i-O ci i i ^ i 0 j© IS i "" ;. « i : i : i : i^i OtO I ■ ; pdd CO i ■ ' '~' S ' f 1 ' ^ : 0 • 1 ' iO 0 1 iO 1 1 1 (■ -^4 I I I i xo 1 CO [ rH 1 Si- '00 ' © ft ' « 1 « 0 CO i—i ' 0 ' 0 « ' ' 1 « i ii g i s ft I© ;ft jftft ; i-- 02 r-H ' r— 1 ' 0 ' 1 ‘ » 1 ©00 ©000 0 C © 0 C' © 0 ©©©© 2 .*■ “ 0 c: c: OC' “ 0 02 — O' 0 0 CO a 0 0 “ 0 0© 0 ■ 0 0 cr 0 C: " 00 0 00©© 0 0 CO 0 c ; c: O’ 0 0 0 0 ©© ©©0©©©©ft©©0© c gssg R 1 S;5ft ft5^| s? r- ; s ©g BgcH3i?gg*'"|SdS t-hCC-h 1 r-i 0 c: IC CO 1 « © 0 «■> 0 ft 1- s; i 0 © © SJ ft ft ri t-H L- 0> I-H T-l T-i P 'd-- 0 r--. 0 i>1 r-i CO CO O-i © !-H . 02 io 02 rH LO CO ) T-^ -H 02 T-", r-^ 02 02 >— 1 02 G'2 CC C: t-H 02 r-i r-H -U 4-> -4-3 ^ -+J ft d J-3 -40 4^ ^ a P, aSS3 0 -0 4G) 43 -0 P. Ph ,w. P. dddd ft 5 ft 434344 . 43-!-3 43ft34343 P, P P.^ P P P P p P fidddPd ■+3 -f-3 P P oa ft ft ft ft ft ft ft +fta -la .(.a 4a P,©ft©©i©©©^ap,©. ft saasasssasaa Ipli. ft I ■gs||is CDfti O' O " d 1-5 Gh ^ l-I i-5 ©>-5 c d :i|g„_ ft 002 ' V] rH S >v»|W||||i| rS ° p I ftS'i £5d £ t rtSft lallillallll mmWis 1 Isii s iiiiS I Isil llisil Is SilSsiisSSillS * Statistics of 1898-93. TABLE 42. — Statistics of public high schools in the United States for the scholastic year 1899-1900— Continued., 2192 EDUCATION EEPOET, 1899-1900. o^i^uaps pnu ‘8 jn^m -anj ‘sSuippnq’ppunoaS jo ^ S8 ! oo ■ 8q^ ui samtqoA jo .leqninx 888 •pijp JBiqtm ui aaqninjsi i « •sj;h0a ui osjuoo jo qjSua'q cc CO CO •ajuuiajj •aiupj M I C" I— I ■OTuaxaji fn C0r-tt-05 C o 013 S g g g aiuniaj •9I^M ^ •ajuuia^ (?» •9l«K ^ O O -H >C iC 8:5‘ « o o H 3 ^ o •eiuuia^ii •aiuju O C: O (=■ O < OOO O OO OO O O O O O : ^ 1 ^ O 33 S o rt cc o ® xi m ^ A A i=l-S O o hfli o w atmua^^ 3C -Mt- CO O C5 •aiuj^i i i>. •ayuoia^ii O CO^ ^ 00 t- Cl • rtS.s S-S |es|5 40.JA54J -P 4^415 4J +3 4l> 4-5-jA>43 p. P.JP p, p, a P-P-P. Ciojooa:© ©a^© © ©© © © © ©©© CQQQQQ PQQ Q PQ p Q Q PPP -S : p! © > o ^ o O Sjp OP CC '^y~‘ 2 •+=>< P © © PP rt eg PP PPP tli bJj ba PPP c 5 o o o® OQ o' ^ o ^ oc P "o 'o 'o ' P eg ^ t ' ct ' ^ : >5 ; o o o t-® loo Oo© pppp 0000 ■ eg ;p lop® _ tt'O be 2 eg O eg o O 0 ' ' ■ rS 3 ■p ^p ' ' : i ;o 0 : : © a> pp g P o a fcx) © a ego: £« ®P’S PPP OOO ^+<10 0 8-0- 0 O --I (CX 01 00 00 30 cc cc 00 o o ej3 CTj jfflioiougioic looio m o t- iCi lO PUBLIC HIGH SCHOOLS. 2193 ) 40 ^ 4^ . I 4^ 4^ 4^ 4^ 4:1 . _ > -P 4^ -P +:> oS^cTcrooo^ar o cj o ^ ^ ^ o o S'cTS STaToj'Sra) 000 QQQflQQGQGQQPQQQaaGPQQflP.QQqQ 44. 4P 40 4:^ 4-5 4-3 -P < Ph pj ft Ph ft_. o ci;- 0' 0 c; ftftftftftftftftftftftft; 0000000000000 QPQQflQQQPQQQQ o.2o ic s . _ ^ -v — ^ O S'o ? S p? ;2 0 ‘03 'm 1 fcc ^ gM S4 S cep fl .S S>;|p S . . -- f-i-23 ^ PoPij . 0'Mm ■ O le s O fe .2 o ' 2 s&a^'.3 o3 :e 0.2 &£ !>. y O P ^ c; SmO. Sh ‘ CO T >-.P'^PhUWBh' " 4>P-IOr5iJn §-2QpPHpp ,| Oq P « J5 jj Sp_m!>p op S K ^ P S iP P ^ (5 m fe! fS F) <3 S ro ;S ri F) td S rh o P rn - c5 -t^ ^ 2o«^2^sei» POc/iPP>PPi-2^ ;°';;EH53?g|a|||6H oPi><^<3ppppP^^ 000000000 0 03 o o ; PCQ ; o ^ i ^yjp'o p2 ^rJ-i .plft 0 p q o o'^.2 PS® o q o qS 2 2' . oq^"^ ‘ ; op' o -4} M : ci <0 ; IP'O f sooilssso r2 iq p'^o "o "3 'o o^qSaScsoo'o'oPot^r^qPrt QOOOOOPOOOPPPPPPPPPQPPPKHP - — ^ oi o o f-’ q ^ (PS _ +3 -IJ fp 6i ; no 003 bli^ _ 'ojqq.qj^pgcs'^ bij^p a p Ifrqpppppp q > rt os H3PP q? S i q .q S a pfep; tn « 2 fl qp o p o q w f-! O-IJ o o g S plert [Vh^PhOO •OOC^OrHC'ICC^^O-Ot^COOOt . . . S'! cc lir:) o I » C<> '>> '^! Cl C» C> f CO O O CO ''-o - - -H O -O t- COOiO'1 CC CO -t- ' coco o ^ rcocoooocoooco ED 1900 — VOL II- 58 1= Statistics of 1888-90. Tai^le 42. — Sfatistics of ]mhlie high, school‘d in the. Thiiied Sfafr.^ for fhe sehoJarfic. year idhD-lDOO — Continued, 2194 EDUCATION REPORT, 1899-1900. oypueios pm? 3.iiniu -.inj •sSuipim(\’‘spnn.o.iS jo i: If r IS O L- ooBI ifC -f-' cil'-' iiliilii i ii BS’gSriS'SS S »■•»■ ■A.iu.TqTX 9IUUI seixinxoA to .laquinjsx ii5|S|i5|53||||S| 1 II •qijp A-TX-TiTira in .lequinK § ; : : •sjBaA ut 0s.mo9 qiSusq; £| Students. g|l«Ul5||S 'll O ■ — CO 0> I Oil ' CO * I CO CO LO I •9UK . 1-H rH » CO O'! j 02 02 ■ 02 L- C2 i i S • III C Ct •BTUine^ LC :c cc T— r-: c: a: CO 1-0 CO T-i VO CO CO r: — ^ -8" O lO ; ■0IUIt 2 Si c; T-i T-^ c ! ?i O Cl Cl o — < Cl Cl i-c Cl ^ L- Cl j fi f ui 3 z : CO* CO Cl * O I jo Cl ;cc •0TUK CO DO cc O-ii-H 1 '02 X <02 ?■» CO 1 uo t- O'! t-h — , o:» 1 02 O 1 02 •aT^K sa Cl 1 Cl - 02 tr 02 i 3 lO * •aiuaia^ 2 ■9UK 0000000003^=^======= = == ^ r- o ^13 - j; rt cr. ~ .c. “ •aiuiua^ { S Pj S B S ^ Ji ri o o 2; ?? g ?? S o 3 S o B •9UTC I-St p •aiBiue^ 1 - oii-to^o:;r-icrr— o'»c:oc:c:oic:rH^r-— t— !-:> co r-n— i ■oxuit N S-l Cl r-i .-H O-J 5?? r-i r- ,e> T-i r-l -H O t-H ^ -H D1 Cl— < 1 0 = =-"' S'? i lllllll ! ^ ^ ^ ^ ^ illllll 1 II Priue,iX)al. •3 1 ii So i St; i< ■ i il i'a ) i| : c Ui ;|ii ii^r :x?i ixdp: ■o ill )S£ i.d A ' ; S r i^^p; ■fic Isf i ' ) ^ ‘ & ^ ;dc >> 01 S w ill ■¥ u 12 i2 1 , 0> ; :o^ 1= I ! iiil ri f is So i 0) 1 1 h c ^ c So i i i : o c c iO'OO ) o c I’OO c ~ : C C ;rqo ) o c ‘cro ; o c J'OO ■ c ) o c JOU 't \ I « IIP! II ; ; !? : ; ; : eh?^ : i : g^o ! ig i|«g p list ; ; P K i State and jinst- office. - d : ! 1 L O 1 c. £ g| = II Ii !| ii il il£ iill ^ooe ■3 1 ; ill iOC il il g-^ 'SI ll f: ■'3£ lii >02 ! S P ill )O0 .s ! t io i J' : S- || ilSp 1 « 1 f 1 II 1 t • ; 1 I 1 I 2 ' ' II it rt s' ' S O Co illll iiiSiiiiiiiiiiiiiiii S li PUBLIC HIGH SCHOOLS. 2195 T •. O : :S :SSS ’00x0 000 ‘ SG8‘ 000 ‘ 000_‘ :SgS8SSg ; ' « CO O' O O O O O ‘ lOO • od OOOOO O O' O’ O’ o O O 1-0 I-O o iiii ’OO’O ’. o o o 'OO’O • OOO ro lOO I • O O O 'O' ' O' O • ; O 05 O "O ‘ O' O ' ! -o' ♦ .CO j^oor . x_o x_;o 05 • f-T lO cc' xo 05 o" XO ' < 05 U- • o'l-o*' 1 ^i-< X) <0"05'05 'xO 1X0 0*^ ■ ’^05 05 ’ *05 05 ‘ .S-S^^SSSSSiiS2SS^2 :S'SS SSS? g o ^ g g >£ S S 0 f? S !g 8 ^ ?V ? S ^'2 0 ^ ' ' i ; g g g;: 8 ^ o CO ^ ^ ^ CO CO i '■^^^^COCOCOCOCO^^' , — rH 05 T-^ 0^ O I ^ 0> >0 > 'Oi 05 ^ CO ' 0> CO * CO CO 05 t-H CO 05 xo ' L— I CO ' O 05 05 05 > t-h 05 CO ' O lO 05 O O CO C: 05 O CO CO 05 ’d-i CO O xO i- J:- 00 05 CO ^ O ^ XO CO Oi r-H O 05 CO CO t.-- O xO 00 t-H CO rH CO L-- L- 05 O O 00 xO CO O 05 ^ XO 05 O xiC' CO CO 05 rH O 05 ' ■ O 05 O’ xc 05 xO CO ‘CO ' CO O OO' O O OO xo O cr O O O O O O’ O O CC O CC’ : O O O c:- O O O O- O O O O' o < O CC' O ' O O CO X.O O' O 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' CO CO O 05 05 O ^ O xo t- xo -tH O’ O C5 xo -O CO cp rH o CO 05 xO' O CO 05 Cv O O CO H GO 1— t 05 05 O' J -r. wv w,' ^ . CP xo CO O CO ?- CO CO O I- 05 CO xo -TfJ o L-- CO cr^ CO T— i CO ^ O 05 — ^ CO 05 05 0» 05 CO ' xc X.O CO xO ^ O CC 05 O GO UO O x-O 05 — I 05 05 < CO O 05 xO -n CO 05 'O O r-l x.O CP C5 O CO I- > - -O CO CO C 0> GO ^ CO CO ^ CO CO i.- rH CO '-n 05 CO T-1 rH CO i.-- t-H 05 05 ^ < CO 05 xO O O C f CO O 05 rH rH 05 C^' 1-^ T t CO t-> t-H 05 ^ GO T { CO 05 05 05 rH T ooDQ^oooiDo^oa; cacaGafiQQQq^ i^-|J4^+J+3-P-P-p-(J+D , p,api,ap,pupCJti'Q>cuoai IQPQQCQGQGG -p -p -p P. P-P, ® O O) QQQ ^+D4J-P-P-p^--p-p+:>-P+3-P-P+iH^4J^J40pip)4Jpi_p aaaPiPPPP-iPftPPPPftPtPPPPaaaa ffiDajtKajP(i>®c,'cDc’j©o(uajQ;<:;a,'obcu QQQQQQGGQQGQQGGQQGGQQ.QQG B p p ° rH S F* P'H fe BBo ^ )ri ■ ^ tgwP'pPt^P3S^ -H -rH C (X> "2 © 33 p O . • ._. = 9.S p' I a pg’ ' "S C p Ph 'P '^'S o o S A r'l .PPPPc^hHO SK"^ JcQ I ^PQHwro^K ha- ^ • • IHi IZ3 • GHO ^ O PPii "'gi ^ rH4. O ^ : ■ ! :W''o ' ' Pi 2 ■ ' •P'a! ^^11 i i^S a o r— C ' t? bn Sit a p CiD o OCQ ^ c 2 O'^'^ p : gw. :3j G :g M bf;0 ;^op ,11... - . 000000)^ kVh^0r-lr— iPSia raa cc m G- fcx) ii®a c a pa o aS . o g HIKGGGEiltxISAV p> 9 o p p p "Sa t oa 2 § cS S i > ;_0 I'Sa k p p p 2 iSSS ■B p p S O P p CO a rt aa o p P '2 a p cc p p p GGG aa-i ■a^Sp'-^g 'pg S ^o'S Sa p p sa.g p p 8 g ° ^ KJS P o P fe-g 2 p V o -*-> o Q a ' . . cctc-ptsaapp OPPPPPPPPPPPPPP K'. S Hh P 5 GGaaajijGiaaaaaaaar'iaaaaSffi itPjGS&S c5 o c:5oo 35 O ,-i l^•> r O'- o: < oc; CO c ocooo: aSr-OOOOi-OMCO'PiO ( CO cc CO CO o cs c; C5 05 Oi CitOCOCOOtO^PCOO ' >» t3 CO C5 a I . i- L- 'able 42. — Statistics of jniblic high schools in the United States f or the scholastic year 1899-1900 — Continued. 2196 EDUCATION REPORT, 1899-1900. ogi';ii0ps par? ‘o.iuaiu | .luj •sgaippiiq ’spduo.ig jo I 2? eSgOOQOOOSgg 000005 SSS~S8 t'f irf ccT o cf irf i-T cf LO uo 8S8SSe; O CO O O 5 O : •.'v.i'u jq p 0q; lit s0innpA jo .i0C[Txin^ •pi-tp X.i'o^pun in .i0qranx ^ O O O O O O iO lO O O ic O O lO o O! 51 S'! lO lO ^ CO •s.n30A lit 0S.II1OO JO qjStioq O CO CO CO 'IH CO 'd’-i '+1 01 -.1 ^ CO O! ^ ^ CO ^ CO h ' S ^13 ^ i •0[13IIia J A P.^ !=^'Sg 22 c3o;:,-o _ r-H^,3+^o: ^,.clc333a5 Q ■opqiT CO L- i.- • CO O •0{'yina j; CO cc -.O CO 'X O C.^ CO o o o Si'S' •0PK CO CO I— I X) 01 1.0 CO O t- O UO CO 0! O t-H CO be p s 6i3 O 'll 1 o •0II3XII04; p >> I- o ^ R ■ejBiuojj lo -H cr. 01 X CO ilO t-H X o O 1.0 o X 01 01 0-0 01 oi o oi 1- •0paioq ■apiM ■0^131110^ •Ql'eiM ■0pai04 •oiiipi ^ R- O O O O' O X O O O O r-i 0"0 O O O' O O' O O O O' c >„ -H I-H X O O t- 01 X O --H O O' 01 01 X 1.0 X O X X I- o o j Ol^OlrH^Ol g 1-1 ox 01 'ill -( r-l rH 01 "O i-l 'tH ^ j OOi— I^Oi-IOXrH'#O'0i XOXXr-l'OOlOlOOOlT-l ! +3 +3 - > +3 . aaaaaaaaaaaa aaaaaaaaaaaa (Ua)0G;0t p!5i^>oa iM K''4'^05qpL,pH-a?iHQ^ 2'«Q a §.3 oH a S s ;o3 o o o ■aoi'O' ; b!i :k lo) tH X O ^ 8 S5S "cS 43 CQ P o C ^ iT) a a a 2 IP ®A o o.S a Sp? O O C O O Jh t> ^ Sh - ' O * g§a3g5ff;siS|£a •rsnaSsaadl'S.g t.^.C3PCE3S^3f3^;Ha OOOOOOOOOOScJ CO -ai 1.0 O }- X O O r.4 O-l X -H lO O X O o ^ OI X -H 1.0 CC OIOIOIOIOIOIOIXXXXX XXXXX;^^^^:^q• i.-" led Sc] PUBLIC HIGH SCHOOLS. 2197 SS : O CO ' • OOwO iSSoS CD O O Soi o .o o ' S 03 ; 3 s s s OOO I o o o > ono 1 1 o S • oooo lO looorro .'O O O 'X 'O • O • O O O O O - O' 'O'OOtO 'O »0t0t00-0 'O : to tO o’ CO 02 02 CDOOO : to 01 to ‘OOUOOI OOir-l j [CO ^ o" to 02^ '' to" L- lO x">o '02"^to"x" ‘O ‘0 02 020" to" 'to" 1 T-n » to ' 02 02 • rH I t 1 1 . O . lO o 1 to t o ' CO to o O X O O O O o O to o lO o> O to O CC O O to o ^ X O 1—1 CO CO CO rH r- o o o o o tr SSSS8 02 X CO 02 t- o o to Sc 150 O' 0 0 'O 0 0 0 0 'O’ CO 0 to to 'O’ 0 0 0 0 iO 0 CO 0 JO 0 0-2 0 X O’ >0 to i-i 00 02 01 X 02 01 i.- to i-i X 1-i rH ;,-Hp4 02*' Oi i i i is 1 lO ! ^ i i i i i i i i : i : ; i ; i i i : ; 03 '# ^ -tH^CO CO CO 'tJh CO CO -t!*! 01 'Tin 01 Ct : -tH CO CO 'tH 'X CO X -n 'Pco)pHcO'#co'Pcop< icococococo COC^ti-H r— i 'ry I Xi— 1 01 to '. CO j i i i-o ' »o Ico |o X to COP CO )0-^ 'p ( 1 'Clfti '03 r- to CO o: 1 OJ o o X U'XiO 0 1^ to to X ^ rH ^ j [ i— i O CO t- (M X ^ ^CCi |COrH t-H o CC 1 I to O' (O CO X CC > O 01 o o O to CO to ^ -H 0 1- 01 X ^ X t [ 02 t- i-H C> CO j OD O to CO > ^ . I I ^ 1 i' O 01 i-- X - 0 I ! I ' ■ J to 0 ^ j£5 ^ ; rHCOO CO i o [ !o ! 1^0 d 03 rH J 1 i ‘ 1 irH’OX 'i-HOX ' 1 1 1 .» 1 CO \ ^ ! I j r-( 01 O 1 i 03 1 0 j d CO o X ' 'X *rH I Ix ' 'XlO ^1—1 j IP 5-3 i H - 01 [ '2 o !i-i t 03 OI - Cl 1 ’01 '01 1 !?>• J >010 *01 O' o o o o a >ooo o o o ;o cr - O O’ o o ^o o oo to O O O O 'O O’ 00000 02 0 O’ 0000x0 X X c cjpc: o c: . o o o o- ■ c: :oa :o.ococo : o o o o p:; o ’O o o occ . o P _ HP — 0 0 0 0 P 0 ■_ 0 0 OI O CJ -:H c: (M ‘ir i-H Oi 03 ■ to X o :coi-r-i ■ 02 -H CO X O 02 O'i 22 1 'O X i- o ; r-H 02 O cc- X I- -f- O 02 X 03 ' to :02 O’ 0 0 ^ 0 01 t-i to X> 0 0 0 0 lO 02 02 -an 01 02 02 02 02 02 02 G^2 OI X f-i to to CO O O^ ZC Ct CO r-i ^ <:^i 031 CO 0» CO O f-H rO foi 1 -H :i o o X X to : Oi r-i O 1-^ O ' 02 -4^ CO X O ; CO 02 02 to 02 02 to X to CO 0 i 02 02 1-H 0 0 ^ X ^ 'O to 0> 01 01 »— 1 -O X 'O 0 -“4^ 02 01 ^ r-n 0 1—1 0 02 ^ rM 02 02 02 OOOP 1 oil- T-IXOl >.Pp- 1 02 O O’ to O X O O 'Oil— (1— iX 02 0 0i- ,PH CO P ?3 C 'r3 0 131 rH 4ft 0 0 0 0 cc 0 .PCOr^P 1 rH C<2 O'! CO rH T-iu2 — '01O101 :^C0p 103 ; 01 1-^ -H 01 2- r- I02r- ,P T-i l-i r-l r-i 01 T-i to — 1 -4^ 01 rH 02 01 r-1 02 P, O; ft a P, pH p. ft flqClQQp,Q:qQ -^3 ^ 4.J -1-3 4^ 1 -U 4-3 -(-3 +3 -1-3 4-D 43) -1-3 -^0 -40 4-3 43 4-3 -p -p -p 4-3 -43 -p 4.3 , .43 p -p p) 43 p -p ,p ft ft ft ft ft ft ft ftp ftftftftftPHftftft, ftftftftft ftftftftft ft^ ftftftftftftftft qflQQQQQq^qQfiGGQeQQQ fiQQQG go S S R • co.P pq -p p43ftR^ aappiB-pftcsftftftftftft DOooooa4aiaHpHa(Rp4^ ^>>3 S >-'.R .a 2Q !>>p5 a O !p -P ft p, ft ft ft.a.ro pLiPnaaiClH -02 I.g' ft o ; a ■gaSS OS. 'R a ~ 33 . p J-f l“sl a ^ p PA a, a p4 Ph fu dn fa G'ffi fR. iR (R p4 • 1-- i.— L'- 1-* o i- CO Ci' e lO to ir^ >-o o 'to < j.^ i ' ‘ • . i-* t- L- i- L- * Statistics of 1898-99. Tap.t.e 43. — Sfafi.^tics of iinhJic Jiiah scJiooh- in the United States for the seholastie year IShO-Ivno — Coiitiiined. 2198 EDUCATION EEPOET 1899-1900, j ■sn:;T3.iHclcIa3 o^ic^iiaps pifB'e.iipiu -.ini ‘sSuippnq’ ‘spauo.[.o' jo 0n];lq\ ^ t 5s_o ; O O O' o o ^ Sh' Jiccf OO 2 « I ^ CC g 1 O 0 0X0 x" >-C •A.i'Bjqq 0ip lu sararqoA jo .laquiu iq 1 1 5> 8 S 8 8 w ro i'. ox' y 8 8 8 8 ^ ^ s ^ C>CC CiCil- ii^^i X ^ o t-i X' tC' •qiap A.inqnni xii I0qninx 5 ! - i- i ! M M i i i M Mil i i i i •s.i'eeA ui es.iuoo jo q^Stioq va ^ CC ^ CO ^ CC ox X CC CC X •e'[T3TXlO^ 2 i uC I 1 I Cl CC 1 o jco jo j j- j 5a'' ^ £ ®S •o^nK !:| O C-i I ox 1 i 1 — 1 O Cl • lC i i- : ^ 5 •ai^nniaj iS j o i-- 'T' c:t " - r-! O Cl Cl CC o X ic: d; •ainit t-h X' c: Cl O CC rH O • ^XOOX^ ox ox rr O =2 * CL gas •aynuiej CC' O' o i- ^ i i j=^ i ; j j 3 S 5£ oj a &E cn 8 ! ^ j X' jo i ill 1 1 1 i ; i--^ iSrt 'p o 8 •eininaj uoox j- M M 1 lC I lC ii •QffiR = 1 1 »— H * - 11 Cl I I 1 CC 1-8^ ® S bi-i 5 OOO 0^0 O O O »-C o o^x-3 K S j3| •0UK oocc — oocc 1 O O CC o o - - - iq oXd” - Cf: Cl M O X CIO O t- "->• CC »— i -_E- ETD CCi O ^ ^ O X 1-C a?i?xOi o CC'C^ o 3 a: ^ •opK o ^ CC cr. ct X O O 'M O i- ^ I--* 1 1.5 c: CC CO Csi Cl T-» ri ,333'^ ox CO ^ uO) S'" 2 •9{nu:i0^i ■S j .... OX rH — r-( COOX — r-. COC-.H O Sh 0 5 OXCXt-.,!- . O O rH CM Cl CC- r-i x-l Cl Cl ^0X0X0 Depart meiit or in¬ depen¬ dent. i ST 57 O g’ S' S' G O O O 0). O G C i CQQQOPQaOCQ PQfi -l_3 -IE ^ .p p.PLp.a o o o o OGfiG .1.:. .U 4J G2 p.^i.;o,o (P o c o QClQQ I Principal. - 7, ® ^ J- cirpji^r^ P •Ar®] a 32^ Eli 5ddP ' ' ; ' 1 ‘ '3 2 ' 3 i ; ;|.| o|'^ g si I ;s1^t,s|g if a :o6;fes3'ilf|;;d|; H 'S » 1 . p 1 ^ 1 *s .r^ 1 O 33 M • X 8'32 5P5.5, 333^ • 1 » 11,© .1,0 &JjO 0 S 330^ Name. 1 ■ 1 1 i 'o' : ; 1 o o c ,c -c ^ : tsc ' ; ! S M 1 1 1 3 ; 1 i 111 1 ; 1 3- ; i ; ; ; ; i 1 i|| i i i i i ! c o c’:p''" c o 0 c o 333 i i it^S i i j i i coco rp'OJ'C'O! coco State and post- office. - p ; i J o 3 ' c? 2 3 oA^= p 1 532 ^ .S o o c '5 1 ® ^33 H P = i o>2' c pS ; ._, K AJ.ii'GS 5 ; O O O O rj 5 C O O C C o ® ; A3 1 cs o "3 «« ' >3 :|3 S53 ^ ^ 3 g iS,-^ 3 S cs 5 M cQ cn CC' aj 1113 ‘ 'a; o X 5 3 c 5 ieE ® 0 > >>ce c3 c3 o a; X a2 cc ; i i| 'S cia ? § S § o2 S ^ K O'.Olfari: CCXCC'X! 1 ^ ic o ^- O O c: C ■ 8 8: S - 8 8 o o 8 o » i- i- X X X X X XXX 8 K 3 S (Cl CC ^ i-C X X X X t PUBLIC HIGH SCHOOLS. 2199 s$ o' ill iiii iiii SSS2B gggs iiiiiiiiii ill sas ill g issiliiS s|||||ss| Hill §1111 ,_r ^'' f2S?? p55o i ssiiiis IIII ; ' i ; i i ! i ; : ;^ : i ; : M : i i : : : : : ; : ; ; ; : • 1 1 'CO r 1 11 I ICO ‘ * 1—! II 1 ] Cl h r 1 T-S li- ‘CCE I j^iO ■Oi— 1 1 ' CC — 1 ' ' : iCDrH i h i r 1 1 j,H ' O I i-D 1—1 I 'Cl 1 1 Di L-^ CD O ■' jD2D> 1 i i ^ iuCr-, O lD O I ^ r- ^ 00 ' r— UD 1—1 L- 'iO O GO CD O Cl jOCD^ : r-i l-~“ O 1-H CD CD' O Cl ■ O CD' i-D 1 rH rH ^ rH ^-D rH O D> t- •CD:- 1 ^ O' O O I— r-~ ■i- X-T-( '>'} ; \f>-i'7't j Cl O O' ‘Cl 1^ • i 1 1 ■ c 01 i 1;- ' ' I— 1 1 CC. > II 1 UD i ; ^ ^ I 1 CCi— i 01 T 0 t__ O 1 0 1 0 ' 1 c 1 OrHC-l CD ' j j r-l ! C o < CD Dt CD DI T 1 CD ^ ^ Di D't T f:uPuf::.p.E:ip*^:i-CL p. a p, p, p, ppppp ppppppp:.pppp gs ilP i^l^^silifi II Is eI la^lt riilpii!:’ * Statistics of 1' Table 42. — Staiistics ofpiihlic high schools in the United States for the scholastic year 1S9D- 1000— Continneii. 30 EDUCATIO ■siic>'«.i'Kdd-« oigiiuaps pin? ‘a.incj^iii -auj •s3uip[iiiq'-spunoji3 jo 9iii'i?A N : REPOET, 1899-1 OOOO lOO SSSS :sg O 31 cd ocT ' lO 900. 0 00000 00000 8 %SSSo SSSgS C r r-? vD lo" ili 01 01 cT 0" 0" X t-H t— I T—l M t— 1 vO 10,000 •Aai;j;qq eq'; ni seniiiqoA jo .iQqmiij^ O O iO O O O' O VO lO VO 1-H CD lO O Q O t-i O ^ O O O VO r-t O lO O O 'i'l 1— 1 '••ti CD CO O -CD w C'i O O O O CD CO CiOOJ Ot O ^ r-i •qpip i?.n?iTpiiT III .locniinj^ ; i i i : : I : i : ; : ; ; i i i i i i i ■s.ivdX III as.iuoo JO qjSiiaq Si Students. College prepar¬ atory stu¬ dents in the class that gradu¬ ated in 19U0. •0];uiuf)j]; IS CD —10^ I o-^ th X 0 I -rtl CD 010 • ■91'BpT tl 1— iO 'O 01 X I Gradu¬ ates in PJUO. •opcuioj 2 1 :3l-^-.031.CCC^ 31 iC 0 X 0 0 X 01 X I 0! J ^ S'? t-H O CO 1- -Ti o 0 to to T-l r-H 01 ^ 1 Preparing for college. Scien¬ tific course. •ojuiiiaq 14 01 O'! • 0 1 rH CO 31 •9TO W 1 ^ 1 0 ^ Classi¬ cal course. •O^UCllOA 21 ; i i c, ; CO 00 UO •0Ii?K 11 1 1 1 1 X 31 1 0 iDO Ele¬ men¬ tary stu¬ dents. •0Xi?iu0^ 2 COOCOOOO'-O OOCCCl-j^ ooooooo CO •811? 1 O O O cc O O O O O CO O O O X ooooooo 1 Second¬ ary stu¬ dents. •einiia^ 1 '>i •8[l?K 1 O X i- CO CO O O O r-i 01 •-+< t- lO iO VO O CD lO 'it'O r-m-HOtOir-iCO 01X01 1-H 01 :d OiOl Second¬ ary in¬ struct¬ ors. • 01^1110 jJ 1. « 0^010■r-!T-^T-^XrH^ 'Oi-HO'-^O OO'Ot-.— (l-HO ■ainiM 1*^ I r-lrH,— r-lOlCO-H^ i-Hi-lOit-r-ICOCO Depart¬ ment or in¬ depen¬ dent. 1 4^ 4^ ^ 4^ 4^ ^ ^ ^ 4^ ^ 4J. 4.3 4J 43 4^ q-S +3 4-3 1 p,phoa,j:i,p,p,o.PH ap-oap. Oil>'DdjOV ii ta 1 W. T. Knox . 1 Joe T. Giles . ! Wr.1 T Will Emmett Taylor . ! ca i'c ■p. ) c ! A id (i-; ii ij= ^a: p 1( cc \§. . a >C N.C. Randall . Name. High School . ) 0 0 d 0 0 c ! 03 s: 0: . do . . . do . . do . Jennings Township High School. High School . ) c j-c c > 0 33 State and post- office. ILLINOIS— cont’d. Wilmington . Windsor . Winnebago . . Winnetka . Wood hull . Woodstock . Yorkville . INDIANA. 1 !> CP 1 cc ;3: !< I Albion . . I Alexandria . Alton . i-S P c ;| 1 3 i< H a ) f- j-r 3 P 1 id' I b 1 p l< Arcadia . CO »0 to 00 O O 1—1 CO '*+' lO CD t- CO Oi O ^ C,'> CO O CD O CD CD CD O t-i^t'-CCCOOOCO 00 X) X 00 00 CC 00 00 CO xxooccoo xxxxooooco PUBLIC HIGH SCHOOLS, 2201 31,000 10,000 10,000 25, 000 50, 000 31,200 3,000 7,000 I I o' co'' O O ss 8S o o o oo'' 3,500 11,200 3 lO OOOOOOOOOCI lOOOCiQOOCOiO C O CO O O w c: o = o . =; O O CC O 3 O CT' =5 00 0 0 0 0 0 0*^0 ' o o o o o o o o o 500- 226 31 600 1,000 400 275 75 53 200 570 350 516 150 C.O lO o COC' Cl CT' c: o o o c: 1-- ‘O'wO Cl CO CO CO o >0) o -;o o rH ! o Cl Cl ?H Cl CO ; ^ •O ‘O Cl O O' hH lO CO 'O cc o dd ci 'dd lO 'O lo Cl ‘O o -r: o O rH CO CO C 1 CO r-^ O lO i i i ; i i i ; i ; i i ; i CO CO CO CO CO -HHH CO CO'HH^'H'HrHrHCOH-'HH H^C0C0C■1 H4H^-H > , ’, 1 C1 C5 r Icico Cl CO CO CO 'tH 05 ; ■ IC '* CO i 'CO I I J CO lO OOl *:fiOCO c 05 1 CO .-1 ,-1 r-l iH O lO CO I O rH c:' C' iH I rH hH CICiCI o Cl O Cl Cl t- j Hi rH Cl iH Hi - 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' o o o o o o o o o t- o o lO 1ft U- -+l O O 1ft O 1ft ft 'tH CO ‘ft :0 ft X> ft CO O 'ft 1ft o — ' T-f CO CO r— I CO ftl i—j rH OI r-i Oi C'O O' 02 O t rH CO 'TjH o'l ft! rH OOtHCOt— iCOOOO OIO r-i OrHO'OCOCOOOO^ r-(0 0’^ ft'i 1-i CO CO O-I rH tH 0> 01 1—1 r-H ^ ^ CO CO CO 1— I 01 ^ CO Cl 01 rH O O O i- 'O ‘ft o o o o o o '^jgogoo,. Cl o rH Cl ift CO O ^ t-H Cl -H Cft rH CO C> ift CJrnCOCOCOrr OrHOOr-HOOOr OOO O ‘ft O O Ift CO CO rH 'O rH :— I rH rr rH rH Cl Cl t-H rH rH rH CO rH Cl Cl CO Cl rH Cl rH Cl tH Po(X). O ^ ^ . 1^; H “ M M S' ;p )20^ ! fcJD^ ^rP 1 Mk o oco p_g g p K fe • • 2 -;<1 o >, o ffl p p O w ftO orP^2'^ PP^P ^S^ddH^H^ccHOPO , , 2 P P iM oooooooop O 0-! OC/2 '-PdPTd'^'w'P'TP'-C'P'^ p ffi k M p.-u a p r fH o '2 S a P 5-"“^ titS P s a r -S d • •r-, a op H P o o PM bXi Jo'2-P O-U'^ -p;gpPi>a>p22> « e|li§?§l^''S o c.p.pppp o o o o ffl HfflfflppfflPPMP is 0.22 o h ’r-l WPPP P ISc; ooS^+j^-'ndPPP;Ht^;,.!>.pp ^^t^ppp^3aJc3Ppo3PrfPO-P WPPPPPQOQQOOOOOO 'PQOO l-O O CO 05 c 1 CO *# lo GO 00 00 00 CO cc 2/0 00 CO coco GO 05 05 CO O O rH Cl CO H< lO dC U- CO C5 O ^ Cl CO H*! iO O 00 05 O O rH 1-H rH rH 1-H rH ^ ^ r-t ^ Cl CE Cl Ci C! Ci Cl Cl Cl Cl “ “ 050505050505050505 05 050505 0505 0505050505 -A. Statistics of 1S98-99. Table 42. — Sfal.isf/cs of j^nhlic high schools in. the United Fttates for the schoJnstic year 1809-1900 — Continued. 2202 EDUCATION REPOKT, 1899-1900. pu'B'eju^ui ■anj ‘sgnipxinq •sptino.iS jo O O O > C5 O 8 :8S :S8 w QO 05 ' O' o S JO 'OCCrH ’cc‘o''o oo S8888SS 'tH O 'O O O O' o t-T C t-T cf ^ f M £-■' oqi^ni sgutuxoa jo joqinnsj o o lo o lo s o p I « ciSo' '88 •nijp A.i-Bjiiiui nt joqtunj^i •sj'uaA nt os.moo jo qjSuoq; ^ t', P-2’ c5 O S P^- •0{i3ra9j[ •9™ j ^ ■0pm0^ C-l I-H f.'S ' O' lO c-l 1— i r-f I CO C'J ,1 (M ‘ r-l rH 1-H O T-1 O O 1 M t CO I- O't to CO' CO CO t- I.O 00 CO I-H ^ o. I'' O CO •91'BK ' CO CO 01 O CO O' 01 O CO r-H O CO CO O 'd^ OJ oi o uo o o oi 01 1' 1-0 01 CO c ■S'-JP •©PH '0|'‘5tti0j; ■0I1?R CO 01 ‘ 01 O' O ' 01 01 ' 01 ^ '01 ' I-H 01 W a -i2 * ^ ■oreiiiajj; 3^8- o in •ei'Bpi •01i3Ui;0ji ; O O 'O CO O' I- CO O O O O 01 O O O O O O o o o o o r. 'O -o 'C'l 01 CO oi 1-0 o -H o CO 1.0 O' t- T-i 01 -f o I- o o CO 1—1 01 O ! rH C'O O O' CO' r-H 01 O CO 'sl' i— i 01 CO CO CO Xli ill •opit 5 — 'H O V. r-' rH o r' ^ o S O +-5 CfjCS m ■Opi?IU0^iJ -»p^coii.:ocgoippoip^^;pp'^^p^o,p: H 1-i 01 CO 1-0 01 rH 01 CO 01 -H 1-1 1-I r-l 01 01 01 01 CO +S pi-rc O) 0 tP A OQPP ' +5 +5 - 8 000000’ 08 0 ©' © 0 0^ 0' 0 0" 0' oi’ 0’ 0' ^QQQQPQQ^QPQPPPQQQPPQ O ©Jlc! sip Q O 0 i^H 5 S &J0, r-i ^3 .S ^ •'rl S S ^ ^ S Sf. t'u _ >1 o > ^o3o cci 00000 coo AJ'CJOj'CJCS'H'Ci'OOC'C! tij X ^r’ cSiS 0 ® in .1P O .H 0?o cS ci.S :u rt cS CO • O ' •a rt E'Z ^ a ^ > Q rr. ^ o y h y P'?:^?^coto^g+jO?lL,CP >8=2:^ 3 3 2 g s c S.a- ^ ""q **0 ^ PPPOOOQOQOO^^^OQUQUQQQQQ 0:c::C588oc0ai''0i05Ci05C003~'0V)Cr:c5C5C50icS’C:.cr. 05 PUBLIC HIGH SCHOOLS. 2203 o I c o o o o O 1 o o o o o C' ; O lO O IC O ■SSS j O' o o iii ; 1 OOOOOOO'O . O O O' O O O' O' O' ' o O >0 O O lO o o *0 O ; *0' ' ^ ' o o |00 o o O O' iiliisil i id ' >lp'oC O CO lo" ■ S'! CO '1 >c01r^r-HC0 C't 1 ■ O'OO'^OO'OOOOO O -w iO 'O >0 k:: O '-H jo o o 1C CO r-HiC CM JO 01 r-H rH tH O ic 021 O O O' iC L- O' Q"0 . O O O O O 1C OO O IC' O i- 1 O w iC-^tl OCl^COiC 'iCCOr-H 01 ; o 5i ^SicSSooS 01 3 O 'C o 0> IC ; i i : i i i i i ; i i ; ! i i i i i i id CO'rfi^O0'<^CC^CCOl'^'O0'M^COCO ^ '^'pHOICOCO-^CO^'^^^CO'^'^^-^'— f COCO ^CO-^ 1 h ■ —I'M CO — 1 iC T— i i 01 CO O ' 01 1— ' 01 CO-H 05 01 01 C: O 05 ; i- : u : -^COOl O O I 01 tH • CO 01 Ol >0 05 00 O 05 O - i d- 01 ICIO OICOL- ^ 1 01 O CM ^ O ^ 00 r-l 0> ^ CM ^ O 01 01 GO CO O CO iC CO iC o o i C i r-t 05 OICOI 16 1 1 i 05 >55 05 CD ^ CO O rH O CO -H T-^ 05 i ; i ; ; — 1 ' ' CO ' ' '# O 05 ' o o O' 'O' c: ’C' t-H 1 i i ' ; ^ ; i 01 ' • ' iC ‘ ' O' 01 o » 01 oi CO IC 01 o • ; • CO CO 1 01 0 i 01 [ 0> ‘ « 1 1 CO O ' oi O ‘ : i 05 *01-^ j CO lo 1 19 1: 1 G 10 2 01 iC I 1 05 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' O' o o > O o O O O C O' ZTj CC O O' CO • C'i CO CO o> L- • CO CO Oi 1.'- ^OOOC OCOO^NfcOCO-5i^O’ OJ CO 01 01 01 o c ! CO (M 2^1 O CO 01 rH CO T 4^4-34^4-34.3j0 4^ ,4:)J4>4-34^4:34^+.3 iCl, p- p, o pL, a, Pi P, pi p p p CD'DCDbCDOOricDC'OaiO;^© QGnQQQQPflOQQP.QQ -p +0 -^:3 p,aap.r o © (U CD QQQQ. I -p -p -p -p -p -p -IP -p -p -p -jj -p ; ap-,p,p.a.ft!:ip,p,&PHP4 J©0®©©©©©CD©©© JQQQQQPQQQGQQ p p P -I a a a : © © © ( QQ p p p p pi p I, Ph pu PD a p, ft ©©©©©© iPGQQGQ Pnftft © © © CCQ 1 o pI3 © © 3 * _ ^ ^ Pft! © , C_f-I " ° a-g p §< ■ g o" _ o « P-S K s p oo 2 ffi|i IP5 '5 GP ,p p "fe .'• g ; s ;c) : p|p'^ i gil’ :.S 8 ^.g ! § 3 .§|a'id2l^|ll§1.§i'i '•3?2?3'MOgap^bSppp 'P© ,ppp.PftiOOOOO©p?-i 'Pf-I .piHEtHfc^fEcPHfeliiliifelsilGfa IfiiG o p a p ’ I- ■'^ ^2^©5^a§ r-ipxpocccfi® PPP©OOC©i dddddddd O bfl ■ft fr "ft P ^ ®rftP2 ipcl K 02 p p p © © © © © © ddd 'O-ico'^iocDt'Ccoj o ClOiOJOlCiOSCPOiOJSSOlOSCPOSOJ OCi 05 c-.i o x r-iT— •»— i o t— < t-hcc*^ o co 1 150 0,000 qxpip .laqumj^ © 1 1 ; I : i : i ; ; : i i i : : i ■8.1X30*? Til ©s.moo JO qjSueq e i 1 H'l': aCD'cHCD'cH'^DX'# Students. College prepar¬ atory stu¬ dents in tbe class that gradu¬ ated in 19!J0. •©Xuruaj Ci ' 1 CC) ' ' ' 1 i i“ ^ •Ql'GH ; :.-H IrHDX ^ Gradu¬ ates in 1900. •0XUUT0^ ^ 1 1 O i JTi U-I -.T' CO I'd il. o C'l 'Cl ^ CrO r-HlOO t- t-H 00 ■Ql^K CO • LC O O ' W ■ Ij i 1 : : r-i CO CC CO O’! Cli Ci O Preparing for college. Scien¬ tific course. 0 >.0 O CO OO iO r>t 1- O O CO ’CS i- Cl CX CC CD 'O ^ CXC'2D!C-0 -cH r-lr-lr-l.-,r-<.-lD2 i-H'J Di Second¬ ary in¬ struct¬ ors. •0[mu0jj © j 'suhl j r-H DX c; DX rH r-^ r-' .-M CD rH rH DX .-H Ci CD T-l DX t-H CD t-I Depart- incTit or in¬ depen¬ dent. 1 +J+jx-l+Cl iA4-‘4C>+3 4J4J i +3 i ^ I— H i~s ^ ^ P-i r— 1-^ ^ ^ ^ ft |0 ;Z1« j ooooeooo C^'X'OOcriCDQCDa) o \ CQQflfiaQQ GQQQg^GGGQ Qfl^ Q Principal. M F.L. Torrence - J.D. White _ James A. Robison . O. L. Voris . . . . W A Hill E. G. Bunnell _ _ F. E. Winslow _ S.W.Ward . . C. H. Drybread _ ' > c? h b c o ^ :3^- Clarence W. Miller _ Sanford Trippett . F. A. Herrington. . A. R. Hardesty _ J. A. Linke . . Miss Genevieve Wil¬ liams. Y7.A. Shock . . A TT Hvnll Milo Feightner _ Geo. W. Hufford _ Name. Graded School . . High School - . do . . . do . . do . do . Graded and High School. Maysville Graded High School. High School . o c ■33 d; _ do . . do . . . do . . . Township High School.. High School . . do . Clearcreek High School- High School — . Union Township High School. High School . . State and post- office. INDIANA— COnt’d. Greens Fork . Greentown . . Greenwood . Hagerstown . W-joTirioiid Hanna . . . Hardinsburg’ - Harlan . Hartford City .... II S a, spr Hayden . . Hazleton . Hebron . . Hobart . Hojxe - - Huntingburg ..... Huntington . . do . . . Indianapolis _ oooooooo oSoSoooSo Soo o PUBLIC HIGH SCHOOLS. 2205 245,000 oooooc.0'poc:ooo:ooo O O CC O CO ' CO O' O CO o o o o o o o OOOOCOOOLOOwOOOiOOO LO o' o' i-o' Co" -o' xfHo' o" Xin' »_o' iO CO'' t-H i.- CO Oi r-i CO r-^ xM t-H 20, 000 40,000 25, 000 5,000 9. 000 3,000 40,000 ooo -occo «o SSfd :SS^^ CIO Cl ■o'ceto 'co" Cl • rH ' • oo • oo ;00 ’ teci tCl 20,000 5, 000 8,000 4,500 O O CO i CO O O'O 00 O' O O O O O' O Ol o o^ 1 O O iO O Oi O' O CO O O O )0 1- to o> * rx 0> Cl to 0^ <01 rH tH i.- 1- CO CM Cl O O Cl O' O O O O O O O O O xH O O iO <0 O CO o o O c: O O O O 'O O to O 'O O CO 'O i- C t O O xiH iC o C2t— ixJHiTCtCCO OCOCOtf:T— !wClT^'OtCCCrHxffr-1 ci rH rH Cl 1'- O O O O rH O O' tfC Cl xTi GO COCO^ CO : i ; i : : M i 1 M i 1 M i : ; ; : : ! I i ii ^ CC CO x!- c-o CO CO C-I CC ^ ^ c-t' CO xiH CO CO xf cO xH CO CO ^ xH CO xH xii x*- CO x*' CO xH CO CO -ti P, P.(ptP^Q.p^P4p.ftPa.'r|'i; oo) CCQPfiQQPQPQafifi^QQCQ^Q PQ ^ 1'^ > O r-4 C3 ! C$ , •<^ o S c^Pj«Px 3j2 Art P O ?HrW CO ^o :o i.-- CO c:^ o 1 ? S o o 3 o o o o o o o ■ 1.0^ CO’ O' *o L-- CO cr. O 1— oi CO ^ ‘O io i' ’O '-O *o *o o ccc ', c: o c: . ... ^0 Ci §8gg 88 * Statistics of ly!}8-89. Tai]i;k ‘13. — StaJ/s/'i(‘s of ]>tihHc hiali schools in ihc Jhiilcd Stales for the scholastic year 7S9n-7!)()a-~~Con{\auc(\. 2206 EDUCATION EEPOET, 1899-1900. OTjT4U-0ps pn^ Pan^ui -anj ‘sSuipjinq’-spTiuo.i:^ jo eiipA 1 « ' 1 •:ii « t’* illllllllll joPgfooooocici :ili :il IMX" •AJ-EV-qp eqa ui seniiipA jo ieqxnnj^ iisfiiisliSglis r4 iRR|R ■ppip A.iEptiiiii UE .laqrauK 1 : : : ! : o i ' I i •s.ieoA ni eri.inoo jo qct.Suo'q £ 1 : •s.piopm^ •0[Em8^ 5 i i i I'M 1 i MO Cl i 1 * “ 1 c: ■ei'BK :2: h i i r-i^^rH I i Uo |ci i.s . Ill ■8I'BUI0^ 2 4- -H'r: :z~» i I X “ cc ! : CC CC O Cl Cl •epK A CIO ClTf j j o 0> cc»r:T-i i' A — 1 r: rH ri II f PI •0p0lU0^>J 2 I CC ' I o |o •epK » i i i ^ ■O 1 1 Cl -o 1 .-1 r-4 I ill •0[Em0^ R i 'O o L- j ir: ^ C'l — 1-1 O'-! ' •01EK R |x ^ o 1 X ^ Ele¬ men¬ tary stu¬ dents. •opuiep •appr Second¬ ary stu¬ dents. •0{EUI0^ s ^ 1 1 ; Second¬ ary in¬ struct¬ ors. •opEUI0^q O lA O O O TC O O O O O' O- Al O T-i O O O O c-s O — 1 o o •0IEK j 1-1 lA Cl O — 1 A1 i-H r-H X r-> A1 --^ X r-l . r-H rH ?! X ^ r-- ^ Depart¬ ment or in¬ depen¬ dent. j lililllllllllllllllllllll Principal. a: 1 ol 5,1 as r-l< >s d i 11 S. S2: 2-3 bS: g; : i ; : ;.J2 : '^1 o 2 isp« '^->.531 - ••O'P Esi-sP. Miss iVIary D. Welch - Flave J . VV ( ilf e _ Miss Fredrica Tucker. Albert Wheeler . i - R ^ S I S'^ dP: /in ■r- c ■ic >0 7^ J. E. First _ John W. Farrell - Chas. Mauck - 1 1 ■l o c rox : C C ipo •o t { ' 1 \ 1 c c ■ cr:;r c c o d c O'O'C'OO 1 1 1 1 1 J 1 1 1 1 1 1 III) > 1 1 1 ( • 1 1 I'll 1 1 r : O C C C ;o;’0'0'0' :r c c oo ; C I'A ; c c ; c c c I'R's'R State and post- office. d ; ^ I i I S s' a ,2S 'r- S c: o a 11 \‘3 S ils s w ■3 S 13- i S' ) CD. 1^; 1.1: OS3^ O CSC iWi iviumienury . Middletown _ Millersburg . M'ilroy _ Milton MisliawEika . . . Mitchell . Motion . . Monroe City _ o is 11 s s c c a 1 s 1 ^ 111 iii isi-- >S2 >n-e !§§ Monument City .. Moorefield . . Mooreland _ c: o o cr o o o 1-1 CO COt-HMCOC! ! - ti' lO CC ' X o O r ® o ^ c;- O’ O' O O’ O T-l O' O' o i-l o o o — i o CO Ol — 1 1— . 01 Ol l>. 01 01 1— I 1— I — 1 CO Ol -H r-i I— i 1— ( r-( — 1 CO 01 t~l 01 CO 01 1— I 01 ^ -H r-H i-H CO rO CO 1— 1 01 01 01 1-1 i-O T-i CO CO lO CO T— . ^ -|J +3 I 4-1 JO += -P -iCl JJ JJ JJI 40 +J Pi Pij- p, a o a a ft a a a a a, GX'Oi;aio4J4P441404J4J_p4440-P44P444J444C aaaaaaaa pipaa a^ aa aaaaapiaaaaaaap. aa oooi'ooa^aia; ©GaiiDOi^cDai CD fd ^ SpBaori^O w^£V © © ® p a &« P C5 jj p ^.SiSiW S P p G p Pa H a S ?]aG -pfe- o ;> c/3 a i> a:.:cGG^G-^c»pg^p^ i G.*i Pa^OK :<1 g. •r J aG a r* r- 0.1 <.ii< gcG p 1^ Pa daa^GdQ> ^ -',5 ,,_,.©4CiO'P’G_ ^.S^iS J o G o ©n c/3-^ . .a--^o|diG dGa^Ui^a^ddKOdadS a P Sd OCC , o a'c d p w.. ■■Oj ■ a' o o o c © ^ aaaa'P SG'P" p g 5/}P, dE^Md o o o c o o o ; ; be ■ '.S3 ; ?SpS , ^ d!^a2t> H , ^ p s p_5 o ! fj p p pa fl i c o o o,p p aa ©a p'-j <^< o a^^ p © SO ^ f>a g '.xi © p Pa » ^a G ^ ® P r2 -t^ rJ S § ^ p p Sc3gE|GG §!> s paddd gi:ss p ^ § ©d ©©©©©©©©.Poooooj.so'rt'^ap^^^j'jH ^-0000000 §P^S|o®d |P o P o%'’^ ^ • — I GCC/J.t^ 'o — i r-JO O') □ ;-ij/}C04^?>C)CDa;.^.n| ooooocpHfiH[^aHa.p^pHfi^fi.aH cr.' o c: c ooo< X- o O cc - o o i Cl CO ’tH rH Ci 0:i Ci Cl Ci» • X Cl' O T— . 0'^ CO ' :7zc^cocococo: * Statistics of 1898-1)9. Table 4:2.— Statistics of public high schools in the United States for the scholastic year Continned. 2208 EDUCATIOl^ EEPOET, 1899-1900. •su^^'B.i'Bdcl'B D^ji^naps pu-B ‘0jn:(iu -.luj ‘sSuTp{Ui(\’ppiino.iS JO aupA 8S c:o T oi oo creroo ‘ooo ooo • OO oooo lOOO ^o^ • JC JO O O O ^ 1 O O O O' o 'tH ' coco >;foi»o'jo 'o^o"?:- o‘“o’lo • 01 r-iCO *0 01 01 1—1 1 0qj III s0iimjoA jo .loqitin^ 100 ! 500 ^ CO 2 ^ CO OO Q lOO loO'O oocoo J-O iO O • O O • O' O CO 0^0101 01 J-O 'OICO 'OlOl^ JCOlr^r-H qp.ip jf.iBjipni III .i0qnia^ i i i : ; : ! i ; i i i i ; i : •S.IB0-? Ill os.inoo JO qjgii0q[ CO CO CO -c|H CO OI CO 01 ■A 1 B CO College; prepar¬ atory stu¬ dents in the class that gradu¬ ated in ItlOO. •oiBuie^q 01 1 1 CD t-H ' -H rM O 01 ' C' 1 i 1 ' ^ O 01 •oppiT 4^ j O 1 I lO 1 1— i O 'M O 1 1-H 1 I I ' S''! CC O Gradu¬ ates in I'JOO. •Opi3Ul0^ H , CC CC O'? CC O Ci tH 1— i to ' Ct' c: CO CO -f O CO o •0[BH 1 ^ \ O CO O O CO rH c: 01 01 1 01 1— i 01 2 O LO O rH 1— 1 Preparing for college. Scien¬ tific course. •aputo^ 14 "" i I oi O I -tH O I •0IBK e? j 01 i 1 OO 01 • rH i-H 1 Classi¬ cal course. •ajBiiiaq^ i COOl : h i j i i-H pi ■aiBjy ¥=( i ^ I ODl CO 01 1 ! o ' i i~ Ele¬ men¬ tary stu¬ dents. ■0|Braaji % O OOOOOJO^.^ 1-0.0100000 oooo C 'C: 'C: O' O O 01 O »0 Ci O co O O' O O O C: O rHOlO Oi O? Second¬ ary stu¬ dents. ■ejBiiioj f\ JO ^ O' 01 O O o 01 ^ to -H c 01 ^ c; CO ! i-i .-1 CO o rH GO t-h cc cooit-i-h ^ 1 CO OOli-lr-Ol'CO^'OD Oi— lCOCtO>Oi.'-00 OC' lO ^ 1- 1-t 1-1 01 0 O ^ 01 OlxH ’-O 01 01 Second¬ ary in¬ struct¬ ors. •ojBiiia^ O Or-I^DOlO-HO 00 0 010CO.-HO oooo ^ r-(01COT-HCCT-— l-M CO.-ICOi>D-HCD.-H01 COr-IOl:— 1 Depart¬ ment oi‘ in- dei:>en- dent. 1 ^ 'o'o'a'pi ; O OOODOJOaig (DOJOCiOJOO'g OCDCJO) j Q QQPOQQQ^^ PPQQQPQk^ QPQQ Principal. w A. L. H. Miller _ J. P. Roose . c 4-3 I I rt 03 c/: i^li iO^C ;<^Hcr Chas. A. King _ A. M. Taylor . . Clyde E. Wilson _ P. B. Hutclieson . Martin B. Marshall _ Wm. T. McCoy _ A T Davis Daniel R. Ellabarger .. Miss W. C. Westrater . R. E. Harris . E. B. Gibbs . William Eisenman _ C. D. Brock . . . Name. Middle Township High School. High School . /'do _ ) C ‘o: 1 i 1 ' 1 1 * 1 ' t ‘ 1 ) o c c . do . . W" ashing’tou Township High School. High School . . . do . . . . . do . . . . . . do . do . _ _ _ do . . . . .. . .do. * . . Broad Ripple High School. High School _ _ Roflim _ 1 rlo Roanoke . Jackson Township High School. State and post- office. - INDIANA— cont’d. Pittsboro _ Pleasant Lake.... ! ir^ i| !P f- . c Posey ville . j Princeton.. . 1 Pt'o VI Pulaski . Raleigh . Redkey . . Reelsville. . . Remington . Rensselaer . Richmond . Ridgeville . Ripple . Risingsun . i cn CD 1-- W Cl O ^ ' C>+H i i O 1 I.OCO':*i Cl S i Ci Cl i i 1 It—* ^ ; I CO o ^ CO : o j j r i 1 I Cl I COiH 1.0 '• Cl'-fH I O CO o ■ o 1 i ‘CO Cl , i o • Cl CO 0"0 i t-4 t- cd P -o c o oo CO ^ 3lOO CO ^ = o O ^CO — ig- O lO o I* o pp >o o o o iCO O O ' 1+0 P oo o o CO oo O O O O O O O CO CO O o oo CO O o O' O T-P o Cl ' 1+0 O' po O O CO Cl o o o TiCOO o = ■ O O T-I o 11 lO ■ CO S . iic 3 20 9 p O O I- p Cl 1- 1 CO PD O ^ c: Cl . O Cl CO CO r-^ o lOCli-H (O p ' 1+0 1+0 Cl t1 o 1 0 CO lO Cl CO . o o\ PU p o o o 1- pj P o c ;~P CC ■ • CO Cl ^ ■ 1- '1 o o o co o CO Cl Cl 4L 21 14 to '-H O O CO I' Cl O CO 1^ — Cl :Ciro CIO o ooooo •O+H o oi oi o o o cc ooo O oo ’^oo ■o o ' O d Cl o o :0 -IJ -|J -IJ +2 P. a P P P P P P pea QP -p 4J 4J -M -1-^ ' 4^ . +J -p P -p +3 P p P^ P* p p P ^ P p PPPPPPPP^PPPPP QQPQPPPPPPPPPP -P +3 +3 p +3 +3 43 4J 1+3 PPPPPPPP ^P PPPPPPPP pp PPPPPPPP pQe +3 +3 +3 +3 +3 +3 +3 +3 43 +3 +3 +3 +3 43 . PPPPPPPP PPPPP P^ PPPPPPPP pppppp^g ' ^ 1 o cS c3 d -p p ■ S +3 d cc'P bjj R CD O) 0) R 5!> <£ 6/) 03 i'P oS >. I O M 03 P ■ !P ' ' >>o 'Bp ® ^ iKpP P'?C pp^-l d ^ o "u P -e 2 ' 2! S 03 P P' a p ^ 03 O 43fQ -..3 CS p >; O O . S S?^ 0..3 bn . .g >>RP5 03 'd P3 io mm ^ ^ s ^ .2 ospgi^i ^ || gcgu i I i PP^ pp P^OPG^?^Pcc^<1GP6 ,,p bn c3 M, -;p o p" C C Q5 o fn'^ ■ • O .dOTit— I .03 iSGG^^PpO ^OP PppPP^OP - M ‘01 ; P, : p : p ; bn , 3c . r*"! I o ^ i>SH gp bn 4. S _M '’sTr'^ ^ OP >^.2 ® ip o M £ R o >.3 5 * 55r^PP'p,P ®> flp « R. _. ^2 2 ’ R-PoP R P.' .2 p .3 P p R ® ® ® ® 03 P P (:RppPcccccccccca}ccx-ccc/2 ®p R-dP IS ■ Rs a -jf 03 ;i; P 03 ' R os .&0 >P s R R R ppp R o o o o . O If pp3 airj:^ ^pII^ R R I ^ a}airj)ai(Jiixiai!Xi R >-• J> - — . . 5 ■ ' 03 ^ R biO R R s5 3^“ o R R ® Q. p R P R R f+ P . . R c;o.-i'Mc04f4+dd3J^a3C3 0--io^ co^iOOt-ooc'.'O PIJOJ P!2SP2£SPP SPPPPPPPPPP5S2 S22SS22S SSS SS2222^i§^ KD 1900 — VOL II- -59 '■'■ Statistics of 1898-99. Table 42.—Sfatistics of lyuhlic high schools in the United States for the scholastic year A'v'aQ-i.W*?— Contin.ued. 2210 EDUCATION EEPORT, 1899-1000. ■sn:^'R.it3cId;'G ogr^ueps pu-e ‘e.iiic^iu -.inj ‘si3uippiiq ‘sptinojS jo enpA S S?8 o ooo ■ Axrjjqq eqa ni SQiiinxoA jo .laquin]^ qp.ip Aj-eppin ui aaquinx ' ^ 83^ >0 c: O ' 88 o 8888 O'o'co'x^' C-} oooo 8S?8^ SSS Oi-O •Sj^aA til es.iitoo jo q^Saeq; 2 't' ^ f>'t CO CO CO Students. : College 1 prejtar- atory stu¬ dents in the class that gradu- ! ated in 1900. ■ointiio^ 51 0 1 i CO rHO •0 ^ -H 1 »C 01 0 •oinpi 1 ij ■4 01 > j CO 0^ 01 rH r-i iu-t.-Hr^'M "p tr.'^ a> cp •oxnuiOjT CC 0»C 'COCO H-* 01 0 C3 lO CO CO OH- ir U-* to: CO j 0 QT^i-H joN 0 OlrHCO-H 01 CO LO 01 01 CO Preparing for college. Scien¬ tific course. •0TUUI9J ; i i i 0 r+i 1— 1 1 ' LO CC j CC 0 0 0 •9I^K M j ; i ; 0^1 CO 01 1 I P ^ I— 1 j 0 0 -HI 01 Classi¬ cal course. •ointne^ I e» w< !co j 0 o> 0 CC CO 1 ^ i i‘- 1 « - i CO 0—1 00 i CO I i ■ -H I Ele¬ men¬ tary stu¬ dents. ■9IUtU0jI 0 00 ^ 0^ •otupf 1 5t 0 ooooooco-^oooooo oooooooco Second¬ ary 1; StU- , dents. ‘BxnTXio^ i 3D 1 0 0 c; J- -.o C5 00 1- ot) es 0 CO -Jt Cl cc t-n ~ >c >- cc >.c 0 'C5 -in it r-, 0 T-i CO rH '-f Cl O r-^ 0> -t< CC ^ CO C[ Ct •eiT^K ‘"J 1 0 ^ 0 CC '.0 CC C: 0 CC c: 0 ^4- -ClJ CO iO CO CO Ol H- >0 CO 1 Oi CO ,-,^0;=;^ 0>.:O 0: ^r-iOl-^l^OlOl^ Second¬ ary in¬ struct¬ ors. •GX-Humj 01 0 0 c: 0 * t-4 0 0 0 Ot O'* * --o c: c: cr 0> O' t-H ^ •91«K ; rH C E ^ C'! rH or ^ 0:> rH r-1 rH 03 CO rH o^ 01 t-H 0> 03 1- 01 r- ^ ^3 ^ -i-3 -fcJ 4-3 4-^ 4-3 4-3 -f-i 4-3 4^ -P 4-^ 4.3 4-3 4^ 4^ 4.i 4J 4.S 4_3 p,i:iiPL,p^p,p,piipL^c::^p, pup, pppppppp G OQGGQPGPQGGQCP PPPPPPPP 'xi g ts«0 0) o Is 32 p; 5 o'^3w?pp'a s ® “p^” I go® S ^ppK ^ I® s ' « (D ’rC 03^ f" SB ^ S :® f . S“gS«S |p£k| |®|^ O P P P i-i-i f K o CD crrJi 000 OP : o o ; o V 00000 o'^'^ tJj &£ O - P S) CC rj :pp ;|ll iC;H43cccca;aja; :ppp>f>>>> 5 'j:3 S ?= ||laiigS5| o2 p o ® o o.oP > > . I> a • S § s-s pia M » ;-i a-, p3 <3; P > p p ;h -y. ce ce p p p p c« 2 2p2E2PI532P228P?1?^ ?i Ji 51 ?i ?i ?j ?S C''! ?i it 4'! M i i) ?l i* it ?! ?i M PUBLIC HIGH SCHOOLS. 2211 r- rH CO CC CO r . ^ ^ ^ p< p. ft a p CD g; 0 Ci; O CD « ^ r^ ftftftftftftftftftftftft 0000000; O0000 pQQOapqQQQQQ -0^o-*P4:)-p4J^^4:>4P^P) 4:54^4:3 ftftftftftftftftQiQ*Cl Cli Cl Ch 00000000000 000 QnOOQQOQQQQ QCiQ isiofegg ^ iu 4 o o ) t.,E£;MpMO a ; ft a ® > cfi ? 6 ” .CO ;M ' m Irt^ I u • C3 ® f2 - fC :Q OJ-Sh o • ra O ®cc^^ © ws^'a dec d hH d:3 ■ •'-• CO (D “ ;-^s?ig|.2H5s odd^^' OCOOOOOjhS re; t; 'd 'Td >73 x: 'd . Ice t>> pi I& I? .p ^ s 2 o - ^ 75 ’--O t/3 p _7] M cef ^ • 4, lUj c5 C^’ F^ O ^ i- ^ 'd CS3 ^ cl- c3>>^ ddd ;d ds^r 00000000000 g:ed« I P M ; 01 o d I? ced o ft 5 occ OCC.PJ' ^ ft ^ «ft h3^' « <3 a> d'3 c r' 'C Ph . , 73 7) esa •S C^ c3 4 0 0 '■aso 4 4 g4ftr2'o'o4l <3C> o5 73 o O C -- S53.S.S.S.S o'o O S O ? 33 O ftp ^ ? I mi II 11^1 a CO O O — i CO ' ftO »0 CO dD O J 01'M0!0>OiOI': f.- x> Statistics of 1898-99. Table 42. — Statistics of puhlic high schools in the United States for the scholastic year 1S99- 1900 —Continued.. 2212 EDUCATION REPORT, 1899-1900, 'sni'ea'BdcI'u oijtiuoios piiTi ‘G^xnaiu -.inj ‘sSnippnq ‘spuno.iS jo 030 lOOOOOOOOOOOOirrOOO .0030 OOCO 'OOOOOOOOOOOOi-iOOO *00^0 OCOlO |O'MOOOOOt-OOOOC0'^O’O ;oooo O'^cT c.o;oiC)tf}^rHcoo icdc-’To'io 'CO rH Ol r-l Cl OJ ^ i-l Cl Cl I r- 1 Cl .-H • A.t-BjqT]; 9q; nt semnpA jo joqiuujsj; •quip Aj'Bqqui cii .I0oqunx 5g§g8S8l2SiS§?i?^ CO CO CC 1-H LO T— t i.- o C- •sj'BO-^ in 9SJ1100 JO mSuG-q bJD cS I a|:S ‘'rH'*co-H'+cO'*icc-'T'Cococi'+':iico':f''iH'*iCi^ci^- O ' I Cl 1-0 •ait’W Cl ' O Cl ' CO O 'Cl lo 'CO ' Cl .-I -o ■a[BTOaj O CO Cl 10 CO ~ lO 1— I O CC t- CO i-O CO O O lO t-H ei^H CO .-I -.O' O CO 1.0 ' 6 hAt! --0 CD 5 rt W 3 -2 ^ A ■01^13 uia^j •ei'SN •0J'l3liI0jJ •3UT\[ CD 'cH O 1.0 Cl CO T-H CO T-1 O ~ ^ C^ CO Cl CO Cl ;-H O' CC 'CO ■eX'Buie^ •OI13H )lT3tn0,,i ® O Cl Cl -*l I- O CO 00 CO O lO O Cl lO ro — I Cl ^ i- I- Cl -rli CO CO CCJ O ^ CO CO •oTt’K •0Ll3ai0j CO P CO •8FW P P— ' O! Pi2 ^ '3^ P O^r'C! Q ^ ^1 OC CO CO CO CO CO CO CO CO O O — 1 Cl ^ Cl ^ O CO CO CO 'O Cl CO "O' CO i-i CO CO Cl t-l Cl O O I-H CO Cl CO CO Ci Cl Cl Cl Ai Cl Cl Cl O -H Cl rH Cl Cl t-H O O' ~ CO c -o O >-! Cl 1.0 p,p.p.p,p,p.OiP, PhP, ciiP,pHa,p, po3cgcjrto o . . ^ i-. t-. X; CO CO ':0 CC' 00 3 3 3 O 3 3 ci <7-1 o-'i OX :i '!> C'X ot 01 oi oi 01 oi o o CO o ■: o o o o o » o'of-jn'io'oi 2213 SS8 ;S o c:: o ' o CO XO i :£] i i : i:- i ! ; ^ la 1 .0 00 . 1 1 1 1 01 Ol i-i IC , 1 , 1 tH CO lO* o Ol joi -Tt. O i i i i i CO > I 1 ^ CO I li-HOi-HO 1 CO 1-i O' 01 ! i : S'^ o o gi^oogi hH CO o to C OlT~ir^ T- 5 > CQ O ^ CO IC i-< lO 1-1 CO uo 01 i 1 ^ Ol 1—! tio O iO 1— i CO O 1- T^CO . O O o j to T-( rH lO- O 'O lO 01 Ct-rH oco --oo- i o o xf^iO'tOP- . CO 1 to -tH CO » CC CO T-i Ol CO 1:- O 01 1-H 01 CO CO 1-0 1— i o o 1 ^ 1— 1 O CO 01 o O 01 1 o |oi 1 i i i i ) o t 1 Ol ' '01 Clio ;g1C0 O j-l 1 I lO O O rH 1 O 1 :o lo 1 1 t 1 Ol ; |co j >t- oco jo^H fH ' _U_ T X I 01 GO UO lO (M ; i • 1 1 CO » 1 Ol 1 CO « ' ' Ol ' ‘ llO 01 ^ 00 1 1 ' lO 1— i O'! ' O i i ^3. - 01 1 I I • o:i i ;2 i CO'i:HCO ;CO 0 0 26 1 ' 1 Ol CO CO 1 01 o o o o o c: - o oo O'OOO O O tiO o o o o CO Ol OOOOOO O O O O O' O' 'O o O O O O O' CO o o o o CO ^ oo O O O O O O' O O O O' O O O O' O Oi O O O O O O O O O' O O O O O O O O' O O 1-i O O O' O O O O' o o o o o O^ 0:1 1C CO ^ O CO O^ CO Oi CO CO. T U cC S 00 U r ( 10 Cl « CD iCi .Dl r ( UC lO CO !>> D ' lO 00 1.0 CO o oiic r- CD 1.0 ! lO r-iUO O-J CO Cl' Oi r-^ 'iH I O 1-0 -H O O O lO CO ^ C-.' 01 10 O O i- ^ c: ■ 1 01 1-I ,-1 01 14-1-1-3 -|-3-p-lJ-)-3-(.3-l-3-U-U-|.3-l-34-3 ■-.O p..ap-p,p.af:i,p.aftp,;^a aaaaaaaaaa a^ a 0) CO HpI i 66\^ 1 I 1 CO ; ’ 1 o oS ,:S^r So tirO! OrO PS’ "! fl . C/) 0) CO a ^ 0<i*^^poiSr2.3 orqcjt3copc5oi-i-3-^-43f32 Sa H fH f3 waa fl a a g Paaaaappppp.aP mOQOOOQOOOOOQ ®a-g ja ^ o aa > a ® a 0.2 - 9 o3a b b ijaUp'Sa ^ sa ffl p a-g >1 a ^ hr\T^ ^ so 13 a .3 ^ a 2 - - a 6rdS.g-2 aog^E&§§|oP > Pall'S o53333333oooo ooooooooopQPQQQQQQQQ >• CO Oi o r— '?'■> CO ic to P- 00 Oi 5:!C5c:oooO'OOoooo M C'i C l CO CO CO CO CO CO CO CO CO CO i *0 *.0 CO oc < ‘/t- ^ L'o 2Q _ --3 .-4. ^ V - ^ w. ^ 1 . -3. - - _ _ _ _ ^(MCO^‘-OOt^COCi'_ ;r; ^ 43 rH ^ r-3 1— 1 ^ ^ C'> 01 01 o> oi oi oi oi oi ot co co co co co co co co co co ^ CO CO CO CO CC CO CO CO CO CO CO CO CO CO o:? CO CO CO CO CO CO CO CO CO CO CO CO CO CO coco CO CO * Statistics of 1898-99. TxVBI.e 42. — Sfafistics of p'uhlic high schools in the United States for the scholastic year 1899-1900 — Continued. 2214 EDUCATION EEPORT, 1899-1900. •sniT3Ji3cId'B o-gi;u9LOS pm? ‘ejncpn , -jiij ‘sjguippiiq ‘spuiioaS jo ; 5^ •^Li'Bj;qq9q:;uiS8UiiTTOA jo .laqinnj^ ! iiiiiiiiiiir^i loo ^ -io 0 - : s g a? s 'coio < •qi.ip l.i??:jqun xii .laqtxin^ •sj'HO.'i ui GS.inoD JO qjguaT; 7:; ® g 0)2 1 ^5^05 I -ei^H F S% g42 ss^sss^ c-: ^ r-H « ^ cc C-J t ( S'? ic ci 5^ r5 ^.S CO 40 CO ^ CO CO CO CO ^ CO CO CO CO '!f< 'J' ^ CO - 1 o? o? O 1-0 i-i 'CO I ' r-i ic 1.0 OJ 1 -!*< ' Lo CO ac OJ 05 1-O o CO X c; 1-0 10 ^ 01 o o? o 10 o? 0<1 •epjJC -O 01 r-i 01 1.0 05 01 01 C5 01 01 01 10 1-0 1-0 c: 1-0 01 00 t-l 01 CO fcx) oi a bci V 01 ft's a o ® .^•43 « ■ajBraa^ ■QIV.K -o . CO 01 •ejBcaaj; 01 > ■ 01 ■dVSJSL hi -a S •oj-Buta^ I © 'Ji •ajBTnaj^ | X •aiBjt oi-o ^1.0 1-ocococoiox coccoi-"X)occ:io i-oi-Or-ic5i,o - i 01 CO ^7 oi 50 r-. CO 1-0 10 1— I CO 01 r-i 05 01 01 CO ~ O CC C: -I- 01 5C 1.0 CC 01 'll 01 05 -r- — 1 1- i- --0 O S5 CC' '.O 010! .-1 ..^Ol^COi-iC'CT-iOlOlCOi-i'^l 1.0 rH 10 1-1 1-0 CO 01 01 r-H -H o 01 C5 r-i 1-0 01 c: CO cr T-i 0^ CO o c: 01 01 i-H CO t-H 01 t-i CO LO 01 CO vH I-H cr. rH 01 r- r-1 T-, r-i ^ r-i 01 l-H 01 1-1 -i r-l CO r-l -15 45 -|H 45 -U +5 45 +5 +5 -IH -t-5 45 45 -15 45 45 -15 45 -45 +5 +5 +5 -15 &ai ap. ftap.p,aaftp1 3^45 h £ o .-s r2 10 =2 H-e ce c 5 S ^ ■ O 1 1 a ' br=^rP >1®. j; to H S ; c 3 n® ® P-a o >1 _ .3 15 H ,>( gp=is|i'Sii"i iap5cqGa;0^^cxj'^”1_®KG^K J G otj G G G G -ji cq IS hi ^ ID io u Byj o ci . bDapn GK-S m O ft rri c5 §1 O o -15 rt if ai 2 g -tlJ.SPo H ,w a ^ P-i 45 Cfi 44- 15 tOT'T'^ cgiT - 00000000 'O'O'OS'O'OO^'O'O 000000 O'O'O'C'O^ o > X > ffi ® QG o a '' "ic a 3a^>iLasao3igt/j®Hj^-4 II9 2 a s ll-s-l I GGGQQWHHHHSSSGGGaGG ® rs ;S iv' S g ^ t§ 3 g g 5 c^^tr:ccc^cccoccccccccccc^cc‘?cccc^:o« '^2 CO CO PUBLIC HIGH SCHOOLS. 2215 gsoocq o -5 o cr o iS' cs" o-r i;; irt ^ OOOOOOOOO tOOOOOO rOODOPOO-O 0OCGt0O^c:©:O >000)0^0 .ooojioScrq wlOOwOSoOO •OOiO'C^S'O 'Ow^^GDwOO O lO o' lO o' of iC irf CO' ' lO CO Til' of lO t-H ‘ O cf cT CO Iff O iO CO r-HOi 'r-l ' irHOJrHCOCOCOO''? iiiiii illiil ji ilili o'o^^'ooo'if ' co'if'if cTco" 'io 'ofod'ccco f— t O! -T-^OiCOO 11— l.t— 1 1 1 1 giasggs i u-t o c; m o Q o o o o ci^ o o 5-1 cr: o ro o o o ~ Q 1 1- 00 1'- 1- CO 5 Cl -Ti o o cr o ».-: O' — o o — I c; ^ c: ic: O o 'VO o oc o o ic 1-0 o 00 o cc o o o o s q » *“ 02 CO o5 o o! CO io ^ o5 » CO cr S o> CO S i-l CO CO Iff ^ 1 OJ r-l OJ t- CO O OJ CO CO riH CO CO 0! i-l 02 Cs! t-HC CO Oi i i i i ; i ■ i i i i i i i ; i i i i I i i ; :S ; i i i i ; i i i i i ; ;«> i ; : 1 ; i i ; : i CO r. CO cor. ■^O:>C0Tt^'^r^^cO'^H■TWT^^Ti^c0'THC0 '■ ^ 'ri* CO ^ ^ ^>1 CO r^corr HI CO 'r.HI^ H< HI 02 r-l o ; - 5 j , 1 • O! CO ico 1 1 Ti- I • d 0! Jo:! J d i-s :.2C- ,Or. O! I -H rH ■r-HCO r-IS2 j O! I •TT^rHO'! j lO!!-! 'o'! ■ lO ) 1 T— 1 d 'O'! 1 CO rH ' '^co^cococo ' -riH O ir-lO LOO^ 02 uo r^i 'C CO O'! '• - 0^ Tj-i ^ CC lO GO CO ^ CO '-O CO-THLOGOldCO jri-.'^OdO'Idr-t-^^d ■x^ ! O'! d id d CO £- — i CO CO LO : r-l uO I CO O'! CO O lO r-l CO d: CO (0! to uo r. (^2 c: 00 j 02 O rr CO r-l CO 02 V5 d d O! d 0! d O! r-i 1 <^2 I O ! Ic: 1 1 :.0 02 i i C O O 1 i j CC »o 1 i 1 1 0! d 1 » ' • d id 1 1 1 1 TrHO! O!-^ ! i'^'^ jco ; O'! 1 ' C 1 i i^2'- ; ; Id 1 1 1 1 CO O'! » ' ' ' 0! CO < 1 t 1 o d OHI 1 CO 1 O i ico O! ' ' i.M M M 1 Ico ' CO 0! 1 0! ' • 1 ill rHCO O! O t- X 0! ■ ■ 02 ■ i I iO I J O >rH02 ; i M M ) 1 -d i-o io2 ;rH 1 0>t- d id d i <) 1 0 02 O O' o o 'O'OOOOW ddddoodoodd - oo coo oo oo o O O O O' ■OOOC: 08 0 OOOOdOd'OdOC: - '3'0 OOOOOOOOO O'O'O oo ■ Odd O O' o o ;j£5^j;^:^C0 ; ^ §2 02 02 ^ S i- i- o O! d o O'! GO d d d , ^ ^ ^ t.-^ ^ ^ CO 0! O id . CO d d Ld oi! o:! d d O'! CO d CO O'! p- o:! »o ■ L— X r-r 0-i CO O'! 0! id CO d d t--- CO CO *— » X d: d O'! i- d d : r-H 0! id id O! CO 0! lO cc ; ^ 1S2?25 : i^ lO ^ i CO »-0 :OIt- ■didT^ O! 1— I id :rHdi-1rH r.r- ,r-:,-.^02 102-r-l- ,^_H 1 t-h o:!i— 1 02 :^C0 t02r- l02rrC0 ' 0! 0! T— 1— pH ^Ih p, C. p- P. “^rnf P*:^P^P^CHp1P{^P^CJp^p,P^pi, Arr-* APrSa;5P! . ^ II p fs ; c <5 ^ a3 t» H 2 a5 I'iiiis g 2 2^^? i'ii ® -5 ic- a ^ r-> c o 1 d'o ccO o OOCOOOOOOCOOOcl‘^00000 . "C3 ^ a:; 'C S.Sf ocoooooc 6 cs u-g ® g s 2 ^ C S C C Vi . . . (Tjrtii— ifiViViO.^ ooooovviiSrtrtcia):;:; ^J^QS 3t>vocips-3a)^2)cc’a3o-2rta°fl'Sc O c^ O bXlCS i^rSip’S*^ s ^ P ^ ^ ©r^ A'Ti C3'^aS*I55 o >?* ? F 2 S g.73^ fe a g ® fl 3 Sd &rrt2^'E^:=5 i3 a ^ cD.r.'^a F 2 2 ar r- r- c5 cs ce rt S o o c a r: ^ o 2111115 S &£^ p a a'-5 ce o S qqqqqqqfeqfeqqOOqqqqqdqqdOdddKPffifflKPKffiffiPpH np p p o e r- K' © © Q ©.p.p cc ct o .-1 ->1 CO ^ i.-- CO c? o f— c* cc c: o t-h C''^ CO lit' t© CO o ^ o <:o t— t'* i-* t'* i-. i-- i-. i>. CO -CO cc CO GO cc CO CO CO cc c: 05 o c: c: Ci C.' c: c: cr. : CO CO CO CO CO CO CO Ot' CO CO CO CO CO CO CO CO CO CO CO CO CO CO CO CO CO CO CO CO CO CO CO CO - ^ IC I-- GO C5 c: ^ O'! CO ' :OOOOOi-Hr^r-Hf-H. * Statistics of lfc'98-99. Table 42. — StatiMict^ of puhlic high sc/tools in the United Statee, for the scholcistiG year 1SD9-1900 — Continued. 2216 EDUCATION EEPORT, 1899-1900. •sn^}iuT3cIdB o^i:^n0TOS pni? ‘0.in;ra -.luj ‘sguippriq ’'spunoaS jo otiiiJA ! >c ic" CO cc CO*' cT o cc of co' cc o rH t-l 05 1-1 0! ill cfo-f oo So ■ A.i'B.iqii; 0q:(. ui soixinpA jo aaquiux OOOLOIOOOOOOOOOO lOiCOOOOO^OiO O ,-1 cc O! O O O O :/; 1.0 — >o >-0 O ■ O OJ l.O O O O l - -i- i- Oi ClCC T— OJOtO’OJrH 'OJOlr— lO CO ^ qipip A.n3;T|iui UI .laqiuii^j j ^ | •SJt'eaA III 0s.inoo jo q:}.gu0T; ^COCO■^COCOCOCO^O^';t^'*CO'l^^O^' •GT'Euiaq A u 3. St CO 1 01 1 I ■ UO •ai^K O ci c ££ 6 A ® Pi O CO Sec Q 0) C hi- 0]^'Bra0A 1 CO O 1-0 CO CO •0I^H - I ‘■'i ■9];'Bni0^iI •0I«K COOO : ■oXBuiaj •GI^K 02 ' 1 .O02-i< ’02 C CO rH ^ O CO 02 'lO CO CO -rH O 02 O 02 -1* CO ■ i-02 02 02 02- •0{'Bra0^ — O O — O' o o < •OI^K •0It’UI0A * ; r-H L-: ^ -ojH -M ^ CC r-i ^ r-4 •ar-’K I t' ' 2-- X O --JI t- 1.0 CO CO ^ CO -— 1 1- o -o - IrH -ox X02^Xrt— (02-— I- S'^ 2 ?2 ■0[t3niaA •01’BK c U'5 ! Es-^a 4^ 4.:> 4-3 -JJ- b00'l'©C^ QQGQQQQQQQQQQQQaQQQQQQPq fio3-2 : H JL qJ 5JC 03 3 rA 2 S i f; ^ jo cj !/ o O •« A A CO 0, CD ° 2.2 2^*533 o^ls 2^ ° 2§|hS^ .cw a; o ?-S '^C000C0000C00000C03'^''c>C) rCO'S'oi'OoJoDoJO'oi'OoJ'O'O^oJosoD'^pd'OoJ" cJ_M ®A3 pic Pi ie Ew J o pi -o o pi o 2 Hi o o >1- p P o -' - ■ (D'P) „ ... _ _ PC ^^g.ScSScg " " c C.A. ^ cr 2 , © CD ' ’-■ iij c ili’cs rt 3 ce i c3 © o © 5 c i-S-ic-S d b o c h iqqqqqq J Jh:i J ;02 02 02 02 02 02 0!02Xcdcf xede o t- X o: O i-H ^ X CO X X -ti ■'01 J. R. PUBLIC HIGH SCHOOLS, 2217 < c-i e-i t-h . < t-H r I^M Ct r-^ r-l r p.a C CD pp -t2+3^+i40-)J-i->+3-G>4^-l^-i-3-(-3-U-P-4^-P-tJ-|J4J-!J+2-p4^+3-(J+3-(J4JJ-24J4:34J+5+34J aaftfiap, p<&aft2.p.. & ftp, p®a) « to-! o ©.2 P O g 2'^'^ ;.( CC (Xl >; © c3cic3PPPPPoSc3c3cj , P©P©&Xlfli. 2 2 2® p g.Ho ®.p5 >?, c3r5c3o3a3c^c3c5c5c«dc3cec«cece.7^r;^.^«1=!.'t:;ooOOCOOO-ti <^pt> p P.2 P PP(>vo3©® 02 ft !2;^oo O o G p o Oft p P o bfl COO o 0 G G d &. o pp) P c OOOOOOOpHft G -G 2 ^ ^ a ! in cc .-- CO c; ft <-i nj p in -j t: 9E 2: ^ P 52 ft 5 ^ ft 5: § in in in S in § .n o ^n in m In S in PUBLIC HIGH SCHOOLS. 2219 :SgS'5 1 0 w O C: 100:000 jggggg ;ggaS?5ga8 I S S CO “■ o o o 000 a a o SKa is O O o ^ o to O ■ o ' o ! ' to" o' 'io''^''ftccr . oo" to" co" o" ^ CO co" to" ■ ^"^"t-o cdiO to ' a' a SI ofr-J" cf to" X cc" o" of x" ' cf « GCCr-iiOrHT->r-^ i-^Oi-^COOl OCO tOOi ooooo>cooooox O O' -H CO CC OUO' O to to ri^ ct* X CO ^ CO o X Oi CM : : i 1 ;;;; ; « --dH iM -Tf M-i cc ct! ^ ro r? CO CO jc 'i'’ ro CO ^ co -5“ co co 'rf co ro co co r-i c-o ■ sj a S'! 03 O rH -H 1 rH | O i-l coco jaaaaco > 1- a ; Si a r-j o 03 0^ sj t-h SI i 1-1 1 .-H a jco^ocot- * X ^ : ;-.-.a^ ; a o a cs a a r-i CO ; r-i ,-h a O to to Ct tc to c: X to X -o to to XX O to 'O: to to C^ — C3 rH X 03 r-i — i CCrH'^t'tOOii— (X'»^^'rHCO ‘i— lOCOO ^ ( 1— * 03 CO 1— ( 1— i t- X f— { lO to X to r-H to to to 03 X 1— i 'tH 03 C3 03 ft O M 40 t- o J S> ; O X 0^ 1 i i a ft t-H >03 a i to i 1 ;:a i X O'* I ^ I -2 i i a Si Ith CO I CO '•CO I ft a a sj ' '-r-iCO-^ CO 01 ; i a aO>'-^rH X to 03 c : ;“ a CO I 1 O 03 0> ; is ^r.aa >o to X Oi ; i-’ 03 X OO l- CO Oi 5! J ! r-( CO OC - CO o^ ~ ICO : s? ^cop^icocoicooo- 5> O! OJ r-l 01 r-H ,-( CO - iSol! ; O to .-I OJ OJ - -fJ4-3-l-:+C)4Cl-JJ40tO^+iJJ4J-l040jO4-2-,O+t)4J+2JCJ-p-|O+D^J+JJC:-p+C>4J4CI-tC14J ftaap.ap.p.p,n&aaafo.ap,p ar^ a a (iia)o;? r. I oooo'.gao'^''Pa-:>ic3o®®® oiMtirs^Mcsoooa.r- .oc-a.-. ooooo^^.ijxS'oC S?a a a a a a PPPPPPKli5f^pppPKf^C^P5pcc?rot:or/oa)a2a:)cca2cC(KcC’i:cc^}cc oa ai'Saa^a^S’p^.SQa^ ^ S §5 S P d5o a> POP p^a g| i g * '^ ' /r\ >.,’p.-0S OP ^ > C ir2^0 2 § ^ bJi&JOO d a'b a 2.t5 s c-^ g ® F ^ P ^ -r-t jrt 'p 'T' pi -4-3 ^ r~i c3 c3 ^ ^ B a.'S ft ^ -2 5 -S c2S:5Qa2dQc^^c/)c/}aQSDQc/}a2 ^^^^^^^5 *c ic o iC c? I i CO -H" lO -MO L-- X O c o to lO iO to JO : »o »C to to to to t * Statistics of 1898-99. Table 42. — Statistics of puhlic high schools in the United States for the scholastic year -7(9~ContiinTed. 2220 EDUCATION EEPOET, 1899-1900. ogic^uaps pun ‘aaipiu -.luj -sSuipiiiKd'spuuoaS jo enin^\. I §1 iiiiSiiiiiiii oo' cc o ^ C'f x" i-T ic' o o ill '.■fanjOTi 8Tr^ uisemiipA jo .toquinjsr •puip jneppra UT .taqranx % ;SB Iss •s.inaA UT as.xuoo jo q:;ga8'7 i ^ Students. College prepar¬ atory stu¬ dents in the class that gradu¬ ated in 1900. ■BlUTUa^tJ ■3f) o C: ‘ GO 2 00 coo rH HHiOi-lO 01 •Ql'HW S rH I 1— i -rH t-H C'J 0-1. I Oi cool Or-. CO Gradu¬ ates in 1900. •ainiuajj ^1^ t- c: •j:’ 01 O O CO 01 O 1 CO L- 00 O i-H i-H 01 oi o o •QI^R CC' 1-1 -H -i^lOOi.OOlOlr-l i 01 O 01 — < 01 1-I CO CO Preparing for college. Scien¬ tific course. • c: :c:i- ^ i i ^,-H ^ 1 HH •ainpjr 01 1 < OOl O • Oi J rH ‘ • Oi Classi¬ cal course. •©[UTua^^ m 1.0 O 01 ^ i 1.0 I 1 o •aiuH Z iCiO o 5i 1 1 CO * I 1 1 ^ ; lO 1 'rH OrHCO Ele¬ men¬ tary stu¬ dents. •aintua^ e O coco- 000000 00^000000000 0 0 •0ini\T 1 oooooooo- ooo^ogooo-oooooooo Second¬ ary stu¬ dents. •apeuia^ •81T3Ja[ S a' ^ ^ g SS ^ i § S a3 S i Second¬ ary in¬ struct¬ ors. •axnuiaj; (n O ^ T-i 1-^ fO CO CT O O O O O C-0 I-I CT O-i O O lO r-i -M •aiuK S'? C-i 01 rH I-I OT ^ rH t-H 01 r-^ r-H rH i-H .-1 OJ OT OJ O r-i — 1 r-i OJ r- T-l r-H I S.5 o S^aaaSSQoaoQSSaoaaQooSaan o '°$g is ■2 _ o ^ s| gaiK-,ca a II P- : : Jil dooooooccoooooooooo'-^'^^ Ifes' ll <1^ o 2 niaizn I I I 1 ^ I 1 I _ -2-S IJ :8 ^ (T'nj'i— P f-l /-V ^ issigiiiseiisrsfssgiisiii'iii ;ul]r PUBLIC HIGH SCHOOLS. 2221 S'S8 ooiro iSSS ' ' JO o o ;SSiSS8 . 0 0 0 O' 0 0 0000 0000 'O 00000000 000000000000 «■ 10 cc 0 0 0 0 0 0 0 0 'C; 0 0 0 0 0 O' 0 0 0 0 0 0 0 0 0 O' 0 0 ■ ■ rHOOlO 00000 O' 00 0000 O' 0000 00000000 1' ' o' o o" 1 oi 01 T-s ' s ^3" ^ s' (jf tff 0" CO »c C'i' crT cc 'O co »c tre co do'co j-c i- cc go P'o o tc >c c T >0" > ■ Clr-iOi-l^ T-HCCT“i r-i ' ) CO CO CO CO CO 01 Ol CO Ct> CO CO 01 CO lo CC ' Cl ' lO l-H rH W ^ uc ) ' lO 1 rH 'Cl I ic I ' 0 riH 0 rH 1 M ' ' • CCOi- ' Cl ' Mr- ' -tih id '0 • ■ T— t Cl Cl »— 1 • Cl ! ’ jot ‘ I i I 1 I-Ol- < X >0 0 CO 0 Cl rH 0 I cc Cl -.f< IC : CO 5C ^ t-H I CO O 0 Cl Cl 'tH C5 t- t- d 05 Cl r-1 r~l -H I ^ 1 i !,-( I-i cc c^ 0 Cl 0 ^ CO ^ Ct Cl Cl 0 I CO Cl IC M — I ril 1 00 1 0 CIC 1— 1 1— 1 10 Cl 1— 1 ^ Cl CO Cl to to 0 lO i Cl * JiC I : 8 0 ! ! 0 I I h M : 0 0 0 0 1 Cl I >0 t- i 05 Ice ' Cl ; :.eH 1 » '00 * Cl • « ' t- Cl r-i — 1 CO 'Cl It-H T-t rd J 1’^ 1 I LC ‘ ' r- 1 rH rM G> 0 M • 1 i 0 CO ,-H , 1 Ci 0 0 0 ' ' ' T—i Cl 1 • • Cl ,-1 |r-l 1 I 1 T 0 1 0 Cl Ice 0 00 j I I CO Oi 10 • ^ ' CO Cl Cl Cl 1-0 » ' I CO T-i ' • ■ Cl O'O • 0000 ■000000 c 0 > 00 000000000 ■ OOOOOOOiOO ' 0 0 0 0 0 O' —1 0 0 f- JO 0 lie lO 0 oc: OeOOOOOOOOOi-^ |0 00 O'M 0000000 'OOOOOOOOOOOOOOOOO'OiCOO^ ec ^ 10 d CO cr- CO |C: 0 iO >0 0 X -H JfC 0 10 1 »r^ i-y^ r\-> i-- /V> /M •—1 r^ 'tHOCIO 0 CC 50 C5 I— 1 *1 CO C5 5C 0 ^ c: CO Cl CO cc 10 lo CO O' Cl c: ; C5 10 to 10 1— ( lO I- r- . .'O rfi ICJ 0 lO CO 1— 1 M 1^0- r— ■ ^ ,s ■ -H eoc ©: 'O 05 0 0 Cl ^0 00 0 T-« CO C5 d lie Cl ^ 0 0 CO CC CO iC Cl iC lO CO 1- Cl I-C lie It-iC (M 0 1 cc JC Ci r”- U-C rH — 1 . 1 Ci KCCl JiC r-i CJ t-H 0 CO CO 0 Cl rH cc CO 0 Cl 1-i r- ii-H d Cl Cl Ci CO T-^ Cl : CO (M-^ la 1 CC T-l r-i 0 Cl Cl rH CC 0 Clr- ,0 0 r-i Cl CO 0 Cl 1— 1 -H 0-J 0 0 r-l 1-1 0 M 0 0 0 O' CO 0 r-l 0 rH 0 r- iT-iCI ^ 01 T-1 01 tH 01 1 (X)(i;)Ooa^a;io;o GQQQQaaaQQQQaQ p-'P,;i,a p.ap.PH^:Lftftftin-p.p,ftaAP-p.p.p^aain,p-p^p.p,p, a)o;)'D P! rit) r. 'P3 Pi S“all2rPSfll§si||itSi&sj| O^JCcS^O" - - >. CD >> W ^ t> L>a ■ .^ *-t ' O C2 C ^ ^' O r- ^ JJS U-i TO - • (-• i — ' « &* o Mr^r-; Jrk rt Kid X 2 -ferr,-; __ _ _ _ aiK^^^dddCQ PJ . S'© t>j a S22 pl ' o bC-M fn O : © ! ^ 3 ' i? S bn ® K gi-sn© w^a 5 KrSddL-i^J-S 3 w w m ^ ~ ^ * 0^ 0) i) ■' “ “O ^ uu-r- ^ dt (-\ ri' *" 1;-^'^'^ - -LjiCncc/^. '-'-'OCDOOOCOOOOOCOOOOOOOOOOOOOO.SS be . J a S 'i ®1^ g s S c a£ ^ ^ g s 9 III i5Sj:S^|&;5p|53o»g^'g = -gd"=-^‘=“'’“' ; >> •! . eg O d ®L3 P,r1S <3^ _ B o x:^j4" ■ .B'Ji Q JlSo ® !) be g ?r' & <^<<^<|-<<^aiC5(:xo:>05crjoo o o o o O lO o lO o o o o dC o 01 CO ^ I oc=^o<: O -JO CO ■: CO CO CO dC • X) 05 O f-^ 01 CO -tH 10 CO L- 00 c:- O t-H 01 CO ^ ».c CO i- GO c?:* O ^ 01 CO - - I-H010i0l0!0i01010i010ic0coc0c0 •CO 'CO CO CO CO CO '-O CO CO CO cc CO 'CO ’0> CO :0 :0 CO cO CO Statistics of 1888-93. Table 42. — Stafisfics of JtigJi sdiools in the United Staten for the scholastic year 1899-1900 — Continued. 2222 EDUCATION REPORT, 1899*1900. •sn^j'B.i'Bdrl'c oy^nops pin? ‘eaiiatu; -jiij ‘sguip|iuq'‘spunojS jo en^ijA. [ ?? ill 11 iiii ii iiil ; i SS is 12® : : I II. ii I i cTt-T to' « T-i CO C'l » •A.i'Bjqij eq:^ lit saLUUTOA jo .lac^uin nj •qpp A.i-BC^iTiin ui .leqinnjq § i i M : 1 M i : ; : : I : I •s.ibqA ut osjnoo jo qq.§aaq; SI Students. College prepar¬ atory stu¬ dents in the class 1 that gradu¬ ated in 1900. I •exmna^ 2| iC t-- 1- r-( O CO CC O -P — - LO -.C t-H ^ 1 < iC I •oiuH OS^T-i OOr^rHT-i-r i ; - i Gradu¬ ates in 1900. •eiutna^ ® 1 lOi't- 0-^X)C::i;Clre -.T;- •GIUK i,-? O JO tH rH -tH ?! -H -rH C: 'M t- » 1-1 CO Preparing for I college. 1 1 Scien¬ tific course. « o 0^ ! o 5 0^ CO >’ o • CO ' • ' i : = •0115K • ic 1—1 I CO '' CO »*H I o 1 j CM 0 fO II I I Classi¬ cal course. •ojumo^ 2 • 1 op ' Oil CO O • ' ♦ 1 ; ^ ^ I 1 I- 1 i 1SZ\ I 1 o 1 1 1 j ■ 0 -:ii jcj : : Ele¬ men¬ tary stu¬ dents. •9[uiua^(I 1 c:o:i 0-0000 oooooooooo o o •€>PM 9i ooo oooooo oooooooooo o o Second¬ ary stu¬ dents. •0Xuin0ji 30 ■etuic Second¬ ary in¬ struct¬ ors. i •axuuia^ OC:^ OC^t-frHr-^CO Ot O 0> ^ rH — : r-i CD tH lO O'l O •0iupf (MMO r-l ;■* r-H-J rH r-^ ?■£ .-1 .-H Deiiart- ment or in¬ depen¬ dent. 40 qj 40 4J +0 40 i 4O 4O 4O 40 4O 4O 40 4O 4O ! 4O 4O CX P* fX p P P p p, Qj 0 (iPOci:'a:)(P'p oa)ci(PQa)a)a)c:/"r: a; d QfiQ OOqir^QQQQQ.^ p Q 1 Principal. M W.B.Hall . E. J. Castella. . . Miss M. Nellie McGin- ley. George Allen, jr.. . Wm.S. Heusner . G. B. Buikstra . . William E. Ray . L. 0. Thoroman . . Walter G. Riste. . J. W. Rodgers . . . do . Miss Ida R. Wilcox _ _ do . . . ' D. E. Shirk . _ do.* . - . I Thos.M.Wood . . _ do . ..j Theo. A. Scheffer. . _ do . . C. A. Smith _ _ do. . . W.B. Flanders . Atchison County High - John W. Wilson . School. High School . Mrs. Ida Capen Plem- ing. . do . ; J.S. O’Connor . . Name. 5^ High School . . do . - . . do . . do . - . ...Ado . . . do . - . . - do .....A. _ _ _ do . . Thomas County High School. High School . df) r State and post- office. yai KANSAS— cont’d. Cherokee . Cherry vale . . Chetoxia,. . . Circleville . . Clay Center, . Clifton . Clyde _ _ Coffey ville . Colby . Coldwater . Concordia _ Cottonwood Falls Council Grove _ 1 Delphos . Dodge City . 1 Downs . . Effingham . El Dorado . 1 Elk Citv . Ill i 1 h Cald PUBLIC HIGH SCHOOLS 2223 ill sas S5 00' 11 1 i § ;ii ii :ii iiigiiiii islilii ; :iii§i 1 ® : :5:?^'s32ff§ L? 4,000 15,000 100, 400 25,500 iislii ill 21 iili isiiiiisisi piisssii ;||||g|| ; 1 1'^" I Sliii ; ; : : ; i i i ; ; :::: i : i :; i i i ;; i i i ; i i : : i : ; i M t--tlr-i C i I ^ » ' ' i—f « • -CO jcc J - 1 -+1 CO O k.O O GO 3 01 i ; ; i 1 1 » 1 t 1 0 O ^ "tH cc ; jo j 13 Ii- 1--( +HO'HHHh' lO C2COO Ol ; 1 ipH o 1 1 lo : CO L-^ t ' ^ i-s C'l !^-#0 21 4 18 4 1 1 8 1 i CO CO CO CO r- 1 CO O CO O ;ic 1 ja^-c2 I coco ; — i C2 2-2 -:di SP O --i 'tH +0 CC rH CO O +0 O rH 21 O O 'O^- if- I—' PH 3 > I 3 C<: CO 3 r i |o j i i i i i i O 1 o 1 'ti I i i i i" • 1 1 3 • * • 21 I i 01 21 i i rH I pH 2i 21 ICO I C^ I i0 2i > 1 ^ CC rH CO j 3 ■ i hH21 CO 02 O O P C: O O P 1.0 ,ooao ooooooooo ooooo !5 j33 ooooo )0 o o 00^0 o 3 o c: c: 3 i' • 00.00 ■333 ooooooooo 002100 '5 ^3 3303 3 3 ■o lOO'O 3 oooooo C:C:■:-lC<^-H•^’^OT-l^O^-^OOC:r-l■ — <0C:C:0^t-(C:r-<0C:00C:0C:T-'0T-iC15-^rHC>rHCM-HeCS'^ iCt:).-(-^. r-(C5 — — 1 ^ -+1 O •— I 1— I 1-1 I— , CC'>'1 rH ?> t— 1 T— I — 1 -H 2-1 r-l 1— I CfJ I— ( ■?} -M ^ — I 1— I I—I 1— I I— i 5-^ OI '>> t-i — I 2> i~l O i-l 0> -l-^+^4!i4P-(J-l->-4-1-U-l-3i;2-(.J+:34p-l-i 1+3+340+0+340 p-p.as4;:a.ap,p ; ^ i $20,000 10, 000 1.5,000 10, 000 20,000 80,000 8,200 18,000 8,800 8,000 5,000 10, 000 20,000 2,000 20,000 COO c o S c C'l saiuiipA jo .laquinx 500 g8§S8S oi a; ilO o CO of oooo-^ioo oo .c O O iO 1— < 1C O O'! -CA • C X CO 1C n o O LC C'l tc -c CO ■opip^ S i OT — ir-irc:co 01 S'! X O c-l Preparing for college. Scien- tiftc course. •0imu0ji 1 ; i^'3 18 i i O i ; •OTUJC n I ^ iO 'X 1 ' ' CO CO i 'Cl « Classi¬ cal course. •01UU10J]; 2 I i O I-H 1 i XO ; j ^.O o ‘ ' M ^1 ! i 01 01 I 1 iC oi * ■ o o p !' Cl 01 Ele¬ men¬ tary stu- dent.s. ■0pUl0^ © ^ ^ ^ ^ co'^ ' .-1 •01UH © Second¬ ary stu¬ dents. •0X13 U10J 1 CO X o ^ cr. CO 0^ ^ c CO o CO lo lo c: ^ t-- t-iOE'-I ^ O; OEOE i-HOiO»Cl •ei^K I cr. CO lO lO l- lO Ci X LO lO O cc to c: ^ t-H 01 rH X cr^ :0 T— . T-^ X CO CO O.' 0^ Second¬ ary in¬ struct¬ ors. •0XUlU0^ 1 c:o:i-^c:oxLOrH c:r-HCc:oc:c:T-H--i c:oi c>“r-i:o i Depart¬ ment or in¬ depen¬ dent. * P.'S. "Si'S, 'p.'p. "p.'ft'p.'S CiOidOjoJOia'Q aj3:) > 1 1 t ; o o ! O !'2 State and post- office. ? i ^ • g : o ■ 1 : <1 1 ' u ' n w g - fee i .2:^ ^ Me La Cygne . . Lakin . Lamed . . Lawrence . . > ) ! n ) ’r- ■ C ) 2 IP ! ) 'P 1 c ) 0 1 e Le Roy . Lincoln . . Lindsborg . . Little River . Lyndon . Lyons . ATa.cksvlllfi McPherson . Manhattan . Mankato . Mn.rion 1 Marquette . PUBLIC HIGH SCHOOLS. 2225^ SS888888 O i-'T C: w CT’ w O ' o :g «OQ . • O'S « |00 1 ; 8888 1 oooo 1SS8-SS8SS :S i .ooo jSoo tO oooooo ■ OlOOOOOO ; o ot o o o o o ;S ;; .o jo jicic ; 1 cdicoi'co' • >.o ' oi j p" ; tm oi cc' o I co" ^ 88; OCO': 1,000 600 2, 000 300 250 150 100 300 200 ! 200 350 160 300 50 400 79 500 350 1,000 100 300 400 400 500 158 50 OOOOOOOiOcoO OOOOOO O O' O O iO lO O O C-! O 7-^ O O o o o o CsliOr-1 C'Or-HC-i^'^COO i:^ O O c lO ut- O i CO to ' i i i i i : ; i ; i : ; : : : ; ; i i : : : i I ! i ; i ; ' ' ' M ■^'^^^COCOCCCOCC-'i'-^Cie'lC^CO'TH -^■MCO <^fOCOCO'+oo O O OOl O CO rH CO j rH O CO to CO Cl CO j Cl j O to to CO Cl ■ CO O i-H j i-( jto j I 01 01 T-i O j 1 CO 0-j CO o O CO © 01 OJ lOl ^ T-I j — , t- rH O CO to rH Cl ’ rH > rH O O rH CO ' i— ( Cl rH ' ^ j o O IS t- C'> CD 1-4 © >-H CO CO 01 'O oi O t- O 'O O O' ^ 01 CO »0 c:- CO to rH O Cl to I CO t- rH to to CO O Cl H-i Hh Cl 1 1-H j*0 o:: ; ^ 01 Ol Ol O rH O 4i( ODCO CO O © CO 01 © ,-1 iCD © t- Ol © CO — 1 oi '■ 01 o oi lo o ,-4 ^ -4 ^ 01 i ;©© 01 CO CO I J ' I • > 1 < i ^ I 1 i i is ; i i O Cl ' cc rH ' I ' iO 1 ' 1 ' ' ‘ ' > I 01 CO CO to ' ' * 1 1 t 1 1 r <01 1 CO » ’ f— f ' ' ‘CO ' i ; is i‘i i i i ; i • o to ' 01 oi O to ' O' O I ' • Ol CO > CO ' • ' Ol 01 1 rH « • » ‘Cl 1 1 1-H 1'^ 111 » } • / • 1 1 1 t 1 1 1 1 1 Ijj 1 iT J » 1 1 I too t.(Di |.-IC1 i j 1 O J cc » • CO Cl Cl ^ ■ O ' * I 'CO ^ oi ; ; 1 ; : i 1 ' 00 ; ; © ; : . 1 ; I ' • CO ' 1 » » ( ,— H ; C: O O C: t- O O C ; O t- O O O O C; O O O O O © O O O C' O (M .’ © O O O C : ooc^ooooo'oor-io'crsoo CO oooiq©o©©©©a©^o©o©©ogD©©o©^ooo©o©©©©©^_, ©©!>■© LO©0©H4©COaD!>-©0 © 01 ':i4 01 1-4 O 01 © 01 1-4 © 4H Cl CO O to crl) O O CO tO CO CO CO Ci CO O CC to Cl lO tH ^ o O Ci O O CC rH o O rH Cl rH CO -H CO Cl rH :0 Cl rH Cl CO CO i-H rH Cl r-i rH CO rr Cl CC Cl CO CS CO rH Cl OtOCOOtOOwi^COrHCirH^CClrH CO Cl rH r-H Cl CO i—l Cl rH CO Cl O rH rH GO CO O rH to to O rH tO to O to Cl rH lO to rH to O CO to rH GO rH to O CO CO Cl i- to tO Cl-H-H COClrHrrCltOrHrh OCOCltOrHn^rHrH-H rH rH CltOrHrHr^,-( OrHOOrHrHO-H^OClOC^'rHrH rH o rH O 'C: Cl rH o Cl rH CO CO c: CO Cl O CO O' O tH rH o O —^ c: O' Cl O i—i Cl rH o 'C: rH O H 0-t C-t r-l .-I © .-H r 4J +5 -t2 4-i -(j 4-5 -I-I -l-i += -1-^ -P I aP,©f:i(P(a©P4ftP.J-4P-P4-54-514-5>4-444I4P p, a©ft©p,ap,aaap,ftP^p,aap.ap^p.p,p.ar^aaQ,p,p,f:i,©p,ap pp©p©pai(Dix,o5p3t>©pp3 dpoSdi:q<3iHS^Kp^pp s I.S-! fciF.?i&“|ii3iili| i ills 1^" r$°i >. '> s® S. ; \6>oM I’C § 2 fl'2'2 § ®^.§S ce©.r-iOOoop©©®®®®o ' ' ^ p; S^'g-||o|g ^il'« i ^ ^ a a|^24.; tz;OOOOOOOOOOPPPPPPPPPPPO>-aHpf5:cc/2cocc ^ CO >C iD CO Ci t> t- 1>» t- {>- i'>- 1- 0»-H05CO-?f^iO^Ct-- _ _ _ ^ lO ^15 i>* CO ► I-- t— t— i'- t- i ED 1900— VOL II- -60 * Statistics of 1898-t^9, Table 42. — Statistics of jjitblic high, schools in the United States for the scholastic year 1899-1900 — Continued, 2226 EDUCATION REPORT, 1899-1900. •sr4'B.i-Bcl(I'i3 ogi:}U9ps pui? ‘g.iu:^iu | -jiij ‘sSuippiiq •spuuo.i.y ^ I •S; . c 52 o S C' ) :c C: c: GO o SgggSS5S8gS 8 c; o 5 o o o o o o o o o CC O CO QC>'^ CO! O O'! ; • Aj'B.iqp 8q:j ui S0Uiii|OA jo jGqinnj^ ‘-ji 1,400 175 COOOOCOlOC^OOOOOOOOOOCXO 00 0 cc cc 0: 0 i- c: 0 :o c: 0 0 lO S 0 0 0 rc lo o 02 10 10X02 iO Xr-H5:OXt'*ON2'^ lOOlrf^ tO •qi.ip A.t'Bc^qnn iii .loquin^ 52ol i i i ! ; i : ! i : i ; ; i i i i ; i i i i ; •s.i'BGA ni GSjnoo JO qjSueq; 21 -^^'d4rOCO■^^CCCOCC'=8^CCO'T'■(^5^5CO'^'^'9^■1-C'l-;8 coco Students. College prepar¬ atory stu¬ dents in the class that gradu¬ ated in 1900. •eiuraej 5 ! S X ■ 01 1— > »0 0^ JO 0 ' ‘ ' 0 X CO 02 -44 T-( ^ ! I <51 rH tOX ' 1 'rH'rftOO'^O^’—l ‘ ' Gradu¬ ates in 1900. i •ejaiua^ij •A 0 CO X LO CO 0 ! T— 1 I CO X 0 ^ CO LO CO 02 •epep; I N 0-1 CC 0 0 O' C-l 3C- -O J — ' ^ T-l Cl rH Cl I-H Cl Preparing for college. Scien¬ tific course. 011311X0^; 2 02 0 1 1 1 1 CC ' ' • d ' 02 * ' ' * lO * •QT'BR I 0 X ' * • ' 0 ‘ ^ ' w ' • » rH 0 ' 'III lO ' ' ' r-H / 1 lit r»^ 1 Classi¬ cal course. •ajuiua^ |2 0 02 Ci' X 02 i-^ ' 0 02 ' • i >0 • • l0 1— i • i •0IUK lO r-lXOr-iOl '0:0 02 ' 1 '■^ 1 'r^O ' ' Ele¬ men¬ tary stu¬ dents. •GJUIUOJI !2 S- ^ cr: ^ O ^ ■GIUK oooocraoo^ooooooooooo-o oo Second¬ ary stu¬ dents.” •opexnaj I X '-r T— C'. c: O'! >rc C: X X -H 1- t-h c^> 'C'l Csi Ci o o O 01 L- CC rH Oi 02 ^ 0.! 02 Ol 02 Cs2 02 01 02 X t-i 0-2 •0JUIU i I 0'2pjjOO'2X^r:iCOXXOO^O:2^XCtOXOl-0 ;^X) Second¬ ary in¬ struct¬ ors. •oyncua^ •S[BK i O2O:2r-Hr-HCO0>-S— iT-HCOl-^T-Hi-lT-Hi-lr-HOlO'tr-tT-Hr-'^O r-H-H [ Depart¬ ment or in- ; depen- | dent. j 4:j+i4J4J4-)4^-i-J4j4J+J4-4 4J-^i4J-l-1E-dR-P-^3-l.= -4J 14J i p,3i,3.3..3i,p,p,p,p,pip.pip,p,pip,p,p.p,ap.p, 1— (P 1 (iiiiiQiaiaiaiQidiciGaiaioaiaiaiaiociiGiaid/ — p QQQQQQQQQQPQMQPGQftMPQG MO rjl H K .ITl A- ■43M : U S p o § 'T3 O o j £ 01 ^ SQcq 8^ K Bh C c/: 1-5 1-5 O ^ I o o o o o o o T- rri rrt r-1 rr-! n-! S ^ MO HH >-5 8-5 01 o o o o o o 23 "T 'C 13 be ‘ ' I * • R ffi'o iM o .8 eS o'c'o’c^o’o'o'o'^s^^go^^o 13 13 133 13 13 13 13 'O 0 2313 ^7^2313 . ' '■- “1 ‘ a.r-< RK M M 13 S Sc6 w >3 -33 - 23 M 3 ' 3-^ K- wzcajnanmm’nb-'' G33 s ' O bL-^ S >> ll.sla'g2^5>.2S ' ' rt rt.ce 01 ‘ > ® .1 a c; o O i:- X O O t-l * i : i CO ^ lO :o J X X X X X x X ^ ' c- l>. i- i- ' • X Ci c 2 X CO c J PUBLIC HIGH SCHOOLS. 2227 25,000 8,000 8,000 50, 000 6,000 5, 000 64,814 3,500 3,000 1,200 20,000 18,000 4,000 25,000 3, OfiO 7,000 15,000 3,000 8,000 15,000 00 000 1O 00 000 'O 00 000 JO odco' — Tioo C-l rH » 4,000 1,500 6,000 10,000 8,000 9,000 16,000 3, 000 25,000 10,000 1,000 25,000 616 300 1,500 1,465 315 1,107 00-^ COOC^ 0 •rHO> 10 Q'l 58 1,800 0 0 CO icS ^P 1 0 000 lOO 000 > 0 '^■07)01 ■ CO ^ 0 0 0 0 CO ct) : i ; ; : ; ; ; ; ; ; ; i ; i i i ; : ! ^COCO-^CO 'coft^coft^'ft co-fticjftjcceo 'ftcoco cocoecicc Cl^-^COCO iC 0 ^ CO CO 1 CO io ^10 xc 'pH 0 CO ; CO Ci ^ 1-1 »0 »C rH j 0 01 i r-H:CO- •■ao rH : CO 10 0 COCO^rHO loco (>i i-H -H 1 jcOOl ^ CO LOO 1C xo ^ xC j Cl 1 0 CO p p CO rH iO CC CO ' O^ 0:1 I CO I CO O .— 1 lO i-H 0 OrH Cl ! 1 Cl CO CO jo : I 1 0 010 1— i CO CO ; ; ^ ftH 0 0 0 XC I ' h i M 030 1 > 1 • r 1 Cl CO-ft< Cl i ^ : 1 1— 1 1 I CO 0 CO CO 0 jCO 00 i lO ^0 0-3 lO 1 CO 0 >a 0 'ci LOCO 1 1 01 • ' ^ 00 01 01 1 1 > CO jO to CO ' 0 1 -r-^ !C3£- 03 j Or-I CO jci COxO j ooooo :00 0 0 000-0 L--00 OOOOt^^Oc 0 00^^0 OOOOO (OO'OOOOOOOOPOO OOOOOl COOO 0000^0 0 O G'i O tco ic GO O O CO lO COCOO*-^^ . o o c:i o o o o o lO > Oi 1-H o o o:! ^ O'i o oi r-i' o o oi CO o o:i o o oci o ^ rH o> lO O O-'i C'i ^ ^ ^ ^ 4^ p* p, pi iO Ph c; o © 0 CD ■PQQQQ ^ p,ftpp,PHP.pp4P.PipiPp, pipp, pp,a PCD0«X)i ft ft M O '■ oS “ 1^ ' o O ;m O o. OfK oOO' l>=P^ ftO' -n ^ • rS ft .op . . • o .: ap'd ;p a> s b o 3 pSP^Ppf^g O O O O cd O t-^ PidpKf^pf.; ft o o pPpia) bx CC.^^P o'"" G ^^0^>goPp ^ 04Jft,0.^ o P O ftr^ O O O iftftj cs ^■©ooSo'^bo'^oa^'^^^'o'^oo QD; ' ;aSS^;g^j;ftMft3&cft&B S i : \i6B ;5S ;^p^""kop I bJ3 . o o o CQ P ^ O' ^ o b£ ! ft O 03 IPrCftJ '•ft O o >-• 33 'tS O O O.X- jHrcJ , ft =n§ p: o S II .■ft a a 2 N N ^ !>> ft. *^1 ■"•’■’■' P§ ft 0.2 WP3P a; PI |8^ S K M S 2 a b^a a ftftft ooooo ^O^^OOr-'O'^CO^ii^Ot-CO OOf-^'SQCO-^f^ ijOOJ>* COOOrHOlCO*«4^ >^GD3>-COO r-, r'. — J ^ ^ —J — i ^ GO ^ CO ^ ^ CO gO ^ CO ^ OOCOCOGOCOOOOOCOCOGOOOCOC OOCCGOCCCOOO OCCOCO GCGOCOCOOOX)OD CC CO CO CO c * Statistics of 1898-99. Table 42. — Statistics of imhlic high schools in the United States for the scholastic year 1899-1900 — Continued. 2228 EDUCATION REPORT, 1899-1900, oyr;u9ps pu'B ‘0.irnui [ -.inj ‘sSuipiinq ‘spiinoaS jo on^^A i ^ CO w r^cocD ^ O OOOO ssss ’A.i'B.iqxi; eqc}. tii souipqoA jo .laqran^ iS8S j r-t CC L- SS C'i 1 oi 1,500 800 lOO • O lO ' O 01 Q .OO O |OiO 500 qp.ip A.iie^^qira xii laquinx i i ; i i i i ; i i i i ■ : i : i •sanaA ui ssanoo jo q^Snaq Si co-^ ' 4fiCOCO CO CO CO CO >1 , ,2 5 JC40 p.S- •0XnuiaA Tj I 1 I -- oo r-i to CO Ix-H I 1 1 - o 22 o a = 1c 2 sS '® d be •eiTJR 4% 1 : 1 1 o O O 01 JO tH I ox « 1 1 to d.g •ainrae^ ® 1 ^ 1 i2q*-p3 o o Oi CO 1 -tI 2 d •9U’K 1 » Ci GO o to -+< O'? CO 4i< coo -4 CO O tf-, Scien¬ tific course. •0inni0A 2 C'i i 1 I : : : tH oo 1 ^ loi I to -2 fl (0 be ® .2^ •01'Bpj 1 21 CO • j - c> §C0 ; oi I CO I p3 pi -n cc PlrP; •A d c«p-i ^ •0inui0A 1 i i i 01 CCO i lO J « II 1 » CO ' ' rH 1 i II 1 d d o •0IUR 2 i" i : o « i i i i , i t*, . d ^ g M pi "a ■0TUUI0^ 11. LO o o o oo c >oo o c: o p: d cs +1 ^ d g-M CO ® •eiuR i «■■ j O CO — o oc > c oo JO^OO o '2 . ^ o •0XBXU0J 1 cc o o 1 c: rH o C''i o o 1-H lO 01 CO Sol CO I*"- •eiujAi 1 ^ CO O 'O CO ^ Ci Ci O c q CC^ ^ o> SS^i O uo O i- 1-H 1-H ^ A A g.g g M •exuraa^ A O 00 '-C o Or- . c coo (Mr- OOC-lrH r3 ®nEl O O i- £s u-^ s£d : 1° ■ rO be ' ,2 pi o ^■R'2 o o • dna : :r2 c3 > ;^tr!.cq p’pi o o dd o o o -=5X3^3 : : : : ; : p! ■ i ' i : i ' * • '.g (S i i ' S idS ' I ® J -as 2 -i^A 1 ^ > r2.2 «2 ■o c p: d 5 o ffif _ i>D Ck +J PI S| Is ) -^ lO to t- 00 Ct O r-H 01 '.O lO to t- CO Cl i'^f-tT<-rfl '#',*< ',KlO»0 l0,-0*0 OlrtlOlrt in )OOOOCO OOOO COOOOC COOOX) COCOODOC uc PITBLIO HIGH SCHOOLS. 2229 o o o “ o oo ill 11 = s? oo SSSo eess O O CO o 5 ■ io 1 : 0 0 CC 0 0 : CO 0 0 0 :0 : 0 CO 0 0 CO 0 o C: xo OOlf- ^ d> CO^ ■MCO CO Ol c>i d 1— ( lO t-" -^■COi-l CO lO CO o co'o 0 200 1 . .o o • tio c: ‘ • T-l JO iP o$>*o I . 1-0 iO O . CC Ol xrc O CO lO o S 8 : xOO ) O iO :co o o J2 188 Cl '03 ) *0 CO CO 0 CO XO 0 0 00 XO |i-H CM r-i 1 CO , ; : ; ; 111; 111; I ! I I i i ' lO CC CO ^ ^ CO CO CM ^ Cl -J-: bC CO 'ti'i CO CO 01 CO ^ CO ^ CO 1 CO 1 CO CO ; ; d L-CO CO I I i O 1 CM • i I M CO 0 i 1- XO XO : i 01 -- 1 i i i'' i MM o 10 1 ’ 01 0 ' XO 0-^ O' iO cr- iOt- Cl o t- o ■COXO CiT-iT” 01 01 ; ! j CM I CO ^OOO I^JO 0 XO . 1 Cl - CO 1 r-^ C l O • I r-ir-lOCO - o XO XO rH 1 CO 0 0 1 XO 0 ' CO Cl o !o T-Hi-- i lo ' 01 ifc ' CO 01 CO ! ^ i d I o COCO ! i ^ ■ tH jCOCO 1 o 00 '01 1 ^ ift . lO ICO’uO oo ; o^ CO joxo ' CO T— i iO ' o CO 01 01 xo CO '-H lO I r-l ^o Ol >i-HCO JaoOl O' oo o oc: 'OOCC CO J O O oooog^ J 01 O c: O 1-0 c 0000^0 > 0 0 - 0 ' 0 ~ ooo oo ’ O O O xc o oooo CO ooo - O CO CO i.'- o o o CO Ol s OlOO xjO '0-000 - 0 0 0 ’ 0 GO -tH o CO ^CrDCO Ol^ CO CO CO ^ O M o ’ rH JS xO xC Ol CO iS CO GO O C5 01 CO O CCOiOlCOCO XO 0 IP ' CO i XO XC xo £- c^l T-^ UD Oli-I XO 1— 1 d 25 21 5 -rococo 1— iiO— 1 O’XfOO oit-ioj : xc C5 CO CO O xo : r-< rH L- ,' ^ 01 C5C0 r-t O 01 I CO CO 01 0 1 0 0 0 CO - OiOrH COO ^^o ClOlr- v-too ,o^ ii-HOOi-iO CO c : 01 01 01 t-H 0 d 01 ei rHCO'M , ^ C-lCir-n -- CM T-i Ol T-S ^ o rH r-t .-H C--! - ^C0TH 1 01 rH 01 01 0 0 CO ft ® Q -)J o oT 5 OQQ -U4J G-pd-i-j+J+ti 1 ., a, a, a ft ft ft a, ft- ® ® ® ® ® ® ® ®o QQ OQflfiQQ^ ' 4G1 -J : ftft 1 CD CD iQG d d -1-1 d ' aaaa- ® ® ® ® 2 QQQfld aaaaft ® ® ® ® ® QQQQQ oi a Dept-. Dept. . 4:3 -p 4d> ^ ^ 4G5 p-p 0 0; 0 <0 © CD > d P3^d dH ^dQod'^^K^ ^dQ> o^d pM [>5 i.sg , S d nd dfiiqddSKddd dfSd ®co w O' fq ^ cfi ^ IT O C .£ a] ®-a^-d r’a) ® CJ ;h ® 07^ a O Spii-Sli? md kSq^S i idS ■ n ;a2^ ■ a;'® : feccc ■ 5 : o g ®o § 111 i 2-^ i^Q O . o 01 o ' aq ' rd^Td bfl K : ®-2^2 2^^ Ro Mpri 2 O ' : fcc '.'^ bf! d g a.£®^ oao^ 8d.|ffi8s ; ^ a Cgra*^ ; '-' (D ®-2 « o jH aa! Vr-t dga^dt^gco^ocQpcgacca^ P-^^a) ®aiS'2aia c3£ra-t^’^ 5 a fcjo a &D o &J3 . ^2 bfl far G bf a , !a«a35a]®alS'gaiac3^ra-^ o o ,a o aJnd fcfl M I-a . M 45- o 6 o" 'PQ 01 Ol a aJ -p.^ o cod aQ^s ^ > . ©.a •a^ ;h fco ai^ oa d-a od O/^ o r\ ‘^ 5=|s5|ags^3 ^ CC Ol o ^ & o d a o > k m O aa do 2 o 13 a P-i ;idaa^ gdd : §>’E® sis -'Sill’s OSS a 'yo®aaa.a : ft i > ^ a ^ 2 ^aJ to I o y<9i a a r; a2d a ^ x.20d aft aa a ce a Oo rd a 1 2 cS I^IISdo dSiSdddoog Sag allllll CO ^lO COt-OOOSO^C'lCO 00 CO OD 00 00 : ooocoococooocooooo OOCOOOOOCOOOOOOOCO xo dO 5:^ CO C5 O t-H Cvl CO ^ LO dO i--* CO Oi O t-I 01 CO ^ * ' ‘ CO CC CO CO CO CO CO CO CO GO Ci 05 c: Ci Ci - -coco CO GO 00 CO 00 CO CO * Statistics of 1898-‘J9, Table 42. — Statistics of jmlilic high schools in the United States for the scholastic year 1899-1900 — Continued. 1230 EDUOATIO]^ EEPOET, 1899-1900. oi^i^uops PH'S ‘Scimin -ainj ‘sSuipiiiiq ‘spuiio,!^ jo o o 0 0 0 0-000000 oooooooooo 0 0-00000000 'S3 •A.it?aqT]; aq:). ui sauinxoA jo .laqranjq Oir^o *o KC C'l rH 1 o r-t PM I-tH p 5t iPSS I rH 1 ID i-D ; QCO C3^ oo "’S >o oi •qi-ip A.^^?:qxIl^ ut .i8qmu]vi © i i : M i i i M§ ; 1 1 I 1 •s.i'BaA Tu osanoo jo qq.gu0T; © CO ^ ^ VH CD C':! Students. College prepar¬ atory stu¬ dents in the class that gradu¬ ated in 1900. •aynme^ * 1 , T— 1 1 'rjH '01 • 1 i- O cool loi •UFK 1 1 I CO 1 o 1 O I 1 CO 1— 1 SCO rrl ! CD Gradu- ' ates in 1900. •ainuia^ij 2 c; pj D> D1 13 13 ,-,001.0 .2_i jocoo^i CD O tH DC CO -rtl t-ho O Preparing for college. Scien¬ tific course. •atnuioj 1 1 ^ j -.j}! 1 o ' 1 rH 1-i |0 T— t •0IUK ^ ID O O 00 00 I--* D"? 1-- CO O »D -+< O CC O t- )-D r-iM'-t’Dl r-t Mi— lOCDDl GO ^ rH rH Second¬ ary in¬ struct¬ ors. •8{T?lU8^ O r-H rH c: rH rH O .-H r-H r-i -tH CS 01 O -dl M O rH C-ri t-H r-l •91«W ■ ClrH-HOlIOOrH ^^.-H-HO-lOrHT-HOl-HrHrHOlOrH sl-sp S ot'S .4^ 4.3 -1-3 4-5 4^ 4^ p, p. p, cri. Ph P. Q G 0) OJ o o o QQQPQQQ 4-5.t34^434-j-J-'5-U>4-?4^434i>J-54^4-54:> PrP^P4P+P,pHp)Pp4p|Ppa)o CPQPQQqPQQGPQQa On3 r8 C 'ij =S C S 3 ^«ji^F^oNcQ rri X'SrC CS (>= 2 ^ ^ a).o .^3 >5-:3 14 o V eg (/) o _a '«k8 '2 qjM . ■ -^ r P u > S ® 3 o "o ^ ^ oP P<^Jo hg>o«-SM >,p| g g o s ^ .S OJ r; g^pu s , 1-1 S-rt O O cr; O t-H >} ■ PUBLIC HIGH SCHOOLS, :231 So jOO ;oo CO oi ' lif o*' ' t-T 'S 1 7,000 3,000 2,000 20,000 20, OflO 3,000 1.500 3,. 500 o ooo looooooo OOCO JOOOOOOO Ol r-T ■ IC ^ CD o' CD" C'l cT 88 g g £ o g c: o <-' i.-c S L » yci 1®' sss lO O’ Ol Ol Co' rH o o o CO O O LO . o o O Oi « o o CO Oi ' .— Ol lO rH CO 88 jo ! 1 t I . o o >.o o o 1 • 1 <000100 • 1 1 ; Ol CO Ol ^ Ol 88 o ^ o Ol L- 01 ■CD : 'cdH < o ~ O Ol O 'CO O i CO j rH CP O CM ; O ' CO O C: .(M i 1 O i O Cl ?1 lOOlOlr-l 01 * ' Ol CP o j r-i CO Ol r- (01 I ^ 1— ( Ol lO j o > CO CD O GO o '+ o CD CO rH ^ CD O : O -CD 1-- ’CD LO Ol 1 O 1— ( iO 1— i CO ' CO OiOiDCO ^-- ^oo Or- 00 CO o Ol r-l -tH Ol r- 1 t- CO O CO Ol : ' r-H Ol Ol o o lo lo CO O O o - . i -1 Li O < OlO o 1 o joo O 01 C i-p C-1 Ol 1 1 T— . j CO o '• ca CO CC is Cl lO 01. oi >-0 o Ol ! o o 1 CO j O 00 *’ GO • 1 1 CO ' j CD > OCO CD-^ CO CD CO r-( j r-H CD s CO 01 CD I O-'i O Ol [ 1— ( 01 1 p—i o : h i O' Ol 01- CO O T-i 01 ’ lO CO o o c® ^ o o o LOl-O ooo Oi- CO • oco .1-OOOO-CP '0 00)01- • oe c ' O CD O O' 'd- -o * u: _o .-C oo Ol 000C3300 O 7Dc;'0 oc: GO?.- •CCO-OO^OOOOOOO-HiDOOC: —1 0> T~1 1— < o CDCC t-H O ■ 1— 1 i>* . iO r^ 01 CJ CO t-- CO o O ■ ^ ^OCDCC , 01 r-iOir- ,8 ift ^OrHiCOOGOOO-HCOOO < T-< rH 'T^ CO i-O CD Ol CD iC CO ^ T— Mocij^gicooo ft :• t- 01 ir; CO CO 1— ' lO C: <— I OD 1-0 O ^ JO C CO O CG O O C' < i rO T— I OJt-H 1-1 CO (M lO —I O i-H O* CO <-H 1.0 >—10! CO O! O! t 1 Ol O O O 0-1 - iOOi-iOOIi-iOOt a p, j:!. a 01 CP o ■ po P H . 5> ; o ® ,_ 'S?3 . 5 c3 ®.P ®s O WWPP fflPPPPO lpll!llig&§>s p p2 2^’S a;:3>®'T;a-r'ft!®p5caoL ft ft's -2^0 ftftftpg^s^ftp rtrSLi ft'L a-*^ S.g pft' ft ^ ® m'ft o S'gJ’P oo2 c^ic3r^^I^OOO^3O0;)CDCOc:3;Z5c3c^Or-«;H^'^<^O?HJ^c3c^(75c3O»^ ooQC)OQo^::::)fiQQGQK&qp^fefe[i^p^fec50000KM^rlEK,i2 Statistics of 1898-99. Table 42. — Statistics of public high schools in the United States for the scholastic year 1809-1000— ConYmned. 2232 EDUCATIOI'i KEPOST, 1899-1900. 1 OTJI5.U8PS put3 ‘0atiqiti 1 -anj ‘sSuip^iuq 'spuuo.xS jO 9i\Li3^\^ « j I§Sc:Oc5oo iSc^oo ^ 010 10 0 0 75 ;01000000 ' O lO O O ' 1 ;0«:cco ■ ! ; : ; 888 1 O GC lO • i-h" ' 1 •A.it aqil eTi:^ ni sauinpA jo .lac^oiuyi; ‘O lo j O O O lO o o 1C7 lO O 75 *7 O CO r-i 50 rH oo 1 lOO 1 •pi.ip A.iu:;Tpui ui .loqiunyj 1 ;;;;;; : ; i •s.inoA til os.inoD jo qr^Stioq t 1 CC College prepar¬ atory stu¬ dents in the class that 1 gradu- i atedin I 1900. •0][GUIOJ 2 : I I rH 75 1-1 I'tH 01 OIi-Mt-H OMH 5 i 1 I r-i l- 1 01 75 75 O CO CO Students. Gradu¬ ates in 1900. •Ginuioj S I cii- 1 : 1’-" CO 1.0^ CO CO O -.2 CO 1 •a[UK 01 1-0 75 CO O CO -O 1-0 O I Preparing for j college. j Scien¬ tific course. •einui0^ J 1 -CO ' • o 01 ~ ; O ■ i ; •eiUK S i i ' i i ' ' ^ rHrS , 'TfH Classi¬ cal course. •efutuaji 1 O 75 1 CO ‘ o COCO I o 1 •a[UK ! 1 75 p 'CO lO I lO 'th o i 75 j Ele¬ men¬ tary stu¬ dents. © 1 . O^^OOOOOOOOOOOOOOOrOOOO'-f^OO — rM CO ^ 75 CO gi 1 O' GC’ CO O' O O O 1.0 O' O O O O O O 'rf' O O O >0 O O) O O O CO O CO 75 r-1 Second¬ ary stu¬ dents. •eiutuaij Qfj 1 75 O O CO 75 O CO O O O GO O O O O 75 O O O rH O'O CO 1 rH 75 7! 1-0 G'» 7> CO ii CO CO rH (M c<5 r-i 75 i-H 75 t-1 ■9113K -H -.o cc rH rH CO ~ o lO o ift >o -H lo 3 ^ m i- .cc ci o r-H O'! C-l CO O C-! C ! — i i t— i OI l r— 1 -0T-li-(Or-lr-lT-Ht-ir-IOOO.-HC;r- < O O .-1 o •ei^R 1 ^H,-^,-l^-H^^75O1"lI-l^^rHr-lT-^r-^1-^^-^75T-HT-^C0 Depart¬ ment or in¬ depen¬ dent. i h |.4^+J+3f34J . i+S+3+:J+3 a;a);©QJca)©^rt'i»P®5^CPGQ Principal. M E. P. Goodwin . H. C. Wilbur . . Miss Bertha J. Jenness Melville C. Freeman .. Herbert 0. Clough _ D. M. Stewart, A. B... Geo. H. Libby _ _ Miss Nellie R. Carroll. Wm. A. Harthorne _ Willard O. Chase J. M. Pike . . Frank P. Wagg. . D. Lyman Wormwood Prof. E. M. Tucker _ Alton C. Wheeler, A.B. 7 K c p c > Ernest E. Morse . _ W. S. Masterman . E. W. Ober . . F. T.. Mitchell i 5 : > |C ip "o: c tic ' ^ ip Fred. Johnson. _ Walter P. Clai’ke . Name. High School* . _ do - _ _ . do.* . . do . . do . . . . do . Jordan High School . High School . . Academy . Hio-h School* _ ' i ! ; 'oc ipsi: 0 ; 1 1 1 o o o c ' c u > o i'S Academy . Somesville High School. Hiirh School . _ 1 c b 1 _ do... ___ . _ . do . . do . 1 State and post- office. - MAINE— continued. Jay . Kenduskeag . Kennebunk . Kennebunkport. - Kittery . Lewiston . Liberty . . Limerick . J/J 1 o IL ifi ipp Machias . Madison _ Mechanic Palls... Mexico . . . c t>i I IS II Milo . . Monmouth . Mount Desert _ Newfield .. _ . iP i c ! Q 1 03 IP cfi © ' c : & 1 © N or th Berwick . . . North Islesboro... PUBLIC HIGH SCHOOLS. 2233 0 .0 0 ;0 0 > iCt 0 0 CO 0 s 'SSP ; ;0 jn"o''oco''co''»qcc'‘co ■ 'g 800 6,000 3,500 0 0 CO 3,500 4,800 2,500 01 01 c: O' Q : 000 ■ CO 'O rP • »o 0 ofSoo llll ;5;! s :o 0 0 10 0 CO uO 1-. 01 01 0 40 80 190 13 i : : : ; ; ; : ; i i CO ^ -rlH -1^ CO -tH CO CO -H 01 '^■1 ; -— iCO tH 'iC^r-H^irO i jo j^ uO * ^ - 0^ 31 CO t-H a- 01 “ — f iO I -01 j r-( • i-H rH 01 1 01 0 j jo CO CO rW t- 0 CO 0 t- i.O ^ 30 1— i CO 01 ’-O -H 0 01 I 3>. cococo 0 > .3^ t’ lO ,-HlO r3 = MCC31^^^^31 01 1 0 CO 00 31 0 31 j = 8^ 0 0 ’ 01 0 0 0 ' 0 0 31 '31 i 1 1 III 0 I 31 jo fi'i OC CO 0 01 !i-h-hco ^ , /jv-j ^ , I 1 III CO j j31 0 CO 01 0 CO • CO 0 I I ^ I lO 1 01 — I CO 0 0:5 .-<31 CO 01 ! 01 01 I . :o ; 01 1 ^ r-i 01 ! I— 1 01 l-H 0 CO GO 0 0 0 O O O O c: O ooooo: O O O O O O O O — I o O O O c: O xO O O iC O t.-D X'. C- O vO CO f cooc < CO o^ - lO oo Oi' -H iC crt CO < < O'! O 1-i CO t-H OK < O'! rH o O' c: < O'! 01 O rH f-n ,-( 0^ » ^-5 4^ 4J 4^ 4^ 40 C, & a Q, Q. Q. D, O; (X> QQQQQQ -p r -s ■S'oQ bC5 " d i—H ;L( . c3 c3 0 ^ (1; io 'Rl CQ S (Ei: 2 K ;d S ?-7r^' .^--|'“'■_^I^' ; . -(^ E r-^’ -; rQ a ^ '-i cd cn G 3 • Cu O W ^ • . - ^ ^ g 00 CD ';3 .cQGcq feX) O Ij O c ’Pp^ jSjSqH i ^ C/J 4, H, 33 8. ^f- IM p; £« tn m '0 Ph 00 E S'td - E^ E G E 0 *'3 c3 .i-io pq a S Sa^ 0 ild rtKO" G 0 d , M bi) fl M (S.^ -S 73 p< a 3-5 02 02 02 02 02 02 02 E 8 8: -+< »o 00 1- 00 OS' : C5 C5 3; c; <3; c; c CJ ro <35 OS o; 05 c g'o§S88S8 “ “ O O CdO o 01 CC 'cH ic *.c i-- oooP^^ 4iP W' ‘ C^ W’ 4C O 01 01 O'! 01 01 01 01 01 O! 01 01 01 CM Oi 01 01 01 01 Oi 8S8 (MCMiJi 888^8§§g' C-l CM (M 30 !M IM- Statistics of 1898-99. T lBLE 42. _ Statistics of piihlic high, schnoJs in the United States for the scholastte year ISDD 1900 Continued. 2234 EDUCATION EEPOET, 1899-1900. 1 oijuueTOB pu'B'eanu-U -jnj; ‘sSuipiraq'-spiinojS jo stq.'BA i i 0 S 0 0 i -^I'cTofco > 7,000 3,000 4,000 500 15,000 1 . . 1,000 4,000 000 ‘X 008 - 1 iP.i ' ! ux sbuixxxoa jo .xaqixinjsi j *1 8SS : : C^rH 1 1 tCOOOOO iiCiO . c -0 0 ; -1 --0 1 O • 1 1 -Tti 1 1 C* i| is 1 'lU-ip ^t.i'Bjixixxx III .laquiixj^ | Mi;; i i i ; i ; i i i i ; i i i ; i i m osjnoo jo qjSu8''i SI Students. College prepar¬ atory stu¬ dents in the class that gradu¬ ated in 1900. •0XUUI9JX 2| 0 0 1-H ; ; : ; i i i III III! •oiuM 3 1 ;,^rHX- , ; ; i CO III ! 1 ! I Gradu¬ ates in 1900. •o.Xuaia^ ;S 1 ^ 1 ; CO 0 ril CO ; C: OX 00 OX VO 1— 1 1C3 C<3 (3X ! i lilt-* •9r«H 2| ; OX 3C 0 '-CO c::' j-hcoo co--oOrH O ' ' ; i Prepax'ing f or college. Scien¬ tific course. •0IUXU0,q 3 i ; ;^ i 0 ; i ; i^ ; i o i j i j I jO •aiui\[ 2] I 1 1 CO • ^ i i i i^ ; i CO ’ 1 i i ; i 1 Classi¬ cal course. •0p?UI0^ : x=( IrHi-HOX ;-H ; ;i -H It-HO ‘ « •' 1 0*1 1 111 •9UH 3 : ' O'! CO i rH * ' ' M • tC »-H ‘ ' 1 O't 1 rH III CG Oi 0^ 1- Ele¬ men¬ tary stu¬ dents. •ajurao^ 2 j 0!-C:OC^O — OO — OOWO ■9FK 1 OC^OOCl-O ^ Second¬ ary stu¬ dents. •0TUXX10^ * i I-’ o o c: o -ri .o CO c: .-H 00^ 'Mco O i-n c: ci c: co cj , •aiuK O --0 1-0 O'* O O 1-0 ox O O ox CO O C-. O T-l O lO CO CO 1-1 OO -f C-: Ol CO OJ .-1 L- iH t-h CO 1-0 r-1 r-l r-l CO r Second¬ ary in- : struet- ors. i •OXUXUOjI 1 O-r-irHCOOCOOr-IOii-IOl.OCi-lO-^l O O 01 O O O .-1 •3UM 1 1 ^ ^ .-H r-l ^ ^ 1-H r-l O' 1-H -1 ox rH ,-H -H r-l .-1 ,-( CO 1-H r-l rH rH Depart¬ ment or in¬ depen¬ dent. _1 j 4:i.4_34J.+0^-i+2)-4-3 Q. Cl. ^4 Ph 3^ P4 3^ P* pH P- ft P^ P< ft p- ft ft ft ft oa)5?a)cu©c;(X>!Dooo^P>P Waldoboro . Warren . . WaterboroCenter Water villo . Wayne . Weid . . . vvejis . Westbrook . West Buxton . West Garland — Windham Center Winslow . . Winter Harbor. . Winterport . Winthrop. . CO § CO-HriOCCi-- CO CO CO CO CO SSosJiox PUBLIC HIGH SCHOOLS. 2235 O rO O >0 O ' o ss O.LO ii 100,000 3, 000 6, 000 oo So tc 'tH 5,000 ii co" CO o 3, COO I 11 7,000 3,000 400 800 800 6.0 oo o o lo ^ 5 :ft 0. o>o o c:'^ o> o rH pO (Oi o o oo po o O’ p:> ,-H to r-lCx! i i : 1 i 1 10 ; i i i i 'Mi i i ; i ■TiH Tdlftft ire CO -TjiCO ft ft CO 02 COftCOft 'ft ft ftCO.ft ft CO coco CO ft 0-2 CO ft coco T-f I i ^ o 1 0 0 1 jO^ o o O j 0 3 O -t}4 I ift C O C2 O ft O IrH O'! »0: o CO o 1 o o r-H OO ^ ^ ^ COO rH 'ft 2- CO ft lO 02 ftO_ O r-t O O L- CO 02 ft CO ot-t o o CO ^ C':!0 CO CO 1-^ CO ft CO ft ft i- 02 ftO o O O t-- 0-2 O < O !o i ^ ; i o O j ct to |CO . 1 CO ' ' -"■ 0^:1 t-'d^co I • C2 C> Ol Or-i o CO 02 o C'"? CO O O ' ' o -+f O i-HO T— i CO o ooo CO CO coco 0000^0 o ^ OOO^ 0(M Oi-I- O O O O 0 0 1^000 C5 coo O O 020' OOJ-O CO o . 1—1 CO ii; c CO 'li'i ^ 1-1 >r0.02 0 OO OC 0-2 O 02 O- 02 r-i- C i-l i-H tH C tH O i-I CO O i-H O O 7-1 O i-l O 02 0 0). o ® 1 I © • pG ® ^ ftt— ' © CIS p3 M ^ . . p *<.2b ' ; o ; 3 1 ft] P ;ch fcc ; p © p 0 O o fto 1 o: o -is a 33^ lg. •§3 to 8^ § lip |a|?“ ill's® 3 Isat'IJ P'© cS > • ■ I 0 © § © p 2.2 O c3 ®- "© © m P fH © 2 53S © fca o ft "S. Or o 1^ .pj ^0P © 0 0< r— ' O O PP 0 . -1-2 1^ p o3 F^i ba . p s g gcqM " P 5^1 ,:][> IPa -<0^1^ 1 CO CO 55 Ofe P P >.2 -2 -2 B- ft; a |Ch ft 773 M PP- Pft be r| Pft ft P O © © ©^ O O0 2 20 00 p "p cSi— 1 PW 0.2 31 baft? 0 o Kp BSi o'© 00 0 ; ffi © >> PS +=■ ^ P O pft P 2^^ oft p r" 0 ^ G ftc P 0^0 O P ca o oft Oft 'z ^ c © ft pft ^ft pft^Cft >-.0^ ftftft :ftft 2 fl o £ o P o.S Oft p 2 ^ c: o c o p I p p p r-i O © C g O Mft' ©cc.pft Pft7 ft ft 2 2 .2^5 .2^ o “ .^.Sf'ft |a0 ft 2“ K K ^ .s ^ .p _© eQ § ©ft ©'S'S^^ftft ^m5c^ ^ K^- ftft- O' 2 ©j o ISft o p P ; : : >1 ; ; ! I I'o I ! ' ' ' v..ft GlisJ gS > p 'Sft ©ft gft Pft +i CO P p o P p © § P O d ©ftft P mooooo ; s : ;ts ; ■ 0 ■ - . -4-^ O CO to © P P PPH H PP p p CO ilgs ; S'll^ :p0M © © rt 0 . © o ft to rH o © ra p © K0 1 OO' oS 1 o J.O) C.O o CO- ?- COCiO— ICVICO O O O i-> i-- lO o i.-^ ^2 O SOSO 2081 11 72 §02 W 02 02 §o: t ^ o o o oooooo CnI (M C-000 'OlCC C i O I—I rH (M (M ’ rH ire ' I’ o ere C'l o fc^ cocre^'^ ^'^crecococre ■ O O O O O ;ooi- oireoooo S b-2'S •OX'Bino^ oreo oireoirej' ^ O CO t- O' CO rH CO ■0X^K ^ox'poo»irej^ao«aoo O! A A Shf^s rf •8X'GUI0JI .-((OO OlOOOOr-iOOOOIOOr iOO ooo •0UBI r-( ,-1 ^ n-l IM C« S .S ® fl o ^ 4J 4^) 4:> 4^4-3 » ,4^43 4^4^4^ , 4J 44 4J> 4-:> 45 4-3 4^ 4^ Pp.p,P.ftP4 n't rt-) di dA d-i d^ d"! d 1 d^ d"^ f " “ “ '■ “ “ CD O O H-^ « < *s ^ •c/} o ■sgS G-Op 5^S © 1-^ be be o © O O ■'^ o pppppp I TO ' ' fcc ' i V • I.f4 « i<5 : ;ffl : illii|lllli|l '^©©.a<^'^PcSPo!^^c3 i^Cb^t,0 4icg;©g0^0G O P P P Ph CC 02 CC 02 72 E-I H Eh : S g ' p $~l o o S S g : g M. fH ce^ ■ (3 ^ ^ .2 P,S« 0 Or-H sssg OlOlS t IM 01 o ' o ■ o ! o ' i§i 400,000 1,500 37,000 2, 000 25,000 14, 000 278, 000 2, 500 254,000 295, 000 200 500 300 270 1,000 lO o o lO o s O IG 1 O O O O > O O IG ; CO (Ji O i oo ? 500 o s co' O W :r o o c:> o O O CO of r-T-^'' GO O C1?1 o 3,500 1,227 SooS 300 1,200 135 3,200 O 8 i is i i i i i M i ; i i i i i O o OOOO I I—* o ■ g i CO ■ O'! lO ic t- I I I 1 0 O’! I ' I !' 1 <' ! i lO ^ ' < 01 O CO Ci i CO CO O 0-i O 1-0 01 r O O-'t 01 ' ' O O 0> ' -H 01 i.- CO o- CO' t-H to ^ ^ O to ic 01 01 to iC 01 lO uo 01 -rH T-^ Ol L'- ^ iO 1-0 O 00 LO 01 O 00 O O lO ^ CO O tiC CO CO 01 tO O O r-H o: 1.(0 t- i- ^ 01 ^ T— o 01 XI^ O'J ^ rH 4j( Cl -H O rH .41 COiOOtOCO'OlCOrH-rBOOT-H'OOlT-* LO 01 82 CO 0 C,C rH C-1 01 1-0 .# -H rH CO rH 01 CO Ol Cl c:t-40i-40 1 1 1 t 1 0 0 i i i -o = 00 p i io 00 O O O O' rH 1 CO rH CO 00 CO 01 01 • lO 1 t-H ' • Ol ‘ CO 01 1 I I CO LO COCO i is CO iO CO 01 lO CO Ol ' LO rH > 01 CO gCOOIrHCI CO i Hti i Cl 0 r-: 0 CO T— 1 to r-i • i-. 1-H ; 01 0 :M'~' i to 0 COrH LC CO CO CO rH 0> ' 'HH CO 01 O! 0 0 L-- 0 rH ' la 1 ICC T— t rH rH 1 1 CO 0 CO Ol • to xO t 1 1 0 Ol I 1 Ol ' ' 10 ' t-LO CO O .# O 01 01 1 o iG O 01 COOOOr^COO 01 10 00000 0-0 COCOO^OOO 0 to T— ( 0 00c ■ C:- CJ 0 0 00 - ■OiOOOOOO-O o ^000000 OOO^OOOOr- 1 0 LO 0 0 rfl 0 oocr : 0 0 'tH 0 0 0 - ■OCOOOOOOC o 01 tc ; 0 10 ^ to Ol r-^ Ol to xo CO CO to T— 1 0 10 CO -H CO xo 0 ococ: ' C? r-- C: 0 ie:-H^OlCOCOCC?^ ■ i.-- r-4 rH r-^ ct' Ol O CO rH rH CO ^ C COC^ CO O! Ol 0! to Ol O! Ol rH Ol ^ Ol Ol CO ^ hH CO 00 Oi T-^ r-i 03 rH 01 XO S CO Ol Ol C-1.4 1 Cl Cl rH H-^ 0 tOCOi— 'CO^aOr-it-tOiOCOOO^ t- 0 0 CO E ' 0 0 01 1- 010 Ct 1 rH C3 xc to Ol O rH 01 lO 01 LO Jd- 0 to rH rH^tOrHCOt-ir-H OJ :cooicto: i.- P to 03 CI ' <^l CO 1 XO 'HH 10 CO 1 to ^ p ^ 2 8 CO to LO 10 Ol Ol rH-H-^T-HrHr-H-HOlr- i -tH 1-1 t- 01 i-H C3 G3 1 10 n 1 C3L- 1 C2 ^ rH lO rr CO rH C:3 to rH CO C-1 T-l r4 0 T-l -^1— ICOt— ir-ir-HrHOi— IrHrHCOrHO O rr^ '^^si ;C0C0CO^ toco rH 4.34J-0 4^ 4^41)43 40.4^^-^4^ +3-^3 43434-3+3434343434-3 +3 !a a AftA p,D4a.p^fta!ap,Ci-P,ftfta)S::^ a a p,p.ap,':ri.p,ftpHPH p, <3^cic:>o; > 01:5^ 'P3 o S jns o n'O'o'® ® >= fd o (D cs .'-d P! f;:; ^ 0) bJJ fl a Pi 2(3^^ CC Pl_§ § 5) go ■ OJ Pld'^ o Hfq a M n :a3 .■t! ?H f- if ® d os ad

"Cai dd " aS'l5:«0 l5^d!xaHWQKpH d o fee' 1'^ . . . ' a p ; ' i^2 ;3 I S P’ I o . S^c :d tJD CC icC 'd 'A ' bX)3 CO ® o ■— I o , o ■ ■ o o O o 53:a«^ ^ o ^ dddddOTra rd a <5 bJD 3 fcfid bti ■ ■ S k^SSm pHfa C/2 pj ‘■5 ^ O 5 6jb a u dec W Q o P o g 5 WSaS® , ;u, a 0® rH Pi p ^ w =5 Od 03 OdHtJee 5 om o CC I>J 'bid ;Mg o ffl.S- .- rf5pi3_Ji'"00000 |illlip1|Sf"""" QHHdOid^ M • o o ; o o Idd , o o jOSeC i'll) ■HM ■ ®d o a.j2 a"^ o a WH . I ^ a . o • a a Sd 3 a b/) 5 d S ^ fes"^ !ii^.S;§';§ ■w o d g0)j3ad,2,§S>a^^ '5'ga9a^'5 M CO 4^ fe >) ce cs o^'o 0) 03,5 o = . ^ W® 2 2 »5 5? 0 ddd dd o a.S 2d * ® igSggg^gggaa IfQ fqffltSwmWfflpqo -H'MCO-rfCiCCOt- COOIOt-KO^CO-^HiO^I-ODOIO-H 01 CO -H10COC-COC50 t-j -4 r-( r-l ,-1 rH rH ,-1 rH 0-1 Oi 0-1 lic high schools in the Unitecl States for the scholastic year Continued. 2238 EDUCATION REPORT, 1899-1900, •sncj.'EJ'Bdd'B o^i3,u:3Tos pii'B -jnj ‘sSiitppnq'spuiiojS jo eiiiijA 1 e> $130,000 ,5,000 3, 000 §g;^g3ggggSgg ;og . . . O W O O O O CO iiC W CO O 30 » O O « • I iCCToiOO O »-0 C0CO>O>^rH' ' Cl 'O' ' » i Cl CC r-i CO 30 r-i r-i Cl t- * . i . •A.t'B.iqi]; eqT ui seranxoA jo jeqtxTn^ i ~ iocoooocioooo ,’ico OIS' I ■ ci o o o 1.0 c; o ir^ lO <=; i.o , o c c-j , lOCClOCOI-JC-Ir-l— 1 CCO ; rH qji.ip A.i'Bq.qitn iii .laqtunj^ cc o I 1 1 i i i i j ■ i I 1 1 ; i ; •SJ'caA UI 0S.inoo jo q^jSiia'q Students. College prepar- atoi's^ stu¬ dents in the class that gradu¬ ated in U900. •oXurnoA c I »£0 1^0^ i i i £ ;C r— (COrH 'w-HCl » 'COr-i ' ' 'O Gradu¬ ates in 1900. •opcuiaA t 1 OC CO O'! Ot CO lO 'COOL- 1 5 O CO rH CO O'! O CO rH O! 1 I ! - ^ ^ •aiuK 3 IG 5 r-H O' O CO lO ^ CO joi— lOi | ' ^ i-* O Cl O 0^ Preparing for college. Scien¬ tific course. •einuioA 3 I o o W-O OOr— lO 1 j |0 |0 1 1 O •0IUK 2 cot-ci-ff I I 'Cl Ico I ■ t-h lo Classi¬ cal course. •exuuioj; ! • r~t CO O O I COX-T— ceCOOLO-^ r Icci •ai-BW w i r-ICCCO-4<0 c: lo 11 lo o -H cc -n h- r-i i i o Ele¬ men¬ tary stu¬ dents. •oXuniaA ® o cooooO'OooooooorHc:-!^ ooo St O COOOOOCOOOOOOOt— OOOO ooo Second- ary stu - dents. •0XUUTOA «) O OOOli-OOCOiO^HH'OOO^rJCOiC-H-^ OOCi -THr-iOlrH^T-HCO^cOOOi ^01 Ci CO ^ CO >OC:OtCCiiOOO:!t-i-HC;c-OOOC:OrH CO CO T— i i-<» Oi t-- *— 1 '30 CO Oi Oi OiCO 00 r-irHO'! S-Si?:- 8 h ^ o w •0XT3UI9A tg cn CIOOr-,CC— ,-IC:^ •01UK rs Depart¬ ment or in¬ depen¬ dent. -U 4J+S4J p, p,.^ p,p,p,p.p,p,p,p,p,p,p,p.p,p,p.p, p,p,p, icc jff^'-i'o'p^Vo CO ' C'i • ' 'iff CO 00" < < •o^'o*' -o rHCO IC iC 1-1 Of JlO (M 0 t-< 1 r-i Ovt Oi 40 0 T— 1 lO" r-T > i-h' i ! I i ^ ^ i i i i i ! if? I ! 1 i i i 1 ' j 1 1 1 1 1 j 1 i 0 1 1 i i 1 i 0 ' 1 jO 1 1 ^ ^ 0 j j c: loo^i i ^ t-H 0 - 10 II II Of « • 0 0 1— ! I « Of • 1 II 1 1 1 i CO Of • rH I CO ^ I Of 40 Of 10 Of rH CO 1 Of t i O! Of 0 I 0 CO CO 0 (M C3 ■ 1 CO r-i Of I ■ CO i i i • IcO-t-rH ! r-n CO rH Of 10 0 0 0 'O « ' I rH Of * III « ^ CO 0 ^ Ci •' 0 CO 0 > 0 Of CO CO rH Of r-H oof.-iococ0'-ic:of 40 Of CO •OrjlO^Of 1 CO Of • CO lO 'th 40 :05 -H 0 10 CO c: CO CO Of Of rH ' rHi-H COr-1 Of CO 0 CO CO 0 O'i Of loof 0 1 Of r- t-H 0 oo.> ^COr-iOt-rHOrHi;- ^r-!rHOf rffO 1 Of Of 1 10 cf 00 H^i Of CO 0 Of 0 rH Of 0 Of 0 rH > ^ Of rr 0 It-1-^ Io > 0 — lO'^i 0 0 I S^O-HOCO j 1 jOa ^ 0 1 0 0 0 Of N 1 CO Ir^iCOOCO -rHOO " !oO ‘CD'O I j Oi O’* I ot 1 r-l*.OCOO> i>- r-i 0> CO I COO^r-iO ' • li.'-OfrH JofOfOO rH 1— ( 111 I ir:, III 1 «iOCOi^ ' I CO r-H • ' « -H ' |rH OCOCPrHOfOf 1 00^rH^-HC0-^O40C0p'H^0fC0rr,-H 1 CO ^ 10 GOOf^CO ^-rhiOf Ofgci.- C3 10 CO 0 0 0 1C O' 0 u c. Ci J.- CO ’-.C 0 C3 0 CO Of r-H Of CO 40 0 ^ CO Of r^ Of CC 40 Of Of Of CO r-1 ^ 1— < Of ; Of CO 00 0 IC P- iC hH p 0 CO p p CO 01 ^ ^ 'Of CO 1 1 3 10 ’ Of lO Of .0 Ot— 1 — IM r-- IC I-H ,-1 ^ 0 0 .-1 ^ -H r- iO-^OfOfiO^-HOfiCOfOf'^OfrHCOrHrH C-^.’d^r-ICO I-IOOrHCO 0^ i rH T-r rH 7-1 Of I-I 0 '.-HrHCO'rHCOi— iT-HT-H40rHrHrr<0frHC3rHrH -W ^ 4-:> 4-5 4-3 +3 43 4^434343 I 43 43> 43 43 43 .^3 43 43 43 43 43 43 43 4^ 4^ 43 43 43 43 43 43 43 43 43 43 43 43 43 43 43 43 Cu>Q^0C^cpcD0C'i) Q QQqqQ QQQP Q QCQQPPQQQQQQQQQQQQQQQPQQQPQPQQGQQQQQ * Statistics of 1898-99. Table 42. — Statistics of puhlic high schools in the United States for the scholastic year 1899-1000 — Continued. 2240 EDUCATION EEPOET, 1899-1900. •sn:^'B.r'BcIcI'K o^t^inaps pun -aiij 'sSuipiinq 'spuuo.iS jo S’-' ill: QSQSO 0q:i ui sauinpA jo .lequin^ icr i;-! irr c O CO ^ C-l O - •qi.ip A.i'eaqtiii ut aequiii^v ' ' . . . I . . I I ' ■ . o I 1 I I I •s.i'ya.^ UI 0S.IUOO JO ujSaeq ! 0) ; 0:3 A PI Pl5 rf ft (X) ^ a)cs cl O +J r-> tCcS hp ^2 ecS S-2S O ce M ® 'T3 H a. ^ 1 M a >5 P P> P! p rt M 0) ■eX-Bute^ > CO >0 'i- 'tH -ii ^ ^ ■ «5 CO 1" ^ O lO - ■0TBPI •©[Biuajx; CC' O '-O ^ Ol Cl o c ' >-o o CC to 01 >0 CO T-l Ci CO t •0PM ■©XBOIO^ I Cl CO Cl O Cl r-1 'rfi ,— I Cl Cl -rtH CO O lO Cl >0 01 T •0XBM •0XBlU8jJ •9PM j «( •9XBIU0^ O O O O C CO C3 O- tH O CC : •epM ® •8XBUI0^ X :OC: -)>OCOO CO CC CO 5 O p 1 C; ft CO CO CC Cl ■OXBM ^ cd Aft Sft P m o . P O « o (D 2 +J 02 cS CO •0XBra8ji I ',5 •epM O, O i'- no ' ! ci ft ~ p- _ , CC -# Cl Cl ^ X r-1 r CO '■*> C- I- -CD X lO X r-l Cl >0 O to O 1—1 Cl CC CO ^ X O Cl Cl Cl T-l Cl CO Cl I Cl CO .-H .-H X O r L A c ^ .P ^ cC p> StS ® S ^ftC^P<^P,pHp,P n . ' ■f-'Ces ^m.’o’SjU^OO)® •rci ' |§SsSsisc3 ^ § ®^.c3^KOPh g • g!>x >>ft^ ^ ijtl Jft gSQ o^ft ^ O -St^ . o O ft o p'ft CC O ftCfi tDJ ^ 2 tx C A ft 3 p Jw S^ft J-3 o o ■Iftft ft CO 0 ■ • ■ A o o ft §8 W'S copopooooooU opSmM W M P bo iszl QK 03 B H ft W 5 X 3 K-S 2« o ssIpII a ©ft CCfr-! ? ao|||l||| >3 , a cS (g d c3 P cS ft a fcD-*^ a c3 a 'SS'ft !>--® a eft,-, C § 2 o I S J.§.2^ a ■ H c8 w cfttAPPftpftoftao-iJa toftftft^J a BS2Hpft;j^ a^ a©©©©©©-aftftft-ftiOc3 CC CO 1- 00 c: o •M 7> C'2 T'i Ol CJ CO (>1 C'l 'Ti <>5 CN> C^> Ca !M C'J (M G<1 C'i C'i -71 PUBLIC HIUH SCHOOLS. 2241 oo oo ■ o • o 8 loS !■ |0 o .oo ;■ ■lO o' ' o' icT ’ I'M . . ^ O O O O O - jsssssssj rr-T ^ o' o' ^-f O : Boooco OOi— 1 O t-o oo r-i l-^ O ci OOlOO O O 71 O MO O f-T CC .’ o o o o • iC O ixC 1-0 i O' i O O O O 1 ! o o .' o O 'OOOO • I'^O 'O CO j—^co^o ; 1 ;co iSSSSS ;83 1 r-H M CO CO 1 CO ' O C: O O O O I O ■ooc:c oolo lO CO r-i r-i rl iO O | 71 11 ■ o tc 5 :c> ‘ I LO ' ' I CM ' I 'ill! i ! ; M i 1 i 1 iN i i M i ! i : i i ; i : ; i i i i ■rH CO'rH'rii-rH'rfi-H'r)^-,'i-rHrr*l'dH'rHCOCO'rJi-rti'*li- ^ LO ?ii * oc M M O O ■ ’ CO CO i O 1 O O CD r-i 1 r-l O' M M 1 r-i Cl T- i i ; r-d^ i ’-'30“- M r^ CO M CO ■ M I 'rh M ' CO CO * r— 1 CO O lO 1 ^ CO O rH I M O 1- 1 I 1 1 1 1 1 • 1 1 ' CO 1^ O 1 I 1 1 OO f O 00 CO CO iC M^- O CO o O •O O r-i CC .-< -o rH o CO O' CO — i M CO O U- O CO M CO -t 1 r-^ 00 t-H lO IC 00 CO -riHOCi-;- M CO CO fH M r-i rH rH ,-1 CO ^ r-i M CO 1-1 oco C3 M Cl (M T-1 r-i I— i ::0 O O >On-.0'M.O 0^ CO -H uO CC 0^ -ii lO O CO CO O lO ^ 00 ^ O O M M 01 O M O lO O lO ^ 71 CO r-i- 40 I OO oo i i ;^Od3-*' 'tH ' t— 1 O' I— 1 1— ' O ' O ' o 1 III I I O O O O rH M ~ i i i ;3 i O-H lO M 1 4x0 O |r-HM i ! t-H M '-:H M M I'T-hMr-iLO |rH Im liO I j O CO rH 'tB 71 O 00 M CO -44 M Cl ^ 1-1 I r-i M O O I I i-O O O ^ i I CO CO CO CO 1 T-i CO 71 1- CO J CO 1 1 1 r ’.O r— i 1 1 1 1 1.0 > 'riH t-H rococo 11 11’^ I CO I CO I 1 1 1 iO C3 Oi-^ t-H r-i CO M ' TiH r— 1 I O CO O oo I 1.— i'Tt^T-iio I 1 1-H 00 T-l rH 1 CO O 71 1 • I ' r-i rH 1 1— i CO O iO oo O U- O ' i-OO'^iO < O O CO CO o »o ^ 01 1.0 ^ ^ o coco CO 01 O o -OCO - COCO'^OiOi ICO 0» O Oi CO O c:' r-i lO : O O crc CM CO r i:-010GO c;» ^ 01 01 o CO ^ 00 ^ CO io o oi rH ci oi oi c; o r i O 01 T— I :0 O rH CO O •.OOlO CO 01 01 r I O O rH ^ 01 01 r 4^ -{-3 -fO 4^ ^ ^ ^ 4-J -P -4^ 4^ 43 -P ^ 4^ 4^ +j -4^ ^ 43 43 4^ -4-3 43 4^ 4-3 4^ +3 43 43 +:? 4^ 43 +3 43 43) 43 4^ +3 pppp ppppp PPPhPPPPPPPP,PP PPPPPPPPPPPPPPP, PPPPPP cDiDCJ© OidlDOJ (DOJftffld) (DDCDD'DiDCDiDiDaJiDQJCLi a)iDa)ajCD(D pa® i^.aSi.S2«i3d?r°5^S |^<4r§g3ig2t3|Oda'2 ' O ',-1 1 o I O ;j/2 ;® .£» VSi'Cra !>>® o P a'oK 00 2 ® 3^ ^ • '.2fMS®.2^^ M g 03 o o ® c/) ' rCj Ov-; O 2® 2 'o o'® -Cl ci;=!nc;-® fcJD;® t>fi bti K 93,—, ® O s 2 ft O O ® P'S >> 0) > ’3 d.2g csgfti t> 4^ a; {> !> c3 o ® D C^ C^ o rrt QHf^o^ ,01^.01.01.^ .ad3,3d > S)2 ® 5 o Oftl -ta-^aapr-Qq ?-I?hPP?H ?-) ?4 !h 0-4 lSlSwSP)^ S^SS ^ ^ ^ lz;!2i^^OOfqCqft ft C^ft ift >>3 ®^ do: 2d® -3 ^ ■d d d o 4a o 2 '> o .a a o3 >1 d: d^r 2 do: crd ^iS ?fi 2r7-! ' o , . .^ . ® 3' o-d _ fcD-e t:g^S:2S *OOC30 r-i(MCC-^»OOi>*OOC30r-i'MCO^iA',OI^COC:"Or-+ 'T+H '«!H ic tO i-Ci iC ICC lO lO lO 10 lO 'CO 'CO ':0 qo to *-0 O O ‘-O CO L— t— 1- i— I-- t— OO CO CC CO PO 00 CO 'CO O) CO C3 03 (MMC I-M 'M'MfMC'KM -M M 'M 1 CM CM n CM C'i C'1 CM CM <71 CM CM CM C^i CM CM -CM C^i CM CM CM' ED 1900 — VOL II- -61 ^ Statistics of 1898-99, Table 42. — Statistics of public high schools in the United States for the scholastic 'ijcar 1899-1900 — Continued. 2242 EDUCATION EEPOET, 1899-1900. pn-B P.incpu j •.inj: ‘•sSutp[Uiq’‘spuno.ig jo en[B_^Y j cAo" I •AjBaqTi; eq:^ ui saranpA jo .laqxnuj'q qpjp AaB^qira up aaquinjsi; •SU130A up OSJUO0 JO qjSueq; (Slot oo c6i~ So o o o 8 8 s oooooooooooo iC- o o imrt' CO i-. o o o o CO CO Oi Oi CO rH i-H O lO Students. College prepar¬ atory stu¬ dents in the class that gradu¬ ated in 1900. •epBuia^ 1-1 rH iO > Oi J 0 lO 'H^ ’ IcOlO I I 0 ^ ^ ; ^•0-^ j jOrH Gradu¬ ates in 1900. ' •epBUTa^ OJ ^ O j ;z| 23 ^ S ^ ! CO 5 49 OOCOJ^rHrHOO O'! CC CO -H^ i 00 Preparing for college. Scien¬ tific course. •opuiua^ o o jo 0 0 IT I i ^ i OOl 0 ^ •91^’M W W Ol lO I »o 1 10 i i i 1-iO I Classi¬ cal course. •apncua^ e> TJ=! 00 i- • Oi ' jrrt^rH •9PM O (M ^ i jrHClO O1— iO Ele¬ men¬ tary stu¬ dents. •epunia^ © O O oo t-«0 0000 0'0 00000i.'5 o •9PH © O O oo OCOOOOOOOOOOOOO'^ o 1—1 CO [Second¬ ary stu¬ dents. o xo 01 o o cr. CO CO CO -H -+< «>* i- o o oi o ^ o lO O ^ 1— 1 CO O lO 1— ! T-( ^ ^ 02 1— 1 r-l --1 i.' ^ •9PM CO T— < lO »-l 1-. o o CO tH O 0> CO O CO CO CO 01 »o 01 >0 T-l0 01^ r-i CO CO t-H ^ (01 CM CO CO Second¬ ary in¬ struct¬ ors. •epBUio^ 01 ^ 01 01 T—t 01 iC 01 1—1 01 LO T-l rH rH CM CM rH tH 01 •9PM rH r-H COO r-irHr-HrrrHT-H~'(MCOOrHrHOOC!0 rH Depart¬ ment or in¬ depen¬ dent. Pi Pi P,P, P,P,PiP,P4Pp4PlPlPocp(Da) a; Q Q QQ QQQQPQQQQQOOaQQ Q Principal. M W. S. Goodwin . Edwin S. Tirrell, A. M- Fred W. Atkinson . Charles P. Warner - Raymond H. Cook - Alfred W. Rogers . Charles.!. Emerson-.. Arthur D. Arnold _ Benjamin D. May, A. B Miss Sarah E. Wedge . Harold C. Childs . John P. Swinerton _ Miss Grace E. Blodgett Henry K. Sears - Leon 0. Glover, A. M.. Miss Nev.a D. Hane _ Lucas Lee Baker . Miss Gertrude M. Bolster. Chas. H. Bates . Name. 1 South Hadley High School. David Prouty High School. Central High School _ Mechanic Arts High School. - do . . do _ _ Clapp High School . Hale High School . DiD’h iSpiinnl i 1 i i > ; : : ... ^ 0 0 0 c p ; ; ; i 1 1 1 j • 1 1 Poster High School . High School . . . fin ) C Winslow'Higli School. .. High School . . State and post- office. MASSACHUSETTS— continued. South Hadley 1 Falls. Spencer. . Springfield . . . do . Rtfivlino- Stockbridge . Stoneham . . Stoughton . . Stow . Sv. fibiiT'v Sutton . . Swampscott _ Taunton . . TpimVl Af.nn Tewksbury. . . Topsfield . Tnwnspnfl a ) ? ! i > E Tyngsboro _ Uxbridge . cp oi ?! CM i PUBLIC HIGH SCHOOLS. 2243 O 10)0 0 tOO 'O *00 ' * O 'O tOOOOO O «O0?O 'OO 'O ‘OO ' j O 'O 'OOOOO o ' CO ^ O 'OO 'O 'OO ' « O 'ICC ' O lO o o o ■oi'-^io' ' OO 'O 'Oi-cT 1 I L-» ' o^ ' o T--'uc ‘f^oT » r-1 02 iO >r^Ot ' Ol •O'CO '1 ao ' > CO r-^O^iO 55, 000 0 -OOOOOOOOO 1 T lO 0 ' 0 0 0 0 r— r— I »rc O' 0 1 1 • i 0 0 ' 0 0 0 0 'O lO 02 0 0 • ' 1 0 . o' <5^2 cT VO t—^’—'^GcTo CO* 1 1 . CO • 0 02 CC CO CO 0 1— 02 « ' » i— 1 t 114 9,000 20, 000 11.000 loooo loooo Joooo ooc 0 I 0 0 00 COO'OO 0000 gg§ 0 ' uOO 02 0 0 0 VO X' 0 0 CO ;^o 1 CO (MW 10 LG CO 1- 02 02 X LO 02*' rH X 0] 02'' ! o I ! i I > I I i I ! ! « i 11 1 05 1 I ' I ' I 1 ' I 1 I « • 11 I i i 0 CO I I I-rf i : -THCOCOCO^'ICC'tXI^-tH ':H CO CO : l-C 'tI -# 0 -rf< ^ CO '!X ^ •COCO'— (t-- li— iO^ 1 LO 1 T— 1 0 bj ^02 0 'tH 02-H ' O' CO r-H 1 rH lO 1 '^ \ ' LO ' CO 01 O 0^ I 02 O'! CO 1 i-O r-t O ; rH 1 02r-l 0 02 C'i-.-l.-H CO CO CO 'X02O 1 0^ 1-^ 0 2 r-< j 1 ~ CO jHOOlOi— fOO^G^S^^^CO^i^ O 1 CO cteo VO GO LO L- ■ 1- CG 0 r-H CO CO 1- 1- 1- r-i ^ r-t CO GO 1- ^ CO CCXGO'^ O O -JT^ 05 02 lO L- O CO 0^ 00 CO CO 1 lO CO CO 1.-00 CO .-c LOr-ir-!CO ' t- 0 ^ i- 'O vO CO ^ lO CG rH 02 CO T— i T— i XX 'M^ ''000^ lo50 It— ( iC5 lo I 00 1 0 iMOO 0 1 ;P5 O' 0 ! 0 0 0 1 T— i LO 1 1 1 T— 1 ' 02 ' ' OX 1 » • i- 1 1 1 05 02 ^ GO I CO ' tH I 0 -05 k J.>* 02 I T-1021.- 0 I ll— < LOCO • 40 1 0 15 xO C;2 1 0 CO ^ 0 0 0 00 0 r-4 1 ^ t- 02 1 0 02 ' 02 CO T— « |02 ! |o2 OO' CO 0 02 02 JO ’ GO 1— 02 ■ ' 1 1 1 CO CO vO ’ ' 1 I 1 1 10 0 CO uo t-H 0 10 GO 1 0 GO T— 1 ' iO 0 1 CO ' 02 ' T-( CO -tm )0 COrHCO 1 02 J 02 vO 02 ' 0 ' 1 1 1 ')0 §^- ‘ x; o la ' W Sfecc ® .ce^ ffl'K-ti 15^ • rt n £ b ^ o In:? bX) . ^ rcJ I 03 o ! P. fJGQ' _ ^ ^ . ^ 5i p P ^ rtP^I s ^ o.SOm'^ ligislWs: ;Op' i^PrO cnr3 5iD ® 2 P il^ P. aj-b ^ P P 2 ^ CO CD ro cs O O p p p fH ' P 1 P ftrS-P P ^ • S'g CO ;a3'g.2 '£ r-, P’PQ^ O Pp ^P 9 poo P cG pia .'o CPS CCHP25P - "io ► cH : Or Pc/2 ^.■3^0.SOsS| iJ « = !2-e;oW » S> S ■ p'o'P'b . -bJ O .b! Qph,^ppppppp Ip II P te> ^ r K S^K® 31 Sg «^|oal3®2 =2 ; o o Ip • o ICC IP ■— I oG occ ‘^P ■g| beG K ^ o o ^gcCo.2oM|cCooooPa ■pppip P'uP 2P'b'bPP2 ^ ISccL®S.S? ; I i Ift® IG KKM • • • ^pP ■^p 0 ° O o o o o '^S3 M I I I 1 I lOK UP 1''^ ec.p IP p'-c ._afi '§'52 S G.a-o p^ CP 'bji'S P pGcc p 55§^p ^ 0 >- a K 'bS ' p S.5 pa p P 2 P p^ 2 P 0 iL, a 1 0p P+^T ?GQ l-b I A : ',0 |P I .p lO : bo 0 0 '.SSp g p 0 ■ f, p ft a ^ s^isasos I . ^ c/) c/} !y3 c« ctj CO CO oo >5 - cDOOa)©O0C;^r^ CG . 4^ +D ^ ^ ^ 4^ I CO CO ------ 0 0 0 : S c ^ allied §^^.2 ssappiMgco ,p2 J S 52'S oS ^ 0 ° P P .i^ppp2'ap£p02 ^ — ^-^-"poo ■■ .2.2 o § bepbo §5g| p^sa N eO'^LO --S! O C-l CO -H u- to O t-^ CO Ct' ^ ^ ^ ^ ^ ^ ^ ,;vj ,^-j fj-j ^ ^ ^ rn ^ ^ ^ ^ ^ §i§igiS??5§3^§i^S5Si8?S5S5?3 S5S4§5‘§i^^S5§^§5§i lO lO >0 »--? lO iO COCOCOCO cocococo <01 OJ OJ (M 0 r Oi Table 4.2, Statistic,^ of pnblic high schools in the United States for the scholastic year 1899-1900 — Continued. 2244 EDUCATION KEPOET, 1899-1900. •snatJ.n^cIcI’BOijinisps piu? ‘eau^jin -anj: ‘sSuTpnnq ‘sp’uno.iS to ouiba Soooooo JOOOOO |5i jc o">OiO'^''cC^L'f o •o'cccoo'o • :0 'C -hCO rH rH 1 CO O • «-H i ^r-« « 1 1 », uuu 47,000 10,000 30,000 20,000 4,500 i •A.i'ejqi]; oq^ ni somnioA jo .laquin^ 3,300 6, 780 100 490 150 100 250 545 536 208 40 15, 600 1, 000 1,250 408 40 350 300 350 300 300 530 •qiap A.i^:^qira ui .isqiun^T © i i : ; : i i : : i i i i ; i ; i i i i- ; 1 •s.i'boA ui osjiioo JO xuSuo-q Students. College prepar¬ atory stu¬ dents in the class that gradu¬ ated in 1900. •OIUUTO^ QB ca ; 0^ * lO o o 1— 1 lO CO 01 * c CO ; O cs CO OI 01 Ci o •OIUH •pt. c-xo i CO 1 ro r-l ,-1 C I— 1 1- I r ■H X ex --1 ^ o ex Gradu¬ ates in 1900. •otuuia^ ^5 '-H to 1-1 CO Ol CO 00 01 -H to CO to no CO CO i>. to c: ic CO OZ 1—1 •oiUiiL w lO 0: 1—1 CO 1.0 ^ CO r-! i-H O O C-l CC X CO rH X ^ ex O O CO Preparing for college. Scien¬ tific course. •01X3 UI0J 14 0^ P- CO 1 o 1 o J » lO ' ' 1 o ce j X j 1 •eix3i>i ^ I no 1—1 O'! 1 CO 'to i 1 01 I I ' 01 • • * Classi¬ cal course. •01X3XU0^ 0X1^ ^ M i i Ico ico • ' Oi « ' 1 •0]X3M O lO ^ i i i i 1 Ci 1 0 1 1 1— i C O '■ Ele¬ men¬ tary stu¬ dents. •01X3XU0^ O O O O O O O' *• O - 00 O' c: O O O O O O O O O CO •9IX3I\I 3000 0000000000 Second¬ ary stu¬ dents. •0IX3XU0^ -i- lO. O -JO ^ CO 1— i C: ^0i-rHC5OC0 00CC —lC0i0t- cc cr CO o: CO OJ 1—1 O ^ 1-^ to CO 1-H no CO ^ O Oi ^ o :o 01 Oi Oi r-1 r-t •0It3Ii[ — H CO CO ^ lO -+1 re 1- O -T' C: oc O iO CO O O ^ 0> -H oc Jr- rH Ot 1-1 1-1 *0 1-1 r-« ^ ^ 'to r-^ '^ti 0^ iO CO Oi O ^ lOt CO 1— i 1-1 Second- arjT in¬ struct¬ ors. •0iuxu0q; Cl O T-! r-i O-X O O O O' X- 0> C'X O Ci ':f< rH O'X O 5^ tH X'? OlJGOi-l-^rHr-lrHr-lOIrHi-iCOt-T-lr-li-HrHr-Hr^rHrHr-l— I Depart¬ ment or in¬ depen¬ dent. pH p, pHr-W pHPHpHpHpL.PHpiP.piP,PHp^P.P.ftPiP i- c a !?t: ; a ;< ia W.E.Post . . . Miss Sarah Kanouse .. A. F. Doyle . . H. A. Haynes . . Owen Moyer . . \a: * ^ ia ' ^ ; c : 1 iC Harry D.Nutt . . J.H.Hixrris. . . R. D. Ewing . . Almon L. Marvin . W. L. German . . C.G. Wade _ _ Miss Grace E. Mims . . . John D. Carmody . Miss Laura J. Haggart E. F. Waldo . L. H. Richards . Name. High School . . do . 1 c S'l: - do . . do.-- . . _ do . - . _ do . _ do . - . ]C - do . . . . . do . . Champion High School * Higli School _ _ ... -do . o o o o c ■dxJ'OJ'Ti v: _ do . East Blissfield High School. State and post- oflfice. H MICHIGAN— con¬ tinued. Alpena . Ann Arbor . c c '‘'Z 11 1< Augusta . Ausable. . . Badaxe . . Bancroft . Bangor . c H ^ 5 a Battlecreek . Bay City . Beacon . . Belding . Belleville . . Bellevue . Benton Harbor... Berrien Springs.. Bessemer . Birmingham . Blissfield . O! C-l C'J C-I C-X (M C-i S'! * X o ^ CO to O O CO ^ O CO O r-1 r^OlCC^ Ot CO T > O'i O to CO X CO rH O O'! O « O O o o < p ooooot-oo< o O O O O iO o o o o o o t- o o o> tc o o o o o o o CO ^ O'! CO o o oo - X Oi o r : X t-H 0> i- CO o:! >0 -?.H -H lO 0! CO O! X «— CO O! 01 1 X X O to lit) uo — H >0 O'! J.O i ^ X 01 ^ CO t- > O'! 01 O' O i.-- rH o CO O 01 ■: H 1-H rM O' rH 01 O O T-l X rH CO O 01 O u- rH to 4:54^ P P.PP. P, P PP PP-PPPPPPPPPPPPPPPPPP o 0(i)oa)'X)c;)i.H s ; Sc y o) ^ p • 2 ; « CU r- :i§r2^ ; ,_r d a o ^ 1 fl ; O 5C ‘S flft &c o a p3 N o 4a ci HH ‘ CO (D HM o cS Prt l>i»sl|s'3lirC|i«USI ®%ai|ll'3 2 2lB'|^Wj;3|g o ^- w oMfeW ftl O CO (— - ^ S'^ O ® CA '75 rd ^ >0 o o ,i:3 o 02 O 02 |1 ®l cC OftcC ■2.5? dP 0000000a oorto rc n3 r— r^ T:3 O ,ft O ft nO ■ ' 50 ’ ' ft bo o. 2 ® ft o 'C3ft 02 O CC "o'® § o Oft ftfti o d ucc cc^ ^ -H'?'§)'^r-, dP a -ft dd 0000000c ftftftftftftftft Oftftft o I I I I I I I - c/i • ‘ * • dd o o a o ^ :fo^|l'a"^ d isai^d a'^ 2 ^to 5ft bo ft 2 a, ® o o ass»3-g'§Sg^a^s,, o >5.2^0 o j^d ^ 2diiHS*5coM''w~ fto;^f4PHaaat^c3?s33cscgceaaai:eoft mpqpqpqffipqfflcqinoouooooooOQO ^ aT M, i.'~i‘^ O n |; I - , tr^ (D ® q:) OUOOOOOOOQOOdPdd >j a o o a i od :qq :g.»gso g Cl 00 oo^ooS' O ^ 01 X to :0 !>• X C^' O -H 01 X V XXX'XXXXXXXaiC:C5C:a:)C 'd CO X X X X X X X X X X X C - - * Statistics of 1898-99. Table 42. — Statistics of imhlic liigli schools in the United States for the scholastic year 1899-1900 — Con.tinned. 2246 EDUCATION EEPOKT, 1899-1900. •sn;'B.TT?dd^? oiji^.u3ios pm3 ‘e.in:;!!! -.inj ‘sgutp];iuci'‘spiiLio.iS jo o 5 .c S o SSS55 OOS22S55 -- ^ ■A.iBj;qn eq:^ni sauinxoA JO .laqmnx i 5^ miafiSi i=sii ilgla^si •qijp A.1BJ111OT UI .taquiiiK i § •s.xboA ni es.itiOD jo qjSnaq ' ^■1— College lirepar- atory stu¬ dents in the that gradu¬ ated in 19(10. 2.3 111 0 ^ ; I O ::Ot *0y^TxiB^4 Cl O ».C Ir- O CC C> to r-H a O i ' i-c to CC LC 0 CO — rH rc lA rH L'l li - 111 s 8 ig|il Wg=!a)0 , m JR ^ II ■0XBraaj •0IBK ■0IBUi0^ ;; ■0T'BI\I CO ' c; 01 •01Bni0^ ^ OO'-CCCCCCCO 00 O c:c;aoc:c;c:c:oc; ■0l^K •0];'Btn0^ C: C; O C: O o 000; 00000 - •0IT5K ■0XBm0^ •01131^ CO O O rH < 01 r-H 1- r-l i a = i'^ l| SaqQ.QPCGQG OJ A f- < ^ ' ‘ _LA ‘ ' r3 iiiii mmm OPPOPSS ^i.^!i;;>^ hKpooop^p^ § o '?2 Hb iM 1 a: i I s-l l|g|ll^ ■§1 a =oill S!S!>i— J-acco QPCGPKil KfliPPH l| 'XI p oJ'B Sl ■S 5 PUBLIC HIGH SCHOOLS. 2247 coooooo o' 'O CO 'tH : o O O O O O' o ! o S S iS o c S CO c: L- c; 5-1 ISSS .00 1 1 . « iC 0 0 loo ! I I ' 16 0" 0'' ■ ic o' ' 1 ' ' r-i ic OOOOOOO'O^OOOOO C:i 0 0 0 O' 00 0 CO 0 0 0 0 CO 0 CO CO CO CC CO 0 0 0 CO CO I—T 10 r-T 600 1,600 360 300 215 150 160 200 1,600 112 1,000 500 300 400 1, 500 i:^ 0> 0 CC 0 O' 1-0 0 ^ C.' 0 0 CC 0- 0 OiO O' 10 r-q 00 cr i- 0 0 ^ cr 0^ 0 'O 0 c: ^ 10 CO L- 0 00 T-i GO iO 10 C^> Oi t-H -X? ^ CO rM Osl CC Oi -Thr-TrH i i i i i : ; i i i i i i ; i i ; i j ; M i ! i i i i i i i i i i i i i i i i i i i i i i o >o c: c t-"' in T S c 0 c: n: S o o o o o c: Oi cf in in o in of r-T : O O > 56o rcc'^' ( CO ni C;-03 1-1 >Cii- Ol Ol |o > CO Cl rH ,-( ! 'c:) 1 01 i »Oi i o: 1 1 t O CO 01 i 1 CO cc j jcoc: 11 0 1 1 -H o lO = T— 1 1 CC: io O 1 01 I Cl ^ CO 1 CO I o 1 m 1 1— 1 t { CO-O iH 1 I lO 01 CO ' - X O t 01 GO 01 rH i 4 1 10 c::; ic r— 00 CO O'! -T o o OlrHt- O c: 01 rH 01 Ol CO coingj^oixinHPOHHOo^i 1 01 -H ic O 01 iH 1 01 rH q ~ o5 r-lOO •CO — > CO m g •n^in ' -H uo 01 i-- cr CO rH O * rH rH rH CO CT' rH CG rH t- GO ic ‘ O'.' O 'OC • O Ct O' CO H4 01 GOH^Oip i-ni rH I O'* |C0 01 m I CC' -H O O ' I 1 i joo CC rH rH 01 I 1 |co=n o ! tr C' O 1 ; ipl- o~'ia> r-H i CO CJ CO 01 1 00 rH 01 CO ‘ • ' 1 1 in CO 01 GO 01 GO t 1 lO'COrH 1 1 1 ' CO GO 01 f ’ 1 1 loirH CO ‘ rH ' CG oi I « O 0> CO I * CO ' . 1 t— f O ' CO ^ ; c: Ci ■ 'go 01 ; ; 1 1 1 'H 1 1 CO oi :0 I jl-rnrH i joi ; i i^ i rH I 'H lO ' 01 t- I lo 01 J JrH ' 01 ' rH 1 > 1 1 H i 0 CIC' lO 0 aooa C: O O O O' •qrf oooooo'ooc: CO ' o o o o o o — o o ^ o o O' a o C' a W O O O a (C:. Oj :oaoo oocooo iO ■0000 •O O ' 01 O O lO O O O O O O O O CO :' cr o o r: lO o o o o o 'O o 0 0 f' 31) 33 0 0 () 0 00 00 c: CO CO 'js . 0 in r-H in 0 CO m 0 CO 0 00 c X) >n 0 cc 00 m 0 n> CO III CO e-i i-s ^ c-i CO CO 00 in 'M CO c; t- C5 in -tH t~ ni 'll «■> 0 1 oj oc Cf2 cn m N CO » CO m rcs T-i (ct O'! cc i- l^J ri 01 X -th cn CO cn X nun CO i- rH CO w t- ^ 2^ 01 CO M rr cc m 1- ■n rH rH 01 O'! 0! C:oDX'OiiCO^iCi-qiCC:J> t-H T-H CO 0^ Oi r-l GO Oi T— •OlOO o oi CO GO »c io ^ rH -c : CO Ol rH Ol r-. 01 L- • rH rH GO GO CO lO C: iC t- O GO 01 01 rH 01 01 GO ■ rH CX OrHCOrHCOGOrHCOOlO GCXCO • X »-0 iH GO iC CO X : 1-0 CO X 01 01 0! • tH i- lO 1-0 thOOIX o>o^ c: 1 oi T— ( CO 01 oo lo oi t-h lo aCO— ^rHrHOOlrHOl ; 3 rH -tH H-- 01 01 rH rH 01 rr CO r- lOliHCOGOOJ : L- 01 a T-i oi a o O' »0' iH Ci la^cOH. 1 C; 'T UrHrHrH :rHOlrrT-irHrHrHrHC0 I rH rH Ol rH r- i -H 01 iH CO iH rH r- i CO rH CO CO tH 1 rH rH CO rH CO 01 rH liHrHrHCO -t34^^-J+0+3+J+J4Jl.tJ4J+3+3+D4J4J+3+i ,4J4;)+j+34J404J+34J4J4J+J+J.4J4J4J4.i40+i+24J4J4J4JJJ4J+5-lJ+:i4J4JS.i+i p,ftaftp.aaap,p,Q.ap,&a & aap ©q fl Pn© O OD.!:; , t>'x3 a -q c3 © cS ir^ g.aqqq ij ©S©'^fl-S©'©'^'©oa3;aS©g?;:2o“ 'S fl c3 ©.®'©3'o 5 S 2SS r''*^ OSnCCCuC^r-HOjHrt^ •- § >0 I© J ^ g ^ ..©^p.,c5SSciS5SSS©©aS''0 0C00SpSS00.i.:_i©c:; iqpoqqqqffiKKKKMmqKPKEfflqSKSqqqsq^*^ ■ a y c5 e P 5 ^S ^ i sal oa © tuo o > s ^+2 wqQ - „,^Sia§)5®®gSS jviqqqqqqqq t- CC O O T-q C'l CO -■- '■ ‘ - ioi'-'ccooi— ccoc^rHO'icC’^LOOt.-ccoOi-HO'icO'S^ioojL-ccooi— iO'ico^ic-oii'- ; LO o o o o o o o o o o ^ ^ ^ L- i- i.-- 1-- i- 1- i- cc 00 cc cc cc a: c/: cc X CO o c: o o O' o o o * Statistics of 1898-99. Table 42. — Statistics of imhlic high schools in the Ihnied States for the scholastic year i5’.9P-i.9?9(9— Continued. 2248 EDUCATION EEPORT, 1899-1900, •sn^TjjX’drt'B ogi;u9ps pui3 ‘9.in::nu -.itij ‘spuuo.iS JO A.i'eaqp eqj ui setuajoA jo .leqmnx SSSoSS c o cr o c o coi.'fcr.2c:'‘A < o o irj ; I C'i lO ^>1 C •CO O'tr : o o o c, c: o o : r-i O O c:; iTT »r: 1 c: CC Oi ccco silii I i : I- CO 30 O ;■ r-, 01 02 03 •ppip ni .tsqinnjq j ® HI os.inoo JO qaSuoq; •apraa^ I & I W' M Oi 1-1 r-f CO I- 01 O'. 02 a Zs aj'Bttio.ij •8UT\[ ! : -Ti CO O 02 CO 02 ^ 02 02 02 : tiC® be P< o 0) ;h A fS o M CO ■ai'Braajj A OJ tfir-l ^ 23 rt s“s ■aj'Biuo^ •0T«K H g. '? - »5 fl O J-, A S u c3 ie OJ rrt CO nS <2 431 fl--! H i/5 c r jh o 01 343 0; Ol •01231113^,1 •oi^H •91232U0J1 '-H i'i-H02 •9t^K ■01^2219^1 •0123pi[ I L'S > l- C: CO 2- ■ 02 02 O -+ CO O CO 02 1-1 r-i 7 S f3 pi 2 . 02 ^ S S,§n3 PHP2p,p-Pif:ip,P.Pi^ip,p.p-P*P.P.^P. p. ppp C’o;oja)a)a)(D o) c;a)0 QQQQQQQQQPQQQQQ.qQQ Q PQP 4J t>3 COA cl; ® gw . ^ s . c p f. h w s o r;p -■■-^2^, p^2 I S 2 g ■ EsqA-s £ 5'&"2 CO^'^WrhR’-C ^ _ a CO oS b m . d cS •Sc.* 2 o 2 CO S .Ck.; © Pu.j ■.. i.2SSi.s|?SoS.2BR rt g g qjW o P P p-p (S o3 9pcr. Or:402C0;i"i0'^t::;X03O^g!2g;23 S S I'fo S iio 2o >t? 1.0 K 25 >?c K >2 lO iro 10 lO 10 in 02 02 02 02 02 0-2 02 02 02 0'2 02 02 02 02 02 02 02 02 02 2- 30 CS PUBLIC HIGH SCHOOLS. 2249 iiiiilii iiiiii li iiiiliii :i ■ gg^'S'^SSS SS--SS ;s >-■ 3 = 15 S'-’ 3 is : 2 25ic2,-=r5'0 22:=:^ aaao-SaS iS 55 ~ S a wo 50, 0(10 30,000 1,200 ii ; SS : msmm mmms mmmsmsM a- a a a a co" iilii-i 1 iSii u a ill a ■ : i ; i i i i i ■ i i i i ■ : ; : i i ; ; ; i i ! i 1 ! 1 I • 1 1 1 ! ! ! > i .; ; i i i CO'-^ ^ CO -rr ^ i'l ' 'C: CO j C 1 O 01 CO O 01 OlOlCi Ii-if-HOl I * j 1 1-0 01 7-H CO 01 CO I o I I O : jiOOl 1 |<-^ J '>D ■i-HDI r-i 7— 1 CO J T- o: CO 1-0 < i-* 02 01 J j < i cc CO r- 01 01 c: * 1 r— I 1 > -rH * w-^ C:? CD DiT-Hi- -tH t- 'tS- -S-' CC CD cr c: ^ JO ^ 01 tr- ^ r-{ " ^ CO LO — lO ^ 1-0 1 01 : CO t- 1-0 ^ ^ 1 02 CO ^ i D] 1 — i r-i i-H CD in w cn w o. a: w r- 1-0 CO ^ OC 01 LO CO r-H 1— rH 01 ^ CO 01 — C ^ I 01 i LO c: lo ■ o wnia aco w >'>ir-t lO C: O c: 1 C: ' ' '1— iOO « > ' 'OlCDCDCCCO 'CO DO * 1 01 lO CO i I c: O o ID ; 1 D'i CO CCrH Wr-H 1 a r • ' a a '^■j i ■ ■ ■ a a cc a w ■ n’j III 1 1 1 1 1 I— t j I cc o: “ I J CD CO o CD D> i i : ; i.o iO 00 2 1 1 -^-i 1 * i 1 1 c/j 1 00 00 ' CD O J 1 1 i i i CO ; w i J o O 1 1 CO CO CO ^ I I CO ' ' * ■ ! ' 01 D1 - 1-0 !— t 1 1 1 oi i i 1 ; i= ooooo — o O oo iO o o o oo ' 5 0000^0000000^000000 05-000 o o ao o o o coo = 55 o o o o o o o o o o o ooooaoooooa-aoooooo 0000000^0000 SioowSwwX > i.-^ 5)- : = ^l5S ; , ’^ o c: ra 1-i c: : I-H 01 1-i 01 ( T— i ni. O O O a a w a a o a O a a w W nta -■! 01 c: ^ CO r- i 1-0 01 O c: CO' 01 i-H i W ^-1 -H ^ w iaa’viW.Mr- , a cnaccaarooaaa — n^aa — a— lao ap,;::i,p. pppppppp ,pi,aaaap,p,ap,aaaaa. pHP.p.f:^a ap-a a.-- a a,- a a a a - - - - - - laQaQPQQfifiQOa IfeGOitCo ,41 i.® SQfeB4p£;0^'~‘o^^ffi4ofeS Ills &■%-&$ o c s-'^ o j: 'Crz oaJ ca-^cja •a.a-'S.^f 'S ' 'w -n ooooooo ooooo'^''*cooocooooodco a) ai a: n3 ^ 'O a; a:a!'aa3aJ'5'^aaJa3ai'a!a:'^~aiaia3^aJ :ls Ills O O fl -'^ G aaJ oa o, •S.a^'S S gpslfl cs ce o o saa-rt ® o ^ ^ 9 > § >. OOr^::^cia0 birH Cl I CO 0 ^ ^ ^ Gradu¬ ates in 1000. •oinuiej r-l I ^ lO C: • r-i 01 xo t-H L- CO t- 1 CO •Oi'«K If? 0 1 0 iC O'i rH CO lO 01 CO > CO 0 0 0 xo T—i CO 1 01 Preparing for college. Scien¬ tific course. •ainmaj 01 ; ; ^ t- 01 I 01 to i 010 CO CO-HH I •0IUW CO 1 1 -H 0 I X -HH 1 j coco 01 no T— 1 ! Classi¬ cal course. •O|nui0j; CO i 1 01 0 I 1 0 i ^ i r t h CO 0 ! ! it 01 1 I 01 i j 01 1 rH 1 i 1 1 0 0 lO I I Ele¬ men¬ tary stu¬ dents. •0imu0ji © ooo^acoo 00^00000 oo^’caooogo •©lUK Si O' 0 0 cr:^ 0 0 0 'O 0 LO 0 O' 0 O' 0 X 0 01 0 0 0 'O 0 0 CO 'th Second¬ ary stu¬ dents. •0[nui0^ Vj 10 U- r-< f— 1 LO O' >0 -+< ■r^^ i- 0 0 0 to l- ?•- 0 O' -H 0 CO -4^ ^ 0 01 lO 01 01 0> t- CO ^ 0 X ^ CO (0! 01 i-H CO CO r-f XO r-( •9l«H 0 t- 0 iC 0 X O' 0 01 xO X ^ 0 0 no CO CO I'* 0 LO CO 0 i.- 01 CO CO oiocoot-1 oi-xcocooiT-irHOiT-H 01 Second¬ ary in¬ struct¬ ors. •0jT3m0^ © —1 01 0 O' 0 CO 01 CO r-^ 0 X CO 0-1 r-i CO rH 01 01 t-H —i 0 01 0 01 •91'BM 1?^ (pc>D0Dooi>Ci'X>a^C'(Di::J(i>'ji)C)a;(X)a>Q)5 a;<^^8^sg ISA ; iiet=a=|i^sl=Sj' r2 o p4‘^ y3^ ^ cxCQ ^ sSd OOOOOOOOOCOfi bn . .- ° s 2 cal C/J c rjl ! 1 O . I o ; 'p 1 u : ,02 '< :a I ' &JD ; !M 1 I 0! ; > o'th m cS H ceig c o ^ 01 ■«) rs o s be '^-^3 3=2 ^ 2 ^ gA o 00 c ^ ^ g+^^+J4j'p aap ui fsasaa p4 n n ^ o 01 a a .2 -H a o o o o o P 03 0) c o .2 a o o P P P p p p p P P p P P G>3h Ph P5 P Ph « Ph Ph pH cc a o ' a P 03 o c/3 aMr^ bc.a 03a ai ‘0’"2 •^3 3 2^2 s is d o.P a -be ' lO O «.- CC O T-I Ol CO 'tH -to ? O O) 1- I- i - ? - I- i- i-* T- I- X) lOiOiOO" * ' * ‘ “ " “ ' OiOJ CsJ i^i^?^i^i-^i-^j^t-xxxxxxxxxxa5C5 lO lO iO id lO lO >0 lO »0 JC iC lO lO id 1-0 iO lO lO lO Oi o^ oi Oi ot 01 oi oi oi oi oi oi oi csi 01 c<; oi oj oi PUBLIC HIGH SCHOOLS. 2261 So !oo iSSSSSo oo JOO 'OOOOOO 008 ‘ 000 ‘ (too* 000 ‘ 000 ‘ 000 000 ‘ 000 ‘ 000 ‘ 000 ‘ 000 ‘ 000 ‘ 000 ‘ 000 ‘ 000 ‘ 000 ‘ 000_‘ :g8gs O' O O C0 O' O O ; O O O O o ' o xcTx-^ ‘ o 4^ ' x^co" oi'o*' xrToo r-( CO I O J Oi t-H O 0:> ^ io ^ T-i ^ ^ 8 ^"^23 J3 ’ 8 o ; o O'i^OOOO OOOOOO ‘-'^L?Sg = SS;2;^S§g? S|||||||| i|||S|||S| SSJlri^S is iSs'ss L- CO T-i CO 1 O x_C r-^ ill CC P C-i ; '-i' : o' i M M i M i M i O O O O c: - O OO OOO oo Ctt)-i- I- X,0 x-o — I i- OC ; ^ C: o ^ O O GC o : iC^CC^CO^C'^C'.CCCCOO^Ou-t': ^ r^ xr: CO Ci CO O'* Cl 0> 0> CO 0> O T O O :c Cl o-H o-> Cl c: o:> CO X- O'^CO ClCO-^TT-lr-tC-' ; i>- xc O'i Oi 00 ' 2:- r-n CO CO CO CO T-l o tH :c • 0^t^OO^COOO>i— ii— (COi-^COCOO^T-i^COOCOr-iCC ^OCOCOOiO^r pHpiCi,i2<{:xp,Ci<;o.pi.OLftp, p^jo,a;i^p^p.apHCip.piaHp-p,p^;CupHP^CHpHPiiCi.p.^L!2uP<^Mftpi^Ap.ftp0©ooa)ooo!i;'i;' O *=- '-' K p p (D !D O -Pb.rt ; 'P^P IpSOKrpPSc "^(>2^. p p b> C (1^ fY^i M c 23 ^ p Cj r,p mffloji-'ppc^s op; 0°^-^ o o o Pipl p coo >‘4J o o'p M >, o p g p’pp Jg g rtP.O 0^3323 p;_0>c ■.i-4J+j+i.t3+3 p p p p 023P3 o O O P.J3i Ph+S jJ+340 d O 02323 fi K CJ 3 r~^ I CO CO 'a; 03 cfi cc oj di oQ 05 cc '/} 72 02 cc ai CO 32 ffi 02 cc ^2 cc &H E-1 H £-1 Bh E-i E-i P P > > > > 1> !> 1> K- !> !> ^ !> !> >-< kH =!= Statistics of 1898-99. Table 42.— Statistics of pnhlic high schools in the United States for the scholastic year ISOD-IDOO—Coixthmed. 2252 EDUCATION DEPORT, 1899-1900, •sn^u.iMcI'G oiji:;ua:os pu-g ‘aaniiu -juj ‘sSuipiinq’‘spuuo.ig jo sn|i3^\ § S52 ISSSSSSSS ooo loooooooo iiiiillis ?f5 sscisW •A.iH.iqTT 0q; ut saxiinpA jo .laquin \x 1 IDu DiO 1 SSiilsiliial A- iiliiiiii •ppip .LiBXTpra xn .laqiiiujsl 1 ; i ; : i ; I i i ; ; ; I I 1 i 1 i I i i i i •s.iyaA III 9SjnoD jo n^Siiaq Students. College prepar atory stu¬ dents ill tlie class that gradu¬ ated in •Gxnmexi u O « c; -IT- ^ 1 ^ 7.177 ■O O I O 1.7 T-^ t-H 1:- 71 C5 •sure T-i i ; O r-^ 71 1 T-I 71 ^OO Ol-S-Or-ITtl-lM Sis o - •oiniiie^ : O O 77 O ^ O 'Tti CC o c: Cl i-c Cl t' CO o •sure t-H ‘ 1 O 7-! 71 u7 T-< 71 -S- O O ^t-77 7100^77T-IOT Prejiaring for college. Scien- tilic course. •aiULue^ - : < O CC r-1 tlD ' I o 77 'j' 71 X O O X X i7 ■eure 2 i •o 1 ,71 CO ^ Cl Cl ^ uO uo c: ^ O Classi¬ cal course. •ainiua 1^ : ; 1 T-I. DC I C> 'CO •eure * i i I Cl » ' » 1 1-H 1 1 1 • 1 71 l'^ Ele¬ men¬ tary .stu¬ dents. •e[nui0j : c; 77 o 1 •ainre , c:c;c:^c:c:c;oc; — 0 00 — 00 0' oc: 0-1 ooooo : -• Second- ary stu¬ dents. •e];nin0q; •sure Second¬ ary in¬ struct¬ ors. •0Xnui0j 1— r- CC O uo T— 1— ^ 1-1 '> £ r-i — rH ,-i rH t- •aUK r-i — ^ — r^T— . I Depart¬ ment or in- dei)en- dent. S«5Scaaa c 0 o o 0 : ! TU ^ t:: 13 7 State High School . High School . 1 Central High School _ State and po.st- office. - i MINNESOTA. Adrian . Aitkin . . Alexandria . Anoka - - Appleton . Austin . Barnesville . Blooming Prairie J Blue Earth City.. Brainerd . . . Browns Valley ... 1 1 iS 11 Cannon Palls . Chatfiold . . Cloquet . Crookston . . Dawson . Tlalonr. I ' I 1 id : 1 1 » i|.^| Asq PUBLIC HIGH SCHOOLS. 2253 isilissi? i =^2agsass¥ ; iiiiiiiiiiliiiiiiii S2''¥”S'"¥S'62t5aRS»Sfi5 0 i§550i igi U. o iasgSi S'53SS3 I iiiiiSiiii cc .4- r-,- .4 i 3 5£ S 5 5 S ^ U :o-r iiiiii r-T : i i i i i i i i i : i : i ; i i i i : ; 1 ; ; i ; : ; ; ; i i ; i i i i c-:! 'i-' -i-’ 'T' ^ -i- 'T' -i- 'i-' ^ ^ ^ ^ ^ ^ I r; c--! -=r- ir: C'L 'Tf’- K tH 1 — t- — - ;■> ^1 1 1 CC ■?■! j T— i 1 'll X j 02 O r- lO I ^ ct; T— L- ^■> 'e; iC > O — -X : r— CC O » • C: I t 1 : I.-; ^ i 01 3 :o ^ ct ^ -e 3C L- ^ cc ^ ^ j rc c: 1- cc -r ^; — -M — -.2 i i.-; --S c; CC ^ 01 LO ^ ;0 ^ 01 m L- 1 X C: X '^> ir: r-i ^ XX 1 3 X : X c: X ' c: X r-{ X X X 7^ 1 X X X X i 1 — — i-t CC 1 ^ X X — . -r “ O C: X • X 1 ^ ^ * — X ir? !=■" i i” J I J c :> * c: L* O) I O X X X X X X '^'> — : X lx 1 :c 1 — X X ^>— . 11 1 71 7-* 1 X 1 ; ^ i * X p23gt^ : 1 1 1 1 » 1 cc cc » 1 1 I 1 1 > 1 5— ■ ^ 1 1 1 1 1 1 til till 1 1 1 t 1 r^'. > ' ; i ; i is i i i” i"® 1 1 • I I ■ ' 1 1 1 X ' * • 1 X ‘^'i ' ‘ ‘ 1 1 X > X ' = : : i i i i” i I 1 i— lx lx c:c;ooc:c:c;c:oc:;c:: OO — O — c: — ~ — aoo—cot-occ: o c:-iooc;o c: — — 5sS?5S?S^ o — r-. O'! I''! — rc r- : - ^ ,-. ^-l 5-^ — C'l Ol 'TT M T-i X 1— . 01 1.0 i:: >10 ^ 01 oi ct .— : rH r-i X T— i ^ 1— i ; ^ ^ — i “ r-. f-i ^ ^ 01 •^:: r-; T-M— . tH o-l T-. i— . — ^, 01 ,-1 1— ^ X X X ^ 7> — i 71 71 ^ . 1 1 1 1 1 1 t 1 1 r 1 • 1 1 1 1 1 1 1 . 1 1 1 i 1 1 • 1 I 1 1 1 1 ■ I 1 1 1 1 1 1 t 1 1 lilllllllli lllllllllllllllllll 1 -i--> 4J> as,as.s,s, ics of Table 42. — Sfatlsflcs of public high schools in the United States for the scholastic year 1809-1900— Coni\n\\e(\.. 2254 EDUCATION EEPOET, 1899-1900, •s'a^'B.iTjdd'B og74U9ps | -.inj ‘sSuiptinqPpu’nojS jo o o o : So = 0 = T-^''cr>d'o'"r iSooS-ooo jS ’'o'ocf^'r-Tar c-fi-c cT I o" 'o' A.iuaqix 014 ui sainnxoA jo .lequinjvj o O' >0 o o c* o o o o o o CO o : o o i- o o i" 0"0 o o o o CO o CO CO o o o 10 !0 10 CO ai c •Xxx-ip A.i'bxixiui ui .laqranj^ •s.i>30A ui os.iuoD JO txjSaaq GiJ ^ . •0XBUI0j[ O ■ CO r-^ O 01 O T 2,23 bn rt ■OTUp^ ICO O CO CO O CO ■ CO ' ^ O I o 'O CO' rS-S^ cS a.'O ^ O O) exBuioj 1-0 O 10 01 O CO CO O O'! 00 T •81'BK < 0^ -0 O'! t-H O r-i L- ':H 01 be ® « fcD fl -1 ^ Q o exuiua^ •0XBXXX •0XBUI0^ •0XBH 1.0 ' CO ^ I" 01 lO O 'CO 01 c lO 0 1-0 0 ICO CO O'! o i s b i 3 I— t 0^ 2 -p ^ H CD •0XBIU0J ■Q[V.JS[ "O o o o o :' O O O O O 000 Pi >3 p. 4J £ S "S S J/O CS cc '0XBai0ji I ® 000000 OO'OOOOOOOOCOO O'ilO ■0l)3W Cl Cl Cl O' Cl Cl CO T O O CO c;! CC O ‘^IT^K i H T-l t-H ^ Ci r-i rH o Cl Cl r ^1-2 f 2 s|l 40 4J JJ JJ -p p, Pi, a pc, pc, o O 0) Q O' 0) O QOqQQQ 5rs''5'sr£'c?5^5r£"®'Qa7ar QQQQQQQflQQflqQ QQQ Pi go ^ © S i O;© ©2^3 S;S o 2^ 3 o:B p p ^s: Urr,^ '9 . . . .3 !> ?H cs . .0; .'V- • . Pi © © npi © . : : 1 : P bn 3 ; 1 • CO ^ (D i a 1 1 1 ^3 : ; ; ■ ; pi ' : i-S ' i2 40 p> o ©1$ © ©.P oc ;3__ rzl P ©'© c£' ®©OOP+i4P4i4i+i ;Oof9P!(3^ “a a © o P rt a o3 oi XXX -H ICO 'O CO O CO — I OC! CO -H 1.0 O I'- CO o o ^ 03 £2 Pi 12 r't-^PPtC i3[Pi2 « CM oj 02 o5 OJ CM Ol 02 o5 02 o' 02 02 02 02 02 01 Oi 02 02 02 PUBLIC HIGH SCHOOLS. 2256 11 ill 000 000 000_ 006 000 000 ill 0 0 01 0 g8§S ss c: 0 S d S S 1 ^ 1? CC : 0 ^0 0 g 000 000 000 800 ?iS e3cSiii ■ •rH -OOO CO j 0> 0 T-i O-:!^C0 o> ocic:^ 0 CO jCO^oioir^ rtcT ■ " acicc 485 450 0 C:. 0 xf^ 0 0 ^^> 0 0 0 ifD 0 0 Ot^Oi^i'^COCOOOOiCOt^OCO CC iO 10 C<2 0 C^'! 0 L^ 10 O'? ^ ::c d idd • OI-O 88 : X j O! 0 1 0 CO :g S ; 3 10 34 P4CJ p - t-!' i : i i i ;■ i i i i i i i ; i i i 1 i i i i ; ; i i i i i i i ; i ; i i i i H( 'H CC C^ CC CC CC C! rP ipHCCfOP- .pt CJ ; CO 01 'rh' CO CO 0^31- i i ; 0 0 rM 1— t DO 01 1— 01 01 0! c I CO '> 1C i ct I i f 1 1 a ct! 1 p Cl 5'"^ 1^ • ' ' Ol p< rH rP tp 0 C 01 01 CO ! 01 ' jeo ! I ' 01 1 5 0 cetp . :pp ■2^51 CO 0 ^ T-l 0 ^ O'! 01 t- -,M c 0 0 CO 0 ic^ ! i rPl^rP ; ■CO 3 01 'H -H O^T-i .'irD.-4 CO 34 rP 34 C-. CJ C-I lOCOCO C0 010!t-h ico i i 0 c^ 0 i CO 1- • 0 rH 01 -g. ;0.0 0 Oi 0 « 0> CO 0^ ' 01 coo i" ; . i I lool j^o 1 01 I i i" 0-4 01 I CO lO lO lO • r-i C-ICOpM ; i i ; jrHOi I CO 1 1 1 01 i i i ; M i ; ; ; b- 01 tH I • jcp^ ; 01 01 gpp i i ; i i i ; Mi ' 01 -H t I ;CC.-C i ta cc cc CO 00 0000 oaoaoo 0 — 0 000 00 Cl 0 ^ 8 ^ Cl Pi 0 ~p • 'O CO 0 0 1 01 UD 00 0 0 O' O' occ ' 0 0 0 0 0 0 ■0 0 0 0 >000 00 uO CO 0 lO C: ^ Oi CO T-i 01 CO 0 01 CO C: c: 1- 0! H- 01 8 : O' 0 01 Cl 0 IC kC t3 0 ct' CO 0 Ip CO p 0 0 'CD 1-0 OO^iC -ss CO CO CO 0 to CO H-' X3O — 1 CO- >0 GO ' to >o 'OCOH^O m ,v ' " - -- " f— 1 T~ ' • 0 jO i>- ^ 10 -iH 0 CO CO 13 10 5 COOlOCCi 10 '3; t; ^ ' ^ 0 01 0 '^T* 0 CO c:> 1— 1 o:> P L-C Cl Cl LO rc c> C^pl ~ 0 0: T— IrH cr CO rH c: 0 01 rH C>P IbCOCO P.^ 1 o:> 0 1-f t-h 1-H O'! rH O1-I 1-^34 ^4P ^P34 34p .pp 0 pp ,pppp -^0 4J .iJ .(J +:> -p 40 +J 4J flip, aa&aa p,ap.p.p,p, AP.p.a cpafta fflcE 2;(ljP ©ODO:) Qq qqqqqqQpQQQQQQQ PQQP 4:5 +3 -p . I I +3 ftrwrrt » QQQ^^QPq O CD 0) CD ^ QQPQPh , +3 33 43 43 , 43 43 p I ■ ft a a ar- a p< P-r-^ ;Q • CSrSl^ a ' s t^- fcccr !>aH gi g Isll-iig ^ i-c! I-; Eh ^ ^ ^ be : o ^ O O O C O ' o c ■?'SS|Pg^1Sesi^®33.2 ■ ; ® ® . ! .^ c3 o ; o g o^cc g PS o_-^ 0-3 o o o'® •Q 2 I _ I 03 ® O P&< p ^ r~\ 'TC! _ ttr? ■o o 8"^ y;0 P3 O, o-PH 0-1-3 ccajai >y © f ^ T) ^ Ci Ta ' rD -f) ir CQ _ © ® ^.2 2 >.2 g y p CO a £0' £ -P S P2 BtJ Pt' S p O P feeiP o 5 OP3 2 O O O 13 P >■. rt KfQcqQ'P^QO' ^5 ®^r . •£ fi-2f^tp:p.p g >3 &2o-‘^'p2SO ffl ^ p g a to rPrPp>=2p-'1 p oooipPPa; O OUQOQflH 0 i-- cc Ci o t-h fr"? CO >0 o ir^ cc cr: o ^ co ^ uo o5S5oi^ o to 1C CO -O :D G^ S S3 ^ C^l W cl '•:CcOi- t- CO L.'O' :0 L'- 3D < - i ^ i ^ Statistics of 1898-9U. Table 42. — Statistics of public high schools in the United States for the scholastic year 1890-1000 — Continued. 2256 EDUCATION EEPOET, 1899-1900. •sn^.'H.i'BdcT'B oijrjuops pin? ‘8.in4TU -anj ‘sSnippucCspiinoaS jo on^ijA cr ::^ lOo ooo c: O • O O 0-00000 o- o - o CO O ■ O O O O o O O O O' O o T^'^l OOCO^:) J.-^CCr-H 1-H 1 c^l T— 1 t— 1 18,000 15,000 3,500 3,000 A.i'B.iqij 8 UT sauinpA jo .loqtnn^q * O 1- ;01 i.O O O I OlOOOl « ^ 1 01 rH oo ss pi.ip ^.113:^^101 ur .laquinjq §! ! i i i i ; 1 1 •s.i'B0x£ hi es.inoo jo qc^Suaiq SS 1 rd) x> ^2 01 X X X c-i '*J^OOO O'OO XiOOO OI-'^ 1 CO ox OOi X rH •8IT3K t-IO-HiOO XOiOOOO’ ooo ot-ox oo '^'CO '^-rMX OC'i CO Ci Second¬ ary stu¬ dents. •0I'BTU8j; 1® O O 0> O -rt- LO O 01 X O OI CC O O iO o o o Ctr^COr-i MXi-OOi r~iT— iOI t-H o 1— ( X »— 1 •8iui\r 1 "" ^ 01 '“H 1-H ^ lO GO LO lO !>«• X X lO t- o ic O lO 1-^1— I CO’— i .-i 01 01 rH rH ” Cl • S s.S s-s Idol'S +5 -iJ +2 p,p.!::,p.p. tt) O 0) ® o PQQQQ , p,p.ai::2 ; CD dj 0) ;CQQP 0) CD Q< C- a Di O O O QQPQ PP Q,rC c3 JS Pi te '-S cc ci 2 (D O PQP^ on . ;h ■ 01 :a ^ tn ci ci r g P j tfK ^ Iph .2^ >irt [51 *’1*S§ 'oP'o coQ o u o c * .OX\o3i-i S • Crrt P o 5 £ C ^ 'oJ ^ 2 0) a! k6k'^^ 'o K CD a fcc — 01 rl I'p 'O'P Fi ^ ■ O. ooF r2_^o 2_-.:3Ao ^oPt- Po2a.03Ao 'ddp^ sn p U' PKP ppt^ PPOP oi (S ® o +C1 01 y^'ZS Ph 0) P P P! P C “3 S P‘P .2 P 03 °'> "m cc ^ p ^ Spphp u -H ;^ > , P 03 1^ ® 'P iDi fi 03 o 03 . ij) O 03 .—. fH ' ppppp : '-M OOl 03 'Oi ci oP o 2 g o ;p P.2 A'P CB P O P A o w S2 'Pp p WffiKM wa .23 oOr-i^>co 'JUCC^JZ' ^ 00 CC CO CO GO X) oloiilwS Mllc^SvlVloi o; 02 C2 CX » 02 cl 01 Jl cl M M 00 PUBLIC HIGH SCHOOLS. 2267 5,000 800 8,000 0 2 ■ 3 0 2 2 p Sd id?t od 0 0 l^'P L4ad CO 010 r-TcT is 0 OI 1,500 2,000 8,000 30,000 20,000 600 1 , 500 12, 000 2,000 3, 000 1,000 gJ2 lOCO 2.500 18,000 1.500 ill 01 X 'Tf^'' 00 0 01 Olr-T 0 1 0 0 S 0 '• I 0 0 jOiooico ; ; co t-T * ‘ • lit Ol Ol 1 !o • ^ 'tl c 0 0 0 0 ,zo CO lit ICC 0 0 « f-H ic 01 Ol 1 Ol .00 » IP 'O 1 X 0 1 CO lit 000 1 Ol i- 0 0 ifC I 1 I 1 I 1 1 1 I 0 i i ; : : i : ; : i i i ; i ii i i i i ^co fo coccfcccco'# c^s-i eocc^c^'^D-ti 'IJ^O^O'^CO'^COCOOICOCO OI CO X 'tH X 01 01 XXX 0 I T-i CO Ol Ol X i i 0 -4^ ' i 0 LO X '+* - t-lT-lCO j : : 'tH ^ ; i 0 X 'tHOI 0 0 Oict- j 10 ^*1 01 C3 t- 1 1 lO 0 - CO Ol r-i CO 1 ^ OIt-H rH i I p 0 j i 0 dO coc-l -H^O 1 j ; Ol 0 i 1 0 ; rHt- 0 ; ; 0 !:0,-l r-l i 0 Ol ^ i : Ol dOi-i 1 i • 1— 1 II (M i 00 CO 1 * - XtH 01 I X ) 1 01 I • , » 0 i i • COri 0 ; tl * p — IC 01 -tH ^0 LO 1 ' 0 LO Ip I I 1 1-H 01 -H i 0 I :ooi CO '^iH T— 1 C: iO> rH 0 lO « 1 X 1 1 ococ::coco 0 3 O O Oi c; L-- CO O C’ c: r-i lit O O o o r^^>.co ocoir5:ocot- O'i: O' O CO ^ o O -tH ^Oi -^0>0> O! lO O O 01 00 O 1 - uo o O 1- O 01 00 1-0 oi i M O Ol Ol O' ' 1 O -i’ O 01 1-H r-^ O O O O 01 r-S o O r- t-h O rH — 1 I-H 1-i Ol Ol r I 4J 14^ 4:5404-5 '4^40 4J I 4-= 4:5 4:) 4:) 4-5 4-3 4^ 4-3 1 1 4-3 4-3 4-3 4-3 43 4-3 44> 4-3 1 4^ 4-3 43 4-3 4-3 4-3 43 43 43 443 43 43) j 443 . PL^P^ pU^ ft Ph ft a ft P^r— a & 3^ ft A Ph P< ft— ft ft ft ftftftftftftftftft —ft S’ as O gi| - pj < j 0)^ a-i loPP a'^ • u ® o ;a2r- s o ; o r^S d ®p fee SI 'o p Pd ^2Slfg dpp^- — o, oa o o ©ace, .•^ -1^ 02 6 P a* a‘P" 8d§P^ : o,^ o o aa^a 2aPa^ be sa'^a^ oa ' &C P tC aS *0 cS a^ a >- 0^0 °va Po’S." S ; wa , coo 00 p 2 pa oaaaaa ^ i- uj e O.-aS— . dPd dPd^p P^P ; : :pd^ cS as CO ;.d c> p O ’ aia ^ O O ',^02 J rt-a JSE Pd ... a ‘02 .00® : 2a+^ o X ^ <- o-^a P-i a S O as f- g ; -a o cs cs o ;ppppp .02 ■ CO jja O ffi P a| p cc od ©aCijo oa bc2 >.2 d o ^nd O o ^ c/3 P?*rH ;^rh . O ^ C S '^'nP c«’c5c^©00>i^c3©^§^S2o5’^ ^^^^^SPPPdoooPPPP ippci® a =i^ig Ip si'ss h^ 2§^g23S2o O Ojpjjpp iO O w CiOr 00c 0000 * * CO CC CO "lOlOl ^ O cc Hi iii^^ o o § 00 OI 01 'O^OlCC-d^i.OOi:'* coOOt— '01 CO- ^ 01 0> Ol ol 01 OI 0> 01 01 OI CO CC CO CO c ' S ^ c c^ -rt* :0 30 COCO30CO4X)COCOCOCOCOCCCOCOCO30COCO cocdcococo CC'-OCC'COXCCdOCOCO XX 01 O! 01 01 01 01 01 01 01 01 01 01 01 01 01 01 01 01 01 01 01 01 01 01 Oi 01 OI 01 01 01 01 OI 01 ED 1900— VOL II - G2 dtatislips of 1898-99, 'able 42. — Statistics of public high sc](OoIs in the Uuited States for the scholastic year 1899-1000 — Continued. 2258 EDUCATION EEPOET, 1899-1900. Eh •.luj ‘sSuipntid ‘spduo.iS JO eniiJA C O c: = OO : C O C O = O i <=; .C O o O O c •A.ii;,iqT]; opj ui sauiujoA jo .lequinj^ ^ 1 oo : : 3 0 50X500 t- O O O O O' S’AggS giiS S13 •pijp A.iBjquu UT .Teqiuujsi ® i 1 i i MM! !!!!:! •SJBaA ni 0s.inoD jo qiSuo-q 2-1 33 33 CC' -rfr C3 53C353-TH-i< 33 53 C3 Students. College prepar¬ atory stu¬ dents in the class that gradu¬ ated in 1900. •oiuraaji •8FH 21 2 1 i ; 33 >-3 i i O O i >45 O ' CO I 1 o > < 1 • CC O 1 • C'i O « O O ■ rH II II II II S ^ ri O efi •ajums^ SI o t iX -1^ lO 4^^ o CC X •aiuK 2i r-l.-^ O ^ 45 O '!*< 1 >45 331—143033^ Preparing for college. Scien¬ tific course. •ajumajj 2 “ ; ; > till O 1 1 O O 1 •aiuM 2 53 1 1 1 1 » 1 • O ' 1 O O 1 Classi¬ cal course. •ajuuiaj 1 2| C» ' e rH c3 ! : : • I III ' 1 X CC o I I O O I •aiuK i : :;-HO>3 o ; 1530 ; Ele¬ men¬ tary stu¬ dents. •atuiua^^ 1 S^i5?:S = COC044400 J300400 •aiuH 1^ g^l:???S ° ^--oooooo Second¬ ary stu¬ dents. •ainuiaj 3D 1 >3 Cl O 13 -43 >45 145 00 r-i -K 33 O O 00 J-- 4 C3 O 1 ^ „ lCC3COC3>45 ^3333 rH ^ •OFK 1 *' 1 C'l 1-H X o 1— > o o o -H CO o o Ol 1— , r- lO r-i CO Cl 1- CJ ‘'P;5j Second¬ ary in¬ struct¬ ors. •ajumajj 1* i-HC^OiOf— i »0 1— iOCCCMCOr-Hr-l OOC:i-Hi— lO •ei^H r-!rH,-^,-(^ 33 .-HrH,-l,-l— 133 33 .-H33 33r-H— ©.=! 5 j ^^ '’;l,'4 ' fl S> ' ' S 1 s ' rf 1 15 15 <15 ,-( SCO' ::o- cS^'' '^■SA 'lll^ll 'A'“^ o hoa2 ^ 15^ 043 O O o o •-J1 '43CC43 O _ _ 0‘15'C^<15^ :43 CD O « o 43^ -o 'ICJ -50 <0 4^ ; iD r3 O O o OX! ' ^ ^ A® isS^o'^S io ;w5S Mr3 8. O C- S bX) . 'O !>, © o o' i © o _ S T. s .. fl o o o o o 48 'O <0! 'C 'O -TO fcX! jS;?|0 6.2 ^ o 3 d b4i . : O sS red: d <|0 4; i- 00 C4 CC 00 xl X X X (?1 C^l C^i tM CC 00 CO CX 00 oc oo C-l 4i (M (M 3-1 31 33 LsSkSSS X X X X X X) C^> 'M evi 2^1 CM evi PUBLIC HIGH SCHOOLS, 2259 10,000 10, 000 21,900 6, 000 4, 000 8,500 12,000 37,500 40,000 7,000 4,000 40,000 2,000 15,000 10,000 o- c:oxooc:c::o o oooocoooco O OOOOOCxCO cT o' X*' cT lO io o' o' o' r-l r-l 1— 1 ^ r-i OOOOOOO lOOOOOOOO oo O' OOOO lOOO'OOOOO 0 0 0 0 00x0 j iO O O O O O Oi o o" of lO O XO o" • o" X-O* r-f lO" x" of t-^i-Ht-H X ' X ooooocroooo 01-4^:0 0 oooo ioooooc:0'-:h o lO o o o c: o o c: xrd o ^ ^ ^ o o lO c^i ci o o o »rc COi^OO-^ dClC^l^ iCd (>i X ^ lO ^ d r-T c^l" 000<>-000 OOOOOOO OlO Ot— (O^rHOO OOOO^r-iOi^O' ^ 01-^0 0 (d rH X X r-^ r-i 1-0 xo" t- — r i ; i M M i i i ! i ! M MM M M M i i i i i i i i : ; i i ; i : i i i : XXX^X ':f^-:HC0d^H^X-:^^ X X'^'^X^d'rrC'l ^ i^xxdxcocc; oxx O r-l ^ O O OJ O-J O lO O t-- o X o d T-i CO i.O O 0‘ O — i o CO rH CO C'l 02 0 |r-!0 j o o ^ OOr-IrHr-lO T-i i-l XO L^x o ^ o dXXO O 0't''r-iC'l rH jo r-ir-IXOl ' O O' j CO d lo o d X rH o r-( o d d o ic CO d i- X o X o i— i 1-“ O CO xO CO O 1-H i.O L- X X ^ X xg 01 XO xO O 'O t-- O CO O T-< d-i O T-i i-l so O rH r-H 'Tf 1-0 Oi lO X.O O i-l r-l O r-l 1- X X -H ' CO o CO X ^ >C O C© CO CO CO O ~ ~ CO OO'O^ o j 1 « » X 'CO till 1 Id t- r-H o I I 1 I 01 I '^Ol 1 joi XXO'O I joo 1 Od^ o 1 ' ' ' d ' d I d uo O = i i i h 1 ^ xO 1 t ^ L-— lO <0 1 ' CO O ' ococo ■ jo 1 |o lo O d X X 1 d ' I X 1 I T-i d 01 01 I X X I X I rH I— I O ' iOOOCi oco M-" ; i-" lo oo Ol CO o> 1 1 1 1 1 1 "d T— 1 X 1— i ' O C'l > O O ' O 01 O ' 1 till 00 0 00^0000 OOOO^ OOOO OOOO’OOOO O OOOOOO-Og OOOOOOi-OO OOOOOqJOOOO OOOO;^ OOOO OOOOOOOO^ O OOOOO'OOO OOOOOOO^OO I CO xO O O O O lO O 1 >COO^ c-:> o o o 00 c o 00 o o O' o GO O CO O’ O O CO CO O CO O'? C 01 o o o:> o o 1 I O CO o o 01 : - r-i 01 rH Oi 01 CO <01 T > 4^ +3 -U 4-» 4^ - 4^ 4^ 4^ 4^ ^ . pip,p, oPiAiP^{^o*P< ppppp pppp pppppppp p pppppppp ppppppppp (DO^OtDOOOOOO ©©(©oo 1 OJ ^ o , SS'^.2 • cs d^oK o o . g !>> 0) Ofl d ol S s CO o b V ‘ ^ (D bXg S >>5 S^lOrSo CDcCKSd^^liW dSM KP3fdfe^d 1— I m ■ 1 p; ■> |2;5-s m o 03^33 O 0 o _ > al-|r§ - - 33 ci d 'rt 'd d d S3 wcqcq WOOQOOQO ®333-i:3’> S3 ■P'S ? ^ di— i' ;H?H?HC/3C3Ci.pH • ^ r-^ ^ U2 c3nSs3c3-c33d3d ’ d3 000lM?Mrf00 OOOOOQO : OOOQOQfidfl d -2Sa|»ls|| o ^ _ 'o'o o ? ►O ^ ^ ^ c3 © © CO X) cc 00 <: Oi oi o? oi J X O O 1— i X X X X OKMOv? 01 01 X ^ xo O X o xxxxxxxx xxxxxxcox ClOlClClOlOiClOl X c55xxxxxxx coooooccooo Oi 01 01 Cl G^i 0-1 01 01 01 01 CM 01 0? 01 01 01 01 01 Statistics of 1898-99. Table 42. — Statistics of public high schools in the United States for the scholastic year 1890-1000 — Continued. 2260 EDUCATION REPORT, ] 899-1900. •snci'Ba'KcIdtJ oyuneps pu-e ‘eauc^ui -.inj ‘■sSuTp]iuq’‘spunoj;S jo sr,ooo 10,000 10,000 0, 000 1,000 8,000 400 1,500 10, 000 OOOOOOOOOOOQOO 00000000000000 O-^HOOOOOOOOOOOO 0 C'f Iff i-T CO o'' o'" o' o' (>1 0" th of CO ^ I-ICO — r-lr-l 0q:^ ui seuinpA jo jequm^ 20 100 350 300 300 500 1,500 200 1,280 OOOO-HOOOCOOtHOOO 0 iO 0 40 0 0 0 0 0 0 CO 0 0 0 L- 10 CO Oi CO r-l 0> ^ 1-H ^ CO •qr.ip X.i'B:;i|un xii aoqinn^ e i ; : ; i i i i i i I i j i i i i i i i j j i •8.1X30^ UI 0S.IUOO JO qjSuaq ^ irx c-x C'l j ^t) CO CO eo fo CO Students, College prepar¬ atory stu¬ dents in the class that gradu¬ ated in 1900. •eiuuio^ o |oo 00 : ■0 0-r^^ 0 1-H 0 LO 0 I 0^ 0 I'M •9tUH w O ji-HO O' 0 I I -^OO OOOOJrH !cOO 'r-i Gradu¬ ates in 1900. 2 i o o ot) o -.o x-H 'tjH t-4 -o o c-:) ,-i r-i ci t- o t- o lo (M •oi^M 2 I C;0-*<'MCOC:r-HX'— 1 CO-:'OC:OOOOCOOO>OOt-r-l Preparing for college. Scien¬ tific course. •ejuraa^ « o 1 ! CO o^ 0 O'! ^ 0 (M ico 0 0 1-H 0 I • •01UI\[ w 1 O t Ico lOO 000 1-H 1 IC 0 oi I I Classi¬ cal course. •0J'BUI9J[ S i = ; 00 0 -+( ^41 0 n 0 0 0 OJ CO I I •eit’K H i cc i jO OOi -.MOO 0 1 0 OOCOOO I i Ele¬ men¬ tary stu¬ dents. ■aiuuiajj c: O O O O' W O O' O O O i- O O Ct' O O O O O O O O O r-l CO O St OOOOOO'OOO oGO'T’JOO-iOOO'OOOOOOO LO 1-H ^ lO Second¬ ary stu¬ dents. •9[UUI9J 0 »0 O 1-1 r-H 1- -H o O CO O' O O iO — 1 O O' O 00 LO -H o o o rHCOCOCOOlOCOOiCO ^ -H i-H 0-^ CO CO O! -f i-o rH lO O •91UI^ 4^ 1 O O'i iO lO 01 O O'! CO »0 'O O O CO lO iC O 40 o o> ^ o .-Hi-iOi-^r-iiOOiOIi-H CO t-H OJ'^OlOiOECOOiCO^ Second¬ ary in¬ struct¬ ors. •9JBUI9jJ 1 C:^i-l^:='r;OrH.-H O^IOOi-nO-niMrHOrHOOr-IO i-HOIr-t— ti-HOtO^T-lO T-I^THf-li”(D© <4)(DCi0;O^O'D0J QPQQQQQQQ QQQQQh^QQPQPQPQQ '§ « 1 ff.M.Hall . . J. A. Presson . . A. R. Coburn . . A.W. Duff . . R P. Tavior _ George Elelcher . . J. P. Kennedy. . A E Krtuuedv CO s J- J'q; p Ir^ - 1 w ^ tJ3 i.^b3< :s"& J. L. Lynch - Jacol) M. Cockfield _ W. D. Grove _ .T. R. Hodgin . . T.E. Joyce . James C. Humphreys . A . F Willis _ _ Will R. Crowther _ M.R. Floyd . H. N. Stamper . . J. Robt. Cougill . I. N. Evrard . B. C. Brous . Name. High School . . . . do.* . . do . . . _ do . . do _ _ _ • 1 • . 1 1 • 1 ' 1 1 1 1 « 1 1 1 1 1 • < » ) 0 0 c . do _ _ _ _ High School (colored) High School - . . High School (colored) . . . High School . . . Graded School . . High School * _ _ . do . . >006000 ! oi oS ri^ 0 1 1 State and post- I ofiice. i ! i 1 1 1 MISSOURI— cont’d. i Dexter . Doniphan . i Edina . Eldorado Springs Evertoii . . ' Excelsior Springs 1 Eaivfav Farmington . i 1 _ do . . Fayette. . . I _ do. . 1 Ferguson _ _ Forest City . Fredericktown . . . Fulton . Golden City . Granby . Grant City . Green City . Greenfield . Hamilton . T— < 1-^ '7-1 V z V : '7 c 71 •. r •*- 1 -'e . S'l O-I S-i S-I C-2 "M o-t C'i CM M S-l SM Oi * 1— 1 1— i X X ' X X X rH 1- CO X Cl 1— 1 1- ■ 02 0 02 XXrH t- O rH lO J X O O 0 X 'tc ) 0 rH 02 X Cl X r-| 02 0 0 ■ 02 0 t-H-iO 0 X t- to X t-H CO rH Cl lO 0 i-H 30 3010 o rH • 02 ' > o jo 0 X i- 30 0 0 0 '.0 j 0 0 • 0 0 02 Cl > t- rH I lO jo o CO 1 02 • 1 o I 01 00 0 02 0 0 0 1 02 i i • 0 0 1 '.o 0 Cl 13D ICO Cl jCl Ix : 1 02 ! o c^ i ^ 0 ! 1 H-i 1 -H ^ 0 0 CO 1 CO ' 1 I 0 0 02 rH 0 0 I r^ 0 ^ ifl to i jo |o o jo 0 I 1 H' 1 30 30 0 ~ 01 jO 1 0 0 0 0 O' 0 i Cl rH 0 ;0 ItD o O' X o 02 o c: lO r-i 'O 0 CO c: OOd . O' 0 •d ■ 0 000 CO 00 O' 00000000 0 'OO o 0^0X00 lO 'O 000 ■ 000 'OO 000530= ■00 000 0 ootooocoooooo 000 a 15 9 67 21 15 4-0 0 0 CO lO) X 0 to 10 X 02 X X 02 X 125 40 1214 Cl rH X 1 Cl ' to ^^02x3SoxiH02X iH02»-H to X X »o o o o o r-f IC 02 X CO X 0 i:- 'O i.^ :0 X 02 02 02 T- •Xto iX 0 02 0 X iC 1-^ Cl r-l 02 IIC^O rH -K X Cl 02 to 0 01 to lO c: X I'r CO 02 0 X X Cl 2^r 1.0 teX— iT-HrHOXX rH— l 02 0rH •^02 02 to OOi-lOi-i:^ )0 ,-lrHC; :^0 ' 10 0 0 0 0 0 Cl UO 1-H Cl 02 Cl 1- t'-rHOOO02rHOOr-i— ( 0 CO rH 1-i CO rH CO 02 ?-i 02 r-i 02 1 ,30 XrHO 02 X rH rH rH 02 rH iO rH 02 ; rH tH rH rH rHCO Dept.. I 4:j 4^ 4J 4^ iJ ^2^ P, ft & p, P, a 0^ 0 O 0 o J3 o o Me a u O rf) O o M p SCOP I > 03 o^ ^ 0-3^9 O Or^^O fl O bO 0 o M ;q 4^ ci as a S sM aS M S e S g 8 ® s03 a S a-2-0 'es o o a y ccs3 iH ©“i CO '-flC to I- CO C5 O r-^ Ol CO O to C-* CO Ci O r-( CO , -_ CO CO CO CO CO 00 CO CO -H -rfH -H -4^ -{^ -rjn -H lO O lO O iC O Ct CtOiC^Cl^CtcCiO C:CiO:OtOia2C:C5 C^OOt-Ct'OOtOtO OIOJOIO^ OlOiOl Ol Ol Oi -M 02 Ot Ot 02 02 02 02 02 02 02 0 ■ ' O'! ■y^En o o o o o o o s 0 0 9 .a O rt O p,'M .SLS:Cj2- i-P ^ >j > O cn o y o . © ©. y; 0.2V o ;.y •t ■ oj c.^3 1 ^ oSoccg:/2 :i^».3>£.3‘ M Mow be j ^ c d 2 u -d be y s ce rt MMMG ^ o ^ 33 o 8 SSy c^ ci ct . < >0 -to t- X) O CO ^ _ _ to to O O to to 'to to t- Ct CiOlOtOtOOSCtCiCtCiOt 02 02 02 02 02 02 02 02 02 02 02 02 * Statistics of 1898-99. Table 42. —Statistics of pitblic high schools in the United States for the scholastic year 1899-1900— Contiwwe^.. 2262 EDUCATION REPORT, 1899-1900. •snc^ua'BcTdi? og^i^naps pui3 ‘0jn:).in -jnj ‘s.§aipxmq’‘spuno.ig jo o • c O 1 c o • c ^ • Cf m t 20,000 25,01)0 2.500 25, 000 10,000 6,000 60,000 3,000 42,000 3.500 10,000 8,000 9,000 5,000 8,000 22,000 :S ■O is •Aa'Bjqxx eq; tif sauinxoA jo .loquiuj^ 325 210 400 250 2,000 125 800 100 125 3, 000 650 24 450 15 206 250 60 250 450 1,300 i8 D01 qxpip A.iux.ixiui UT jsqiunjq; i i ! M i M i i : : i i i i i 1 M M 1 [ 1 •s.i'uaA in asanoo jo ©i CO -^CO-^icOCOCO-tK-^CO-^^CO Students. College prepar¬ atory stu¬ dents in the class that gradu¬ ated in 1900. •axuina^ ® 1 ,-ICSiCi 5 1 ;C D o I I o OOl O O 03 o t- o H ! :) 1 Jc o j ! oo O 0-1 CO O H^ O Gradu¬ ates in 1900. •axuiua^ Vi »CCOt-COOOO C-lCOi-S i CGOiOOlOOiOOsOr-HO •0113M CO r-i i-H — 1 O 0^1 0-1 O 1 ^ O O ‘O 1-1 O CO CO O o Preparing for college. Scien¬ tific course. •axuiua^j o I 1 o CO o I O CO o O t-H X ' » I c^o •aiuH e? o ■’ loo ^ rH ! O o tH X ! » » T OO H Classi¬ cal course. •ainuia^q 9^ ^ i lo i O 01 O: o rH I o 1 i .0 0 ■qIvjsl v4 " 1 ■ o ■ OCO CO o 1 1 01 » Ci ' » 1 t oo Ele¬ men¬ tary stu¬ dents. •axuiuoA S ■N OOOOOOOOOOO O 0C5000000000 •aiuH © 00000003000 o ooooooooooo Second¬ ary stu¬ dents. •axuiua^ Tj lO X) O O O O O O O CC lO X ITS -+< — * 1— 1 O -H O'! CO 1-1 X C'J Oi rH I-H C<1 X CO ^ o C'i •9PW O 0^ O — ^ rH O-i O O O O O *4^ O CO »10 X O t-l X '+' o Oi 0-i O! X X lO 1-H CvZ rH 1C oi OJ 1— 1 T— i 1— 1 rH X Oi O rH Second¬ ary in¬ struct¬ ors. •aTUinaA i-H i-H r-l 01 O^ — 1 01 O rH — < O' O ,-H ,-1 r-l O O O' 01 O -:ti O •9FK rs 01 o:! t— t t— 1 0^ T— 1 O’i OT rH 1-H rH CO rH i— 1 i— 1 i— 1 f-H r-H O Ol 01 01 Depart¬ ment or in¬ depen¬ dent. A+lNllL+ljJ+i+jE+l 4J+a+340+34J+J+3+3+^-|J aaaaaaaaaaa a aaaaaaaaaaa (DOJcDiDDaiaja^ajOO) High School . - - _ do . _ UO . . _ do. * . _ do . . o c di: ) c J'-C ; c - do . . Lincoln High School (colored). Dumas High School (colored). High School . rin > O 1 So:;n u' 1 • i > 1 ' 1 ‘ 1 1 1 1 1 i I 1 • 1 * 1 > 1 » 1 1 > 1 ' 1 1 t ■ till < • ' 1 1 * > 1 I » » 1 1 < t t ) o o c o S ^ nq ^ ' . do . . . . _ do... . State and post- office. MISSOURI— cont’d. Laplata . . Lathrop . ueoanon . Lees Summit. _ Lexington . df S c 3^ 7l i? S3 fr ; 5 j p ) 0 i3 Louisiana . . do . Macon . 1 _ do . Maitland . ! J I'-C ' C • 0 :4P: y S c: Mansfield . . Mar ion V file _ Marshall--- . Marshfield. . Maryville . 1 Maysville . t- ?0 ^ 3 ,-H iM CO --ti >-o '•.a GO oi c »GCcoaoaDGO co Ci O’J CS C5 CG CCS os OG 03 05 C M 01 Ol (M Cl Ol Ol 0-1 (M Cl 5 ^ -2 3? J5CCCCC5C^C5 0;.05 3'^OC5C;05C505 01 Oi Ol Ol 01 T-HiO'i’>0 0 O 02 O O t- >i>-00c0*0t-"iri0i0i00000 02 OOOCOO t-'#02^C0^i0— (itocoioo O 1-1 02 O O O CO O 02 CO 1-1 O ' r-H O 'nH — I CO 02 O O O O O CO O O LO 02 ’ O 02 ' O O o 'OC0020 O 'OOO CO lOOlOOt-Or lOi-ICOOiOOO 02 O O CO O CO o o CO 02 CO 1-H O t- O CO OOOOOCO'OOOOOoq OCOOi-^O: :■ O O O O O O O 1 :OOOCOOOOOi- OOOO OOO oooooooooooot- oooao< >00000000000- O r-l 02 OO O CO ^00 OCOOCOi-l02020r-li-i 0020 02 O ,-1 O O t 1OOCO1-IO20002O1-1OO2OO Ot-hOi < 02 r-H 1-! 1-1 O 02 - +J4444-|4)-l_i4-i-14>4-l-p44>40404-i-p+4+2404042+3_j.2 4J+i43+D aaa p, p,p,p, p,p,p,p,p,ft p,p,p,p,p,p.p.p,p,ftp,p.ftpPP(iia; s p g O ^ ■sga -g-p p § p 02 g p S Pi ® o S ¥ S3 p|. ^^HpP^<^<1 ® 0 (D P .■S 0 OP® P Ml >‘U .15 P oE> p p p p ® ® S c«P2 p .poo O O O O O o p P ppi d O O 0 0 Tl.'g grrt P ® ® n= P =« & F g ° g 2 > ^ ^ 0 ® 0 ® o ce O p' ^3 rP-iS fr ® O! P Pp^ •p cc O o 0? r; w bx)0 g. P ® ® pP3 PTOf4lBNpPp0.PPJrPOO.-. - - O C O O O CU Pt Oi 111 CU (L O fii Pt Ph IL 01:^ Ph f5 TO .-r- « p:iPP o ^2 0 0 10200 Tiiioaci-cooi 03020 0000 O 0000— I1-T1-T-T 1-Ti— 11— l-Hi— IrH C3020 0000000000000 000000 w 02 02 CO cococococococococococococo COCOCOCOCOCO cococococococo O— 102C0'*l.0Ot-G002O-T02C0-t1l.0O2'-Ci0 02O 1-102C0-H 02 02 C2 O! 02 02 ^ 02 02 02 CO CJ CO CO CO CO CO CO CO CO Tfl -iH ^ -T -H COM^MCOwScoS^TOCOTCM co?oS^ * Statistics of 1898-99. Table 42. — Statistics of imhJic high schools in the United States for the scholastic year 1899-1900 — Continued. 2264 EDUCATION REPORT, 1899-1900. •su44?.iwcId'B ogi^naps pu-e ‘ean^in -.luj ‘sSuippnq '‘spuno.iS jo iiii 5‘' OOO c: o o o C: O O O O O O c: O’ iO O c: O '>i iC lO xri QQ o SSSS8S8S A.i-Baqi]; eq^ ui sauiuiOA jo .igqranjq Cl CO CO — 1 'nTjp A.iB^niui XII .leqxun^sr ® 1 1 o 1 i i i i i i i i i i i ; i i i i i i 1 ; i i •suuoA UI osunoo jo q^Suoq; ft fi^ 't ' o ' O CO O • * ' ' CO oi • ' o * Gradu¬ ates in 1900. •ajuiua^q 2 »Oi- I wOJCOO' OlOr-HC'ii-H O CO lO CO CO cc CO 1 •914II\[ 2 I 1^^000^000 lO X— ( 01 -tH 01 IC :0 O 1 Preparing for college. Scien¬ tific course. •apuio^X 1 ^ i CO • • • W O * O O ‘ ' 'C ' o * CO ' ' ’ ' C'i 1 ' ' 1 1 1 • 1 t < 1 1 1 1 o 01 ' • ' o 2 ^ 1 t 1 ^ ^ 1 ^ 1 1 1 1 1 1 O’ CO • ' ' 01 Classi¬ cal course. •oxuiuo^q 2 jO O ' 1 0"! ' O O Ot CO O CO ' 1*1 1 ' ' 1 lO 01 ' r— 1 * CO •91^M 1 ■ o *-i • • » O O 1— ' r-^ 1- 01 I 1 1 1 O ' ' ' ' ^ 2 ^ Ele¬ men¬ tary stu¬ dents. •oxuina^X j S j O'O OOOOOOOOOOOO'OOOOOOOOOO •9xnH Si — o - - — — O' O' 00000-0 000 oooooo 1 ^ Second¬ ary stu¬ dents. •epxnajj * o C'3 cr. IS -* lO X -H -o o 1- Cl ^ o i- o -o o »« -o i- >o si Sto SSSl— (Or-iiOXOXSlSlSl I-H t-H SI .-H SI 1- r-i o •oiUK ^ CO LO O'! ».-0 Ol O O CO lO O CO Ci 40 'T' 01 LO OD 1— 1 Olio t-H ,-H Oi ^ CC.' r-i 01 01 ^ T-^ 01 1— ( rH r-( CO Ol t-H lO Second¬ ary in¬ struct¬ ors. •exmiia^ * r-^ r-H 1— 1 O * r-( O I— i ^ 1— f,1 O •9iupt L-S 1 24 1 1 •) 1 5 >> 1 •> 1 1 1 1 1 1 1 1 1 4 1 1 3 Depart¬ ment or In¬ depen¬ dent. 4Ji4-3-t2i-J-34^4^4^-|J-p4J4J-l-34^4^+J^4^4-54^4-:-+^4^ P(DOO PQ QQQPQGQQQQQPQQQPQQQQQQ ^ -J o "rt tri aii^ II !>j' d . ^ b d d 2 ! 2, o o-'-' « s c; ® ^ doigo.diMOj-JHrQdai^j^.d^ ■1 ^ 'oM^ O ILi O V z o f.a8 ''■'OOOvOOOOOOOOOOOOOOOCOO dn'didj'b'w'b'b'b'dS'dP'b'ci'iS'b'b'di'd'ib'dJ'^'d! b£ . >. -1-^ d IP u> O O illilliilillllfllii dcSddoaiddPPO-ibi+j+s-iJ^oSP;:-'^ c/j CC 'J2 cr^ CC C/i 02 :/j a2 '.C rc CC‘ q) 75 03 '^5 E-I Eh cd 30-? d d o o d d DD X. O O rH CO UO -u: CO Ol O 03 CO ICC IS JO d?PPi2!5‘5^'i?!S’^iS;5gSg^gS^$gg COCOCOCOCOXCOCOCOCOCOCOCOCOCOCOCOCOCOCOCOCO PUBLIC HIGH SCHOOLS. SiissiiiEigpiiiliiSiii i§gis isiiip ■siissi; 2266 ill i :§iiii ; iiliii ill i ; fill i 11 i ;S2 ; SS2SS5^ 'oo ; ooooSoio :i ^'‘ofo 1 ■ Ol o t-' o' ' iiifspa' :S2 : ; : ^2 : i3 §1 CO CO 01 CO CO CO '# 01 CO OI 01 01 CO 00 OI O! CO CO CO OI CO '+:C0C0 ; ^ ^ ^ ^ 1 ■-# CO 01 CO 'COCO 01 CO O' >1-0 ) 1 'c ;^^oo ,-H i 01 O 00 lo^ .'OOI^CO O 1 01 iol COrH O IC'-JCC ) j I rH Ol 1 “ 1 O' CO O' 0^ O • ■ O O^ O rH O I T-i O lO I'Oi— i O i-i CO 1— t CO >01 I oo C'5 t-- C'l !>-l-+<>OOuO'OOOOOCOO'0 io ; -H CO O' CO lO O 01 o ■ 01 01 O 'tH O OI CO OI -:r 01 coo CO '>'5 cci 1 O 01 O' O CO O O 01 T-l i oi O 01 o oi ^oco i 1^ O o CO CO 01 ; T— 1 O OOl O' i o 1 1— 1 o ' ' O ' ^ ' ' oo ! o O' o ^ is- i 2 i OO'O O j tc I o i ^ O i lO t 11 1 1 .‘ • o • ' O 'CO ' » 1 1 ) 1 It o o loO'O o i o o I 05 I O.HO 1 CO i ^ i-' ^ 2 I loiO |i-l jO'Z I'M II 11' O i T-HHHo:iO O 1 'O ' oco ^ : i II CO 01 o o 1 I CO i>» ' T— 1 « O'i ' o r-l '. i-ltOrHO O 1 ' O ' r~i oo,-i iO I 1 o o : 1 III O c; O O 0-0' O O O O O O O O O IM o o o o o ; Oi^OOO ooooooo I'^oooooo OOOOOOOOO'OOOOOOOO'OOOOC O IM O' O O O ! o o o o o o 25 lO— IOOOOOOO--IO'J 1 lO I-H O (M ^ 1 i— 1 • 'CO i-lCO'-irH 01 0 ^ lO i 01 loo 1 Gradu¬ ates in 1900. •0IHUI0^ ® 1 coC'ico^cocscsc;!- H ' ... .H ^ t- ^ 0-2 :0 02 O O rH CO CO I-H CO O I •eiuM H UO .-1 C'l UO (M O'! O CO .-n O 01 01 c; 01 O -+. 1-0 O 01 r-l o o 1 Preparing for college. Scien¬ tific course. •0{'Bai0j 2 ^ w 01 02 OOl LO O I O O ' * ' O Jill w t-^COC CO V5 01 CO -H CO M O CO CO 0> rl ^ iO O r-l Ol CO .-{ .-1 Ol Second¬ ary in¬ struct¬ ors. •0X'BUI0^ © C'lOrH-Hooror^oico-HOio.-icoooi.ooioccoiooo •91^H t'? r-^.-H01r-lT-H01r-.rHIMr-l?lrHr-(.-l,-<.-HrHCO— Depart¬ ment or in¬ depen¬ dent. -f QQCOQQqaQQQaQQQQQQOQOQ:QflQ Principal. Fred H. Abbott . W. A. Yoder . J. T. O. Stewart . E. H. Morgan . i ^ i| 1 ) . ^ 5 0^^ a; It 'C ;P George C. Shedd . T.a.mb T F Dnblis _ Percy Purviance . Harry F. Hooper . J. A. Stahl . . L. V. Patch . H. E. Funk . Irving S. Cutter. . F. G. Downing . J. E. Shutt . W. C. Gigg . Mrs. E. B. Williams. C. E. Shea . . . G. A. Morehouse . O. J. Standley . Name. High School . . _ do . _ do . . do . . 1 o c 1 c . do . . do . . dn-= . . J . do . . _ do _ _ _ do . . . . * ' 1 i 1 '• I 1* I ! jooooooodoo State and post- office. NEBRASKA— con¬ tinued. Albion . Alexandria . Alliance . Alma . Arapahoe . . Au’c.adin _ _ p c ! ^ ; ^ Ashland . Atlcinson _ . Auburn _ _ _ Aurora . Axtell . Bancroft . Bartley . . Battlecreek . Beatrice . Beaver City . Beaver Crossing . Bcemer . Bellevue . Bell wood . Belvidere . Benkelman . (yt CO ^ o t-- 3C c; CO CC C? S CO CO cc . O .-1 Ol CO IC O CO CS O t-H Ol CO lO 1 O! 01 Ol 0 i 01 Ol Oi Ol OJ 0! CC CO CO CO CO CC CO ‘coco-cococococococococococococococo PUBLIC HIGH SCHOOLS 2267 S8SSS8 o j-o o 'C:^ *o o c CO CO '# CO OI 0> Oi Oi -cH 01 cc CO CO Ol cool 01 01 CO CO Cl Cl Cl CC CC Cl Cl CC Cl 1 r-f ! f 0-1 *—1 ’-H ■^o ; i T-l O'! C-I CO O JO CO CO rP i:- 'I ' O I 'to 0^'rt(co:0'^joocr O i- t- to jC O to CO t- 0 J uo O OCJ CO ^ I-I o 5'-2-i'C:i-l O ^ O O CO O Oi Oi O' o o COO1-i<01^ O'; CO CO O r-H lO O O r-( O 'O t- r-H ‘O' O O-E rH o o • It- CC 1 I ic c-i I 1 ( 1 G5 I C^' JO O I O jt- I Ir-iOO- lo I - to > ico O « • C0 1—1 ' ^ jcocoo ^ o Ico j ji-HOO jci j o *-H i^OCtOD COtH COcH 1 > 1 CO ' 'O ‘ CiO ' 1 1 1 1 i 1 oco o j ^ to O O j Cl i IM UO IcOi-H coo 01 CO 01 Ir-( <0^ I 1 '01 'Cl T— 1 ( 1 1 O lO o i O CO O O jo I OiCOOOOOOr-HCOOOO— lOOO'OOOOOOOOOiOOOOOOO OOOOOOir-OCDOC'iOOJ O O’ o o ^ O I-- O O' t- o < • OO O O O O O O O’ CO O O O O O' c :'CCOOOC0’OOOOOO (>‘l'^i---!fi0100000COOOiOCOt^-T^OOOO’X-OOOCO-+irHt-GOOOOCOOi--* OrHO-rMOCOODiO^CO^ I Oi rH 1— T— I JO 0-t 70 01 CO ‘CO \ VO Ol 01 CO ^r^OCOCO^OO-'!^^^- -OOt^Or-JOCOO^COT— iCOOO'^COOJr^COl-rH COCOOlOCOOlO'i' Olr^O-l* > CO O CO C<1 O O CO St-HO^OOOOt-hO^ rOlrHOirHOrHOOOO^OT P,&,p<.P4P4 0j. !0P.P^P oc)(D(Da;Q:)Q0a)cDOC ' ' ^ I r^ I bf. I I 10 0 - '0 2? 0^ 0 to >1 S 2 5 P 0 •' r^OOOOOOiUfHSH CO > fcJD ® rt CO lE'SSjSj^llllsdlgSg ^g-SSlIIgsIgS'ssss^ ppppfflpfflpffippppppooooooo’ooooooooooo OOPPPPPQPPPHPPHHH t- CO C:^ O —4 O'! CO ^ O O CO Ci O rH 0-^ bt; -H iO to t- M O r-l bb; '+< LO !■- CO Cl O rH 01 -O >0 CO I" 00 Cl O r- Cl CO -H >0 tO CO CO CO ’Ci'l ^ -tit 'd-l -rtH -ttl 'gt lO liC lO O lO >0 »0 IC m O O CD to to to to O 'tc CC CO t- t- l-- t- I ^ t- l ^ C- CO CO CO CO CC CO OO cococdooeoeococococoScowcoScofOCOcccocococoSocococococococococo cocooccococococococococc'cococococo * Statistics of 1898-99. Table 42. — Statistics of inibJic high schools in the United States for the scholastic year 1899-1900 — Continued. 2268 EDUCATIOIvT EEPORT, 1899-1900. •sn:i'Ba'BdcItj oynuaps pu-B "jnj ‘sSuipunq '■spuiio.iS jo ontBA eq^ ui seuuipA jo jeqtunjq; •npip ur .lequui,^^ •s.iBayC ui esjnoo jo ipSueq ^ a; r S iv^gs (M • C: 0 0 tO .0000 ■ 0 0 0 0 ' ic iO 0 tCdOO 1 0 s s • 00000 » 1 igggss ! I ' ic'oi 10 ^ 1 T-i • C'f ’ CO CO iss^- •lo^'oooco ■ I ICO CCM O'! CO C<1 Oi ; CO I-H CC ^ CO Cl C-l ^ CO ^ CO 01 fO CO ^ bo o 0 bo •f:.s * O cC o ^ CJ P o 8 wg S >>! 0^4 (/} o *>. f-i S’ ?H O (D 4J CC ™ CO •0|BTiiaj3 •OFW •0[Bttia^ •apW •aiBaiOjj •aiBpj a^Bina^ •apK ■aXBm0jj •aiBK •oiBcna^ •ap’K ^ S Pi . 03 e ffi o O1-^44lC0 'rHCOOrHOl 'OICOCOO lOl lOlO coco->^io iiO'itias'-o ICO 'oo •-C 1C CO O 01 CO 00 O CO IC O 0-1 CO o o O '+ c: 01 '1*1 'IH IC O I-O O 01 01 C: CSI CC O' CO 1 OOOlr-l O O r-l 1C 01 T O.-HOC0C0C0O oooi^ooooo'oooooo; ! O 00 i:' -H 01 Cl CO }" CO O' 'Ifl CO '--D 01 CO IC 'll' CO CO 'lil ‘ OCO'#>Ci— I 01 CO O IC ic 01 r-1 CO 01 o; 0'£ 01 I O O I— I 01 T-l 01 01 O "O -O O 1C 01 r-4 O 1-1 O I-I O r-l O CO o 4J4O-}C14C14-14-14-14-1+04O4O4-=i4-i 4-340 4i4J4J4J44>4J4414J4J p,fta&ap.ftP,PHaPLPiap.p,p,p,p.PiP,p,pLap. OJili(Da>li(li®aj QPQQQOQQPOQQPPlQPPPQQQCOQ m PC ‘ ^ p p ^.2 ,i“ m o S y) tn ■^■S ftO bfip S 3 25 p-g.S p § p ^r25.d o o Xi o ^00 tx P o o < ® tc! P w p p B K 2; 000000000000000000000 p'-p'-prCSnpnpn;:J|®inp'^iprT3npi3'Ci'OC3'PJ'PS'0'd -g p : :8gj ;p : ; ; : P I > lij^P.IOrj 'o.Pc! 'PP'^ 8 a) &c^ P ® §0 I ' p;;^ opj-g > ^ &J3§ § S g-p P^^'P P tb P P 2 P P P P P □ «2-p o.^.p.Pa: pA ^ p 3.2^ p p >^4^ eg cs 03 p p ^ S p p p pTpi^ jii 8 S P ffl B 00 H a W H fc &4 &I fo fa &1, fci fe 0 d CD O d O O O d3 f-cocicor-4 0icO’-tiico!:’'yDci'0;rHoico;:#iccoi:-gogso CO « OS CO' CO CO CO CO CO CO CO CO CO CO c] CO CO CO CO CO CO CO CO CO PUBLIC HIGH SCHOOLS. 2269 ^ oo o ; O O O ) O O lO vO ;S :8S : . .O 'O I • O lOOO ! 'dO ■ o O CP ICO ' :r o o :SSS8S • O O CO O 'O :SS8888 :SS8 •OOOOO'O '4000 1S8SS8S88 1 ; 40 O O O X» iO O' O 1 ! of • Ol no" go" ' i r-T ! o' 1 . CO t-H ■Vo'ofo^ooo" ’oi^"o' 1 o co^oTco oTo'-d^' > OOOOO O lO C'l O O o'cOi-TcCb- i^i^ioc:i.oooc:>oooo>o>opoooo ic G'i C'l O O O iO P O P ^ C-* C'i p o p T— ; 1— I ^ T— t C'i r-^ r— I CC I— 1 O ^oooou'^oo-HOOoor>Oir ^ iO O C*^ rM O CT’ i.-- O i—i lO O W <7-1 1— I iC O CO Oi CO ^ o'i r-1 71 Oi i.'-cc ■ oooo^ » n c-o (• CO Oi CO O'! 0> CO ^ CO 01 ^ CO C\2 O'Z CO CO O'! ^ O'i CO ^ CO -tH O'i 01 CO Oi ^ O'! -+I 01 CO Ol CO ^ CO 01 O'i CO O'i ^ CO O'l 01 OOlO '010^00 • *0 'LO 'OCO^+^O CO tH 01 ' 01 o o o ^01:0 0 *0:0 CO ^ O IC O! ' ^ CO 01 O cc O lO CO O < : iiO O CO lO CO CO O C O 10 I-O O CO CO o oi 0> CO ' ^ CO 01 O O 01 CO 01 0! O O O' O O -tH !- O O' r-l 1-1 1- CO CO O' 01 O CO Oi O ^ O T-i V L- CO CO tH O CO Ol O 40 iH 0-^0 o o o o 40 oco p 40 l-iCCOlT-l o lOCOoOOOiOco-d-f'«d^’-HOCO O Ol iOl 'O O O 'O O O t- 01 01 O CO ^ ^ 01 1— i L- Ol O ^ 1-1 < lO lO 1-' CO Ol 01 ixO O I- CO lO «■ 5 ^ - rMrHOOOOOr I <:'■ O O O O CO O O O O O O O r i 01 — I r-H O T-l 01 r PHaftap-ft^i,P4ftftP.pHP.P.P.P0IiD(PO)(DaiiliSS?8a >= ^ oa 5 2 S rPpJ P i>P ® f-i a_M ''^P aSa d d sh d ) iasll id.S2 p p p f=Ci p^H 5 eg d ..hP eg bn, nd d Op" Ol o> <^1 'C> o> ^ o> CO CO CO CO CO CO CO CO CO CO -H -7^ -f' -H irc iO io lo i.o lO »c: io if: lo o co O! Ol Ol O^ Ol Ol Ol Ol Ol 0^1 01 0'» Ol oi 0» Ol oi 6l oi 0> Ol Ol Ol Ol O’ Ol 0» Ol Ol Ol Ol Ol Ol 01 Ol Ol O! Ol Ol Ol O! O? O 1 Ol Ol Ol O! Ol 01 01 01 ooc^cocccococococicocccococccocccocccocccocccocococccccocococococococococccocococococccccocccocccoccco Sta tistics of 1898-90. Table 42. — Statistics of imhlic h igh schools in the United Stcdes for the scholastic year Continued. 2270 EDUCATION EEPOET, 1899-1900. •su^+'B.i'BcId'B oiji^naps put? ‘g.xuc^tu -.inj ‘sguipnnq’‘spuuo.iS jo iiiiiiiiiiiii ^ ^ ^ ^ ^ ^SBSSS irsScOoo rHoo'cciniao A.i’BaqTi 0qq. ui souiuxoa jo jeqrauxsf | ^ -8SSoo8oSoSsSSi2oSo^SS8SoS t-H 1—1 S'! ,-1 O (M PI ^ r-i T— O CO O »0 CO OJ rH qpjp A.it:jqTin ut .loqranj^ | ® 1 ;8 I .8 •s.i'BoA III os.moD JO qjSnoq ^CO'l^^^CO!^IO^H^-li^'lH'lt^^IOCOCO— (CO'iiHCOCOCO ^ as s-g-g % ■0['BUI0^q ■eix?K •0Ii?W O ' O i-H O OI rH OJ ( O 1 CO O’! O 01 O Ot ' lO CO 1 O’! > CO ^ -rli 1 01 O tH ^ CO CO 01 O CO ^ O O CO Cl CO 'nH 07 01 '9^ O 01 1-H 1-0 O! 0 ttH &D© H til • rt © Scien¬ tific course. S '0 a ©■ a8 © lass cal iirs ^ § ■01'Bai0^ •OI-KK ■ ©Jilin 0J[ •0IX?I\[ 01 ^ ! >0 O '01 I o CO 01 CO 1 01 CO 1 1— 1 1-H 8 I ! I i 1 ^ •ejutne^ •0I13H nd ^ rJ ' ■0J13II10J ! CO CO :o 1C oi 01 1 > ^ oi i-H 01 oi oi ' 01 lO » ^ O W PI cp CO O Cl ~ 1- »0 CO 01 '!)< 01 CO : 'a g-n O h W q; JO ra CO •0ji3ai0jj; •0I13H < 01 i-l i-H 01 1-1 1 as- ag -p+l+lU+l+J-IO+l^Jl-l-l-l+l+l+ll+l^O+l+l+l+J-P-P+l-H aaaaaaaaaaaaaaaaaaaaaaaa ajoaioa-iiioajooiDii/aJcucDcuDDiDOiDDdicD QQQQaOQQQQPQQQQQOQQQQaPQ 5 H Sffi 2 9 a ^ ' 9 cl 9:9^1 ?H b o cl; r $ cDffi ^*00000000000000000000000 .Q'O'O'os^'w^'osnb'Oidcoa^'O^'oi'os'O'os'OcbTd^'os M : r-i ffl rt 0} 3l *<•3 K-^ M 15 © 1> O h d fl p _ ajj ^ , s oc5 cro999a'^'^_2 o ^ s ^2 © « O ii g n^Br ©•2 00 ob'rt'^r^ Q(f ^ ^ f’ (M O' N 88 '.8 8 88 8 OO lOOOOO xO ^ 1 Iff of Iff o" xff 8888 O xo i- xo of of of CO OO o o ol ■■■' 50, 000 0, 500 12,000 3, 400 3.500 10, 000 1,220 4,000 7,000 12,000 3,000 33, 000 1.500 OS ooooS 0 P s s ss 0 oi'iooi'j.b's'o'co 888 O'OO of o' of : xO O O O O no O lO* O 1 1 uo »C O O O lO t— O O lO o o 1 oi O lO ^ ^ Ol xO C? O 1 ' - ^ 5 S j£^ ^ O O ' O O O O » 'O 1 O O' O O O O O' O “Cl O CO O > O • O xo O O 1—! o CO T-I r-t 01 ' T-t ' O 01 xo 0 0 xO 01 0 xo xO 0 0 xO 0 UO GM XO 0 r-1 0 01 CO L--01 10X0 i i§ i i ; M i ; M i M i i : M i ; 1 j ‘ « 0 j 1 j r I CO -iti 'iS ^ ^ >1*1 (^^ c-l 32 CO c-? C13 ro CO O-l CC -ij^ 10 'li' CO 'ii< 10 -iH 01 CO ^ 01 ^ CO CO CO CO 01 I OlnO 0 ' I 0> O O 01 o 01 O ' ' I on>- i cop: 321:0 I i i 0 i OO 1 C: CO i jOOr-i3-iOOO > 1 |oo O 1 CO 0 M 0 1 j 1 1 1—1 'OO ^ ; COO 00101 O ^ xo 1- O xO^OOlOlrHCOOi— iOlt-xOOOCOCOOOCOCOCO 'oiOOl'^t^^OOCO t--:HOCO O' 0 ^ xO Cl i-- O O 'vH iC r-i lO CO ^OOt— i— ii— IOO-^OxOOOCOOIOIOCOt— 1^0 lOCOOlrHOOi—i Or-HOlOl 0 i-H r-i r-^ 01 CO jco : ^ ! i I o 1 01 o- ! o CO • 01 ' 1 t CO • > « > 1 |o jpo I 0 0 0 0 t 1 1 Ol ' f 1 T—i ' > i' O O ' T— I O ' o 1 1 1 ^ I o i 01 ' I f « s 0 COCO ! : I h i I 1 T-i O xfC) I O ' O T-^Ol 1 • lo ! 0 1 1 0 ' w joo^oco rHO - i 0 01 I ;0 i OO i I O O i-H I P3 jo 0x0 • j ■~ i iH ; irH : 0 I 0 r-H 01 0 0 ^ 0 0 >' CO cc '• C ^ O O O O O O O O O O O O O O O O O C’ O O 1--? O O O O :C C c: O -M I-I O O CO 3 T-.' o o o c: o ~ t- o o CO CO COi-^iO'#!— CO'^SO o OCO O' OCCCOOOOO-tfOOO 00^00 O — OOCCO LO ^ CO CO c0 0->'-«O00l--C:C0O'T«OC:OC:O~OC0OO lO Oi C I 1.0 ' 01 LO CO 1-1 CO T :O-!l-O-S0>r CO OC CO CO " CO CO CO o> oi OI -B C o: rO UO CO 01 L- CO o> oi o> CO r • LO Cl CO -.O ’ 01 o O' OO^r-Hi— tO-lr-HCCOCOOo^i— iOCOwT— li— ICOOCSOrHOi— llOrH: 4-5+3.t0j->+l+lil40+340+l+34J4O+l+l+l+lSC>4JJ.14OSJ4CllC)+l^J+i4J+34J+J4J4J+l+141>+l+J+14J+04OH+14Cl+l+14J4114J PHa&,p,2.p,ap,p,ap,p,p,ftaaPiAaap.ftPi;:^p.J^ac.Pi3.?HaapiaaPiPa>©® ■ S o 03 P . O h 0£ixj qOO§ stj • _ • ^ -i *, rr, . . '. I— ( . CJ m . * . . 1 j ‘r-. . * C-i • . "1 ■ _* dd^qqq^q.dKq^^^Kqt-iu^^qq iqq^'q ^ o 2 S cs o.^.t OP 2^5 p 8 3 3;3:P^q g ^,2.2 c p « p_p g ^ ©'©pi o qqqqKqKqqqqqqaia2a2Mc/]c/i:oaiccaia!cor.cco^ccxaia}cz2a2cccoa2®«ia}xaQaiE-^E^E-i&^EHE-!CHpq CC J'- CO c:) O t-H C^'i CO -H dli CO ct) O ^ O'"! CO O dO CO c:; O T— ' O-l CO 'TT O CG Ci O »-H c-"! CO lit to I-- CC Ci O — < o CO CC CC :0 cc CO c: cr CC CC c: c: CC Ct O O O O ci: c: O O O O ^ ^ ^ O! 0^ 0> 0! 01 Ol O'! Cl CO CO CO CO CO CO CO 0> Oi 02 Cl Ol c-i 01 Oi Ot CC^ Oi Oi 01 Ol CO CO CO CO CO CO CO CO CO CC CO CO CO CO CO CO CO CO CO CO CO CO CO CO CO CO CO CO CO CO CO CO CO CO CC CO CO COCOCOCOCOCOCOCOCOCOCOCOCCCCCOCOCOCOCOCOCOCOCOCOCOCOCOCOCCCOCOCOCOCOCOCOCOCOC'DCOCOCOCOCOCOCOCOCOCOCOCO * Statistics of 1898-99. Table ^2,—Sfatistics of imhlic high schools in the United States for the scholastic year 1899-1000 — Continued. 2272 EDUCATION REPOET, 1899-1900. •su^'Bj'BdcI'B OTjTiuaps ptit? -.iiij ‘s:guTpjinq'’spiiiToaS jo eu^xj^ ooc:^ooo o lO SSSSSSS IS ^'Poco'-^'ccTjg lo 6,900 15,000 16, .550 3,000 3,000 15.800 1,200 3,500 7,000 1.5,000 1,3,000 33.800 40,000 •A.i'B.iqq 0q^ ui souinpA jo .lequiii^q; 86 400 150 100 75 100 1,200 80 400 LC o O O' O O CO O O 3 CD 0^7 O 07 1 D LO O iC H- 05 'O O LO O 1— 1 lO CO CO rH 07 i-H X X tH 07 07 rH I-H ■piap A.i'Si^qiiii HI .laqrati^ © i i i i i i i I I j j ; 1 • j > I j 1 > 1 0 •saneA ui osjtioo jo q;guo''i © H Cl -f Cl Cl Cl CO Cl Cl Cl -riH Cd -tII CO Cl Cd CO Students. College prepar¬ atory stu¬ dents in the class that gradu¬ ated in 1900. •oinuioj {» 1 o cr Cl O' CO Cl o f I O 1 1 cooco 1 ^ j •0inK !rHC: OtHCCCOO O 07 07 O' -H i oo 1 Gradu¬ ates in 1900. •0Xnuio^ © CO O C! O rH 1—1 ^ CO CO LO LO ^ ^ CO X L- rH •9UK 1-? ! ^ zi c:> O't CO ic o O 0 1 07 O x-H 1-t O H-l CD rH 07 t-H Preparing for college. Scien¬ tific course. ■Girumj 14 1 _ OO’ CO CO 1— i OOIO •0inj\i 13 i-HiOrH Iido C1.-H 07rHO Classi¬ cal course. o I O 07 O 07 O 1 coco lO CO ■ i—i lO O 0 07 07 Ele¬ men¬ tary Stu- ; dents. •0imu0j © dCOOOiiTOO-iCO'MCOOOOOCOOOOOO i.-. o iC »o •8rKH © O' c: c: O O O O O' O O CC o o o o o o o o o o o 1-0 CO 1-0 ^ Second¬ ary stu¬ dents. •GXniuGj O'. ^ O'! X* O iO -H x-H CO O -H CO CO O O CO CO »o T— . CO 0> ^ T-t O 0? Ot ^ r-x o ^ 0> ^ 0» T— ( -TTH CO lO 05 c: lO 1-0 05 i- r: lO )0 1-0 ^ »0 O'? LO 01 O'? lO lO O lO lO t-(0?0i r^^LOt-^r-( r-HCOO?rH Oi t-H Oi i-H CO Oi CO 1- Second¬ ary in¬ struct¬ ors. •0inui0^ © O 1— i ^ c: — O rH r-: C7 ^ 3 o:? rH 3 O' ^ ^ C-; T— 1 01 01 0? •9U’K rs — l-lClCll-M.— (r-Hr-lT-iCli-lT-ICO Depart¬ ment or in¬ depen¬ dent. p.?,p.p,p.ji.^i,p.pi,a;:i,aji.::i.aap.aaap,p.ft (DO(D(Ucjcia;(DCDoa,'oa;a)!Da;a:i(i/0(i3a; qQQQQPCiQQQQQQQqQQQQDQClQ Principal. -1^ c b 1 R.H. Watson’.'".'!”!! A. L. Shaw - . . . G. H. Graham . . William Whelan . S. R. Cook... . . .T.Hunt . . . F. E. Mendenhall _ i 5 I '5 ir; Oscar R. Bowman . TT. S. Oonn _ H.P. Nielsen - N. A . Hou.sel _ n R .Tneket.t H. .Jennings _ ■ Fred Carrico . H. A. Kel.sey _ n H Brip-ht, a Cl K i S pc ip J. A. Beard . . Miss Anna S. Batten Merle S. Brown . Name. 'c c a t V. & fl L:!!"do.:.:::.!::!!!!!!!!!!t . do . i _ do _ _ - . L -aIo _ ^ _ _ 1 o o o c . rl o . ...do . . . do _ . do . - . _ do . . . r^o . do . . . ; . do . . . . . do . . . do > c !rz > o o o State and post- office. NEBRASKA— con¬ tinued. Valentine . Valley . . 1 Valparaiso . . Waco . . Wahoo.. . Wakefield . 1 K 1 ^ ! 5 Waver ly . Wa vno. . _ Weeping Water .. Western . . W eston Wilber . Wilcox . Wilsonville . WiSTifir _ _ Wood River . Wymore . York . ( Cl CC IC c _ _ _ _ cc lO o Id >-c ifj S? SB ?? S? ?? w ?3 ?? ?5 ?3 e3 S? S? S PUBLIC HIGH SCHOOLS. 2273 I jsisi oo' > i-T .-4' ic ■C^l T-l 3 o' CO iiii i 100, 000 20. 0(10 2, OUO 8,000 15,000 40, 000 ^=1 o of of O O ' O ' ^ 'O ' ' ^ i-"f o"' • o' • 00 of ■ ' irf isiii lOOO 0 0>00000-^Q OOiOO i.-t f-^ O lO CO PO c: irc o 0^ c: 1-1 0^0 0^ Oi T-l iiiiliiii ii i!5 1!5 O C: ifC O O 41 4XiO L-CCXCO l.-I r-1 C4 4i O' o o o o o o irx"'^ lO t-- M i i ; M i i MM 1 » o 1 > ' ' » 1 1 I 1 * » 1 1 ‘ 1 1 * » : i i : M ; : i i M ; i i I^COCOOICOCOCO O'tCO^'^ i^'^'TfiCOCO r-H 0^ 1-1 T-l CT' 1-H T-i CO I O' O'^ w O 1-f 01 C: - 1-i o = -0=0 O O 01 O r-H CO ^ r-i O e-X C; OJ O r-4 t- 01 1 40 CO o C: C: T-i 00 1— i 0^ oo O 4X0 4X0^0 01 O 01 O lO I- o r-^ O'! t- CO >.0 T-l rH ^ ^ ox O O lO t- 00 O CO Oi O 0^ X CO CO O' ^ CO O 1.0 lO Oi -=0 ox o ^ r-H o o ox c; CO '# ox o ,-lCiO-HCOO^'^CO COOOCO -^O O-SOrHO O O Oi O O U- 01 lO 01 04 c:o-Hco 0^1 O-E O 1 c; o ; O r-i -o CO O t O ' O O' o 4X OX ox O 1 ox o uo OOCCO * 00 t- GO j O O I O ^ O 01 1-1 • 01 O CO o o i- CO^tH^ i^ iO O w lO 1 CO 1^0 CO i c-x O lO j OlT-i dl O 01 If-IOOl— liO 01 'I-I ! ^ i - o ox CO j t-h O O CO > 1 ,-n4X.-^ ; <© ?x 1 1— 1 rH CO O 01 O O X p.p,p<^ p.|aE^ 22 o © q o OX) ^ ' -=^o1 I q- ■I .3 . bx)P P • 4.P o3 22-2 .4 cS 2 2 0 lj|. I'’l2 cc fl ^ c3 0 o ' . o<

> I' 03 0 ©CO <1 o >= ) O ^ 1 72 © _'S)gj K*< ■ ' >2 ia^' ; ©72 :<1 NEVADA. Austin . Battle Mountf Carson City ., F5ko _ Eureka . Genoa. . Goldhill . Reno.. . Virginia City NEW HAMPSH Amherst . Antrim . Berlin. . . Bethlehem.,.. Bristol . Canaan . Claremont . . . Concord . Dover . . Epping . . Exeter _ Farmington . Franklin Fall Goffstown ... Gorham . Greenland... Groveton _ Hampton _ Haunvex’ Haverhill . Henniker - Hillsboro Brie Hinsdale _ Hollis. . . Jefferson _ Keene. . . Laconia . Lancaster _ Lemp.ster _ Lisbon _ Littleton . Manchester. -, Marlboro . Meredith . O'-H^CO^iOOi^'GC' OOl— i Iiiiliiii ill ED 1900 — VOL II 01 CO lO O X O O tH 01 CO ^ LO O X o O ^ 01 CO LO O X CCS O — 1 01 i-. 1- i-- i.^ X X X X X X 'X7 XX X c: O o o o o o cs c: o O O O XXXXXXXCOXXXXXXX XCO XXXXXXXCO XXCO-^HH-r#4 XXXXXXCOXXXXXCOCOX XX xxxcoxxxco coxxxxx 63 Tabi.e 43. — Stafisfics of piihJic high schooJff in the Vnited StatcR for ihe ftcholastic year 1899-1900 — rontiniied. 4 EDUCATIO oijpiieios pui? ‘s.inc^nt -.luj ‘s3uTp[raq‘‘spuiio.iS jo anrB/^ N ] 1 IS ! 1 REPOKT, 1899- iiii ^ T-i ■1900. I iiiii S8S o o o o » • o 0^00 j 1 3 7i cT o' X ' ' o*' •A.i'Bjqi]; 0q:). iii sstnnpA jo .xaquinx; ^ , §i ; S S iSS^g CO 1 Ci irc o I 'i o * 1 O j ■eoo I i I 1 1 1 •piap iii .iaqtuu_K §1 P i “ i LO ' ’ J 1 • Cl ; ; ; ; ; : i i X j j 1 1 1 •s.iyaA III os.inoD jo q:}§u0T; © Students. College prepar¬ atory stu¬ dents in the class that gradu¬ ated in ffiOO. •o^niua^ 2 1- o CO o o o o o ^ o o o 2-j o ex C^l 1-1 o o •' o ^oex.-^ jo Gradu¬ ates in 19(10. •0i;nui0j IS 1 » , cc w -tH 1-1 c: o a c: 1- ::: o t- t-H ^ c: i C'J r-^ T-. •0TUI,^ 'Soexc: -^i-ec;ext-’i<^oO'^-d^rHC:r-ioceceexrH Preparing for college. Scien¬ tific course. •oiuiue^ 1 Olio o i ex i o r-i ex — o I rece-Hooo ^ 1 ex ; jo ^ :o ice^o c: I ex Le ex o ex o Classi¬ cal course. •0X'BIU0J ' ^11'^ 3 X r-( -ei-~-o Jil ! I O 1 : ; ‘-oceexoi- o ce ex o ex Ele¬ men¬ tary stu¬ dents. ■©lumoj 2 OCIOO .Oc:i:-Oc:c:c:-Hi.co0:oc:o^c:ocrc: Zl r-i Ct O •9I^K Second¬ ary stu¬ dents. ■0iuuia^ 1 -f- ^ -4- X c: ^ cc c; o o ::r ct cc o rt i.- ^ ^ •91'BPI > ^ ^ A> A^J X Cl i.-- X C: — ( r-H '?> C: CC -h CC c: rA T-i'ii QIOIC^C'^ ^71 r-i -Ci 1— 1-^ T-< Second¬ ary in¬ struct¬ ors. . ■exuuioj - ceoi-.-H ^oo^exooexoceooo,MO.-.^exo •9I^K Depart¬ ment or in¬ depen¬ dent. I 1 o o V ^ c:)oroa:ia;a>a)5'o cc Warner . West Lebanon ... Whitefield . Wilton . Winchester . Woodsville . 1 i PUBLIC HIGH SCHOOLS. 2275 1 o »ooooo 8 188888 o 8 *000 O k • O O 'CO o > ' CO O' o o • 88 :SS OO 'OiC lOO joo ii > O O r o §ss OOOOOO 0 0 0 0 0-0 lO O O' O' O' o c; 8 5 CO * 1 CO —1 ■ OifO ■ 02 0> CO cT ■ OCO o o »?r 0 02 CO S CO G2 02 ■'"' 1 1,072 000:=>0 0i0 O >.-0 lO O O CO CO CO 02 1— < CO 02 CO O O S8^SSS O CO ^ 02 02 O ooooo O C5 O O lO 00 ^ CO o o 02 557 i 400 ! 300 1 OO ^ 00 O CO o o o OD O CO iO CO coot- 02 lO ^ 02 CO O 405 1,000 1,600 275 400 300 ; i M ; i I : i i : i i i ; ; i i i i ; i : : i ; ; i i ; i i : ; i i i i i aaacoacoa r-l 02 CO 02 CO -qH 02 -:H 02 .‘OCO'^ ^ ^ CO’ CO CO 02 O' ©i a coco O CO CO W 1.0 CO O CO r CO OOS^OCO^CO' o o o o o c: o ^ ooooooo o it:) Q_. c.'4 C3 •-r' O O 02 Oi O CO r-i CO ^ O O CO 0C> Ci t-h C 1-0 00 CO rH CO 02 r » O CO r-H CO 02 lO O O O’ O O CiCOCO CJ -tH fO O O CO : 02 r-i O' 02 1-0 tH rH CO 02 02 02 r^’ r-i i-H i—! 02 rH UO t-H ^ 02 rH rH 02 i-H CO CO 02 i-< O 02 t-1 i-O rH 02 tH 02 r-i r-< r-! rH -{.3 ^ ^ ^ 4^4^4^4-54^ 4^4.34^ 44 43434^434^4^4^+-l4.34J4^4^ 4-3-JJ4-3*;^4^4^ p,p,p.pHftp,p, a ftP^PAp ppp ppppp^pppppppp pppppp O #O0©a>D(DC> O 0)00000; ooooo 000 0000000000000 000000 Q CCQqPQQ Q 0^*50000 QPQQQ CQQ PflQfiQQQQPQQfiQ PQQQQ.Q >> (I, JH r^ (D ' S : 2^ °< ' ' - 'c;Qi 'T .21 ■r^ )~i c3 r-i .'a- cn ^ ^§5 So bD 3 X’ q PQdP^ M -^1-2 •+R 2 bi ^ta , >, |q q|ia5o iM o n ^ o Q 2 pi c3 g3 I Ph « I I M p s q-2 ©-2 ^ ^ !'q q o b 0 b o -M 01 ^ - © ^ p J ij) bX >1 O is: ■9V ■ • , . • r*1 O p O p< ^ cS’^bccou 2^®§ ^©02253 6x5 ’Si u 5ab35;b5 S o b CO 6X ;qb5 o b co b^'o > ;b co OOOOQO OQQqq&q fqsfe o -JO CO oc o 1— ibicoaib coi^co Cl o — : Of ro a lO o CO ©5 o T-i cococoroM;^ ^i35t3l5l5l2!j^i§!555i5 p5w5:oo^5 ccrocibcocb cococo cococococococococococbcoco ill lit 'P o ^ ^ ^ Pj PI ^ ^ ^ 5^ CO CO CO CO CO CO CO C2 CO -H lO :r; i-* o o o :c: O — ti -rri -+i -T* CO CO CO CO CO CO Statistics of 1898-05 Table 42. — Statistics of jJublic high schools in the United States for the scholastic year 1S99-1900 — Continued. 2276 EDUCATION EEPORT, 1899-1900, o]jr;uaios piitj ‘ajti^xn -.xnj 'sSxiipxmq' ‘spiixio jS jo exix^_/^ : :S I 40,000 315,000 50,000 2,000 15,000 6,000 45,000 60,000 30,000 •it.x-B.iqTX oqj Tit soxaxxxoA jo aoqtnxij^ 1,200 2,600 1,082 1 500 2,000 400 0 1,250 100 _ 1,750 350 50 550 1,500 1,106 1 936 •XXT.ix) it.iBjTXTxn ITT joqinxxj^ © i i : i 1 ! 1 I ! ! ! i i i ig i I •s.iBo.t TIT osjxxoo JO qjSxiO'q 19 Students. College prepar¬ atory stu¬ dents in the class that gradu¬ ated in 1900. •eXBuio^ Q(D 0 11 0 0 C'l 0 0 0 I 0 !M 0 rHrH Ot-OOlOOOHHO-^iCCOlM O rH O 1-H CO Preparing for college. Scien¬ tific course. •0XBTU8J 14 OO lt-!0 1 01 0 0 t 1 C'l 0 0 1 -H CX r4 I 0 1 (M j •eiBH O 00 i CO ox OS 1 CO C^1 0 I ' 1C 0 1 1 CD 1 0 CO IC < 0 Classi¬ cal course. •oXBXuaj O' I--* O ' 1 O ' O O » O iC o , 1 O ‘ ' 0 I tH »x ! 0 •9XBH 11 ool— 101 o joioo C3 1 cot- > 0 Ele¬ men¬ tary stu¬ dents. •9XBTU9^ © oooooooo coooooooooogo o •9IBI\[ © oooooooo. cooo.ooooooooxo o Second¬ ary stu¬ dents. ■0XBTn9^ OOOIOOICOCOOI ^OOOOliC-t'iCOkOOi-HCD lO O' CO 'O 01 CO ^ O iC rH CO 01 ^ o T-I lO O r-H 01 r-i— 1 00^ r-HOi rHrH •9IBK lO I-O -+< O ^ CO CO O t-H 'DO 1-H lO 1-H CO lO 01 T— 1 O ^ CO-^rHCOOtl'-COO COf-ii^T-HOOrH^iOi-OI rH 1—1 lO 1— 1 Ol Second¬ ary in¬ struct¬ ors. •9XBXU9^ © ox T-l CO ^ ox rH CO O O' ox ox O O O CO rH rH ox CO o rH CO rH •eiBpi OI^Or-iT-iOi— iCO T-Hx-HrH'THi-HlCOT-HOI^lCC'l i-i Depart¬ ment or in¬ depen¬ dent. 4i) +J +3 4H +il +il 40 43 43 43 44 4il 44 44 42 4i) +3 4i> 4i> 44 pH p, JO, ft P, P, P, P, ftftftftftftftft ftftftft ft (DUiaicDiD'Oo^o; (a(i)(3jCJffl- OCCOl C0-1 0 001 O’ 40 I O O 40 1— iOOl ; ' O i-H 1 -— 1 -H 1 1 lOrHOOO '01 rH X> lO O rH Oi 'tH CO I- 40 i.- O GOCO^ cool 3 0 56 22 O OOl : CC O I-H CO t- 40 OOCOC >^40 O--HC0 r-IO i-'g 0 1 O CC 1 CO O-l 1-H O .-H o^ OO-+(OOOC0 ‘OOOCO ’OO «o »o 1 III OO01 OO t-H I loo OC-ICI o o o o o 1 1-1 o 1 O ot 1 1-H O O O 1 CO ^ 1 o^ 1 Ol 1 III ot- OO 'tH I ' O'! CO-^ 01 : 40 O 01 1-1 rH 1 or^O I OI ' Ot O O 40 I Oi O ' o • I co o CO o ^ CO 1 rH CO 0^ 01 o iid O O t-H O O joo o j C: O O C-I loo j CO I I OOO o ^ 0 .... 4 10 coo >0 O CO O O 1-1 ■OOO o o C00;^000 000000 rH Oz ol :Ooo oo i.- 0^000 40 1 OOO O O O O O CO ooooooo OOCCOOOOOOOOO ^8 -!H0 i:-* 0^000 lo ( OOO ' O o o o o oi OOOO OOO O CO lO OD OI O CO CO — 1 O CO >0 1-H '# lO OI CO Ol OI '-*< CO r-l CO 1 1— 1 C0 1— i 40 0^0 40 t- 17 4 31 359 111 88 37 120 ' O'! O O CO O 40 CO CO 01 oi O 01 01 t- I-H 1-1 5l 010! : CO CO O 40 1- rHr-lO cocoog^ i lO o c: o^^-. , O lO — i 1- CO 40T-.C0 r-( O CC O 40 O 01 CO 01 1-1 Oi r-(r-i 0u:5o ^<3^ a;0'i>c;c> QQGQQaQ;=!QGqO GOPO ^So QPQQP P ftPP PPPftPnP c; a)d:)0 a; O 0.) ® QQQQQQQ I oB :S a 1^ ' ^ a m ' ® o§ ''5 Mg 'Iq « E 8 I 6>:dPs 6f:c^^.3 'Sj W o . w a S a - 'P Pi o M : - Qi O PI IS’® o a gd 6P aS^ . (Hf^ M "" ""W ^ ^ 1-2 ;pp bii J'?S w ; o ? ccO a « ® CS O © d g- s^is%i> O Iz; 'o. 2 ® -PI o ® P3 CC u 3 O O p o Ores M Ui'jl S 2 Orci ® O O ® ® 9og®® w ^ o ° O

® . . bi)<;cc ^ oiicco ^ .SPPrPl ri'gpP-Pl'SPP JCLidEq tuffl w O o O CO ,Pl G O rt O .iH -1 © _ ^ ^ ccoo'^o©^'^© Q o'-n^ o G. ■“* rt3lg;d-Pl te'g . 9.^.2^©^ §d.2^ P-iKK^^ o M ;cGi ogd '■! !h CO CO © -PPP © +=1 G'^ bn © !L| !> PP r-P CO fl fl © ® g o g ce^.; G <» KiO^HO^d c b -ip o " >5 fl a ^ -i-I Tnftl y ;H‘T::if^'o 35 oc«c^G30.yoo (liKfiflP3P5P^p:3P4 ;fficoc/2 >,© O ac -Q PI a E 3> S-Pl-d g3 g Gs +3 IP a s n © o o o 0.-S S a © a S a ccc/2 'S >-■« g © qp M +3 o ® fl g ©"^ ^ © O fH CCE-iEhE-i <10dHd!ya2 050rHO.ieo;^xccoi-aoc»o OOOJOiCsCjOCCftGSCftOJCiO coeococojocccccccococccq) Sooo lo lo »o m CO CO CO CO lO J o o 8 2 : iC lO IC »C i CO CO CQ CC C CO ^ lO lO lO S CO CO CO -^C I- CO O O >0 irc) iO 4-0 iio lid CO CO CO CO CO CO CO i>. CO ^2 ' J ^ lO lid lO lO iO lO 40 CO CO CO CO CO CO CO * Statistics of 1898-99. Table 42.— Statistics of public high schools in the United States for the scholastic year Continnecl. 2278 EDUCATION EEPOPvT, 1899-1900. •sii;;'«a'Bcld'B ogii^uoTOS pu'B‘8.iu^;ui -.itiT ‘sguipnnq' ‘spiinoaS jo oniTJA : oooo * o o o o o :r i.-- c; w o i.o o ^ o oooo « OOr-OrH OOi.^OiOOC-I^Or-iO'^O OOOO » o o" o' o'" irf o' oT o'' CO o f ?>7 c6 o' irf of co o" co’ co co I Olir: r-

    i'- O CC O O CO O O lO O O »0 CO Oi uo O Oi 1- IC • CO CO ^ ^ L- CC lO O O uo CC O CO •npip A.i'B^^TXicn III joqtaujsx e •SciuaA ui 9S.inoo jo q^^Sua-q €5 Students. College prepar¬ atory stu¬ dents in the class that gradu¬ ated in 1900. •axuraa^q O^IOOg ^ C:~OC:COClOrHC:OCO 'O '-.OCl •aXt’K ! '""=5 - 3 O O * 1-0 O O’! O O O ^ I O ‘ 0> 01 Gradu¬ ates in 1900. •axuiua^ 1 o-i^oc;^ o o O CO o:i o CO cr- 1-4 po to cr r-, c; :o OJ I O' ^ rc r-i o GO Preparing for college. Scien¬ tific course. •axuraa^ 2 1 i i 3:3 01 'COO 'OOl^COOtO C:0-+0 I 11*^ I •aX^K 2 o ; jo ; o CO j 0^ o 1 t-h o^ o-'i cc CO o LO I Classi¬ cal course. ■axnuia^q; 2 oooo-. ^ O'! 01 O O i 1-4 O'! Oi O r-1 01 rH O CO CO I 1 O'! CO • •aX'Bjtl 11 j -i. irr o o rH Oi C O ' 0! CO t-h 3 O Ci O O O CO I J rH • iD S f- <1> S H 2^1^ S •oxnuia^ © 0 0 0 0 0 30 0 0 35 J 0 0 30 0 0 0 50 0 0 0 0 0 , 0 •eX^W 1 OOOOO OOO Oi-O OOOOO O'O OOOOO j Q-l CO C-l CO Second¬ ary stu¬ dents. •axuuia^ix; CCCrO'iOCO'J ^-0:^0^^0».0 0 0'>0■!^--^0^-OCC C:X)C:l0)0 ^OiCOO>— lOtOOlCO^'^Oii- 00 'TO'Ti •9I^K r-< O CO i-fC -Cl r-^ — 1 1- O 00 O O C0'MC:O^"^ j criirc^cco^ Ci r-H —1 ^ I-; c;- r-t 1-H CO .-H Second- [ ary in¬ struct¬ ors. •axuuia^ © j O O Cl CC O l.C rH Cl rH rH ^ T-l --( Cl CC Cl CO 1- r-r. — I rH Cl •axuK It ^rHCl^rHrHCOrHrHrnrHrH-. O rH rH Cl ^ Depart¬ ment or in¬ depen¬ dent. -? 4-:) -JJ q-S -tJ) -1^ 4-3 ^-3 4© 4^ 4© 4-^ rt-3 4-3 +3 4-3 4-3 4-3 43 4-) 1 pHap.p.p.ji.p.p- p.p,p.p.p, ; (Do^cpopo a;(Da)ooa)OPO©a)a>o aicija^a:'^; 1 PQQOQ PPQQGQPQQPQPP PPPPP Principal. W R.Ih. Snyder . Friend H. Miller, A. B. Chas. S. Gibson _ _ A. T. Rinker.Pli. B - Oscar D. Robinson, A. M..Pb.D. Neil K. White . Perrv H. Kidder _ John G. Peck . . Burdette Phillips . Irving L. Farr. . Chas. Warren Hawkins George F. Kenney _ H. E. Wilford . H. L. Potter.. . Edward Alaguire . Cyrus S. Palmer . E. M. San ford . Arthur M. Preston, A. M. F. J. Bartlett.. . Vivian Sadler . . . W.B. Patrick . . R.J. Wallace . Wm. H. Disk . Name. High School . Union High School* _ High School . . . do . . . do . . do . . do . . do . . do . . do . . do . - do . Wilson Academy. . High School . . do . . do . Academic High School.. Union School . _ do . - . High School . . . . do . . State and post- office. - NEW YORK. Adams . Addison . . Afton . Akron . Albany . Albion . Alexandria Bay .. Allegany . Altmar . Amitvville . . Amsterdam . Andes . . Andover . Angelica . Angola . Argyle . Attica . Auburn . Au Sable Forks .. Avoca . . . Avon . Babylon . c^c?c?^ e?«o5^cS PUBLIC HIGH SCHOOLS 2279 CO .ooo-iooocooo 00 « :io 0 lOt 0 0 o- ^ 0 0 00 • CO 0 CO 0 0 uo CO 0 0 CO gSSggoo t' re 3 S 0 55 0 0 0 00 0 0 000^ »o 0 0 ^ r-lOOCO 0 0 > 0 iO tO .-H 05 01 '^OCO OOOOrf^O 000000 0 0 0 0 0:5 0 0 0^-0 CO 0 to 0 cT r-T O'! t-7 0 0 — ( 0 O't — i 0 CO Oi OlO Or-* 0 g¥ OlO'l o' r« ^"’co 0" 0" x" 0'' O'! rH OCOtO^^t-OOOCOOO 0 00 0 i-O CO -+< 0 0 uo uo liO >o? -;r CO 0 10 CO CO 0 00 CO GO J:^ L-» T-n'rH —7 rHr-7r-H‘ CO' 0 CO -4H 0 0 0 LO * 0 *0 to cz; 0 CO • 0 ^ C\! 0 0 CO ' 0 0 0 rH 01 CO r— CO 01 CO' r-T OCCtCCO SS^CO -t7 01 3,500 700 1,347 700 0 i- 0 lO 0 C5 0 r-( 0 to 0 05 O! 0 0 >0 r-T 01 oi Sgxo i i : i -i i is i : i i i j M i i M i ! i i i i 1 i i i M ; ; ; ; i ; ; i i ; ^ ^ ^ ^ ^ 0-1 r O0<1)D'DOO'DC)'1)O Q ^'w ^ ^ ^ ^ ^ ^ ^ ^ ^ ^ ^ ^ . . . a; a;>8a‘^g:g , pG>P^ •c>^ fn 05 <1>- P !> ‘rH 1^ <5 P 'O o|JMi^s®5ja K.Cjjcjiri'c/jrrtm--' • • _ , pPM P ; o p ;P- S c ' § illll tsH ^ rn . (D . op^pq a> • ;:_ fl Pi=*i"5--

    .2r o P 4: ^ -tJ > P-P 5°> 'S'eo'^ d d rf'o'o o.P'c 5 PQP.CQ.cQpqpqpqfflCQffiixicq S O^ f 3 bxiac.r p p' pH !h ce O ^ JH o i? O O P rS' O O O re rp p.s p p p WiSwiSi^ o o rprp rPreJ P<'^ P P P s P ci P P 0000 p np p d - p pppppa^ P PciPPcScJPajcocs O 000;jQU000Q JOOi.TjiOiOiOiO-C iCi^xco 10 ic 10 >r: o xc o o icuo COCOCCCOCOOtCOCCCC COCOCO CO cococococo coco coco coc^ 00 -_ O ^ O O 1-- 00 Ci O S iO lO o CO CO CO CO :occa)coxoocoooGOC5 >0 iO O *-0 iO iO> >0 »0 iO »o CO CO CO CO CO CO CO CO CO CO rH CO 'Tff O Oi 05 iO >10 uo >ro CO CO CO CO Statistics of 18!)8-9D, Table 42. — Statistics of public high schools in the United States for the scholastic year 1899-1900 — Continued. 2280 EDUCATION EEPORT, 1899-1900, •su;^t3.i'BcIdi3 pu-Bp.m^iu -.inj ‘sSuipnnq ‘sputio.iS jo eiix^A $45,630 13,000 16,000 14,000 3,000 8,000 31,253 7,500 5, 426 37,000 40, 000 47, 700 30,000 41,550 33,000 7,080 5,710 40,000 60,000 33,400 40,000 37,000 •Aj'Bjqii eq:; iit sauinxoA jo .loqrati^ i 5,000 1,500 3,000 1,000 335 1,300 659 653 803 3,070 3,000 1.500 1,300 3.500 4,000 1, 770 600 1,300 935 903 1,450 730 •qpip A.re^qira ut aoqranjsi; © I I 1 I ! 1 ! 1 I 1 1 1 1 ic ! 1 t' ! I • II ; ; ; ] 1 ; ; 1 ; ' ; ; ; oi > - • 1 > > ; j •s-iueA ut asattoo jo q:}SiiaT; © Students. College prepar¬ atory stu¬ dents in the class that gradu¬ ated in 1900. •axunia^ -^Ol^ |Ol-^r-»0 * O O rH O O 01 iO O O 01 O CO J O ic O ' 01 o o T-1 'OCOO 'COOiO t- > O O O 1 O O ' C3 SSSS CO GOO 1 OQ»00-H tO »LOOC0CO .; 8^2 «o ;S 1C o' ^'' ar4 g oT ' ^ cS CO CO Co" fH co' -H oi zS 1 CO CC rH t- 3 ;o^ig 1^33^ CO CO oio 01 0! CO CO 1 lGoco*’coo ico*' laTcocico • 'COtH I -H » 01 CO 01 rH S iSSSSg i COOOLOO'iOOCOCOOOOiiO r3 O' O -H O OI lO ?>• -H O O' 01 iC O O! lO 'O' 1-- O tH 01 r-i CO oi C0''rH oi P'rHCO" OOlOOIOGOOCOO OOt^-HO^OOO ’H'OXJiC^tHCOOICO rH COrHrH 2,400 949 1,200 500 2,317 456 1,095 400 6,345 1,200 5,739 918 1,764 1,489 862 i 1,208 S : i i : i i M i i ! i i 1 M ; i ■iiiiiii: i i i i i i i i ig i i i i i i i o r-i CO O'! >: o • O' o O'! o ^ CO rH : > CO o o o O'! ■: O Ol 1— I CC rH CO I CO I-O O OI ^lOT-i•0^ CO O'! -HO 01 OCOCOOi^OlT-H-Hi-HCOOr ' OD CO L- iC 00 »i0 )0 t- O CO 01 CO 01 ^ -H lO -H O CO CO -H O < : -H 01 CO 01 O L--* O O* ( H O CO 00 CO O O O CO O CO r-^ r- CiOIL-OCOCOOCOr-IHit-fHrH OC. 1 CO rH CO OI CO rH ^ 01 -H 01 01 0 -H CO 0 40 CO 01 lO rH 10 10 rH 0-1 I 01 O rH'O 11 » 1 » »OOi— ICO -OO'OOO » o 1 0 O O ' ' ' CO CO • xO rH I 0 O' 0 0 rH CO CO ”cCi r-H |00 OIO I I no rH OI O j O CO O' rH J o 1 O O rH 1 J 'CO ‘O I i.-* 0 J ^ 0 40 40 -H i-H 0 0110 cro-H- ^ O O O CD O : CO .-H O'! 1C O' 03 > CC = ■OOi.O^iO I C0 0 01 ! lO ■0 CO 01 rH C' CO CO 40 rH CO 01 OI O O! OC rH 1 O O' OI O O CO j O o 1 0^0 ; 01 0 — : 0 10 HH 0 01 CO Ot- LO O' O’ O O O' 'O O O O O O O Jh O ' O CO o o o 0! lO lO o o o OOOOOO O.OOJC -5 0 'O 0 rH 0 'CD 0 0 0 01 0 0 CO rH 9 O 3 C' c: 'O o O' O- 'O' O o O I- O O -H O O O -H- O 1C O"* ^oooooo ooo^ ^ 0 0 — ' CO c 0 0 0 0 c ■00 lO O O :0 cc *H O' O iC t- -H OI H^ OI 00 O CO t-- occ ■ ic O o O kO CO C3 O' 'CO c§o'ot6i’io®S*G<^ ’ lOrH rH O CO Oi 0! -H O' OI CC rH rH LC rH O 01 ^ -H 01 IC rH CO 0!O1 : tH CO CO lO CO 01 OI O CO -H 1 -H CO O O O' i- CO 01 O O O CO OI OI xo O O! '00 rH C3 CO IC cc ■ c: 00 O O' Ci rH HH O O' 1.0 CD CO OI HH O! 01 CO -H CO CO ' 10 CO ^ -O O T-t 01 O! r-t ■CD tH CO rH 0! IC 0! 'H t— iC rH -H rHrH .-H 1 rH t-H OI -H CO HH 01 01 lOrH-HOIrH-HrHCOOICOt-rHO t-HCO Cl t-H O C-l Dl CO CO CO CO CO » rH CO rH rH 0 01 L- c- CO H- 'OIrH i-Hr^COrHrH^ ,4 T-OIrHrHrHT^rHrHi-iOl 4-) 4^ -P 4^ 4^ -p 4-3 43 4J3 4^ -p ©'I>Da)DCD'D aaQGPQQ flOQQPQ^ 4J 43 4-5 43 43 43 . Ci< a Q| Q, a CL O) C) a> 0 0^ O QQQQQQ 43434343434343-P43 P^PhPhP 43 i 000000000000 5 QQQQQQQQQQQQ • fl S32 i >> SJj' ® Q . . _ E ^ ^ . CO > c3 ^ ! M a ®0 8^20 g£sa=d®®^§ao:S& gGoj.® - .(D . -Oc^ o 2 o «2 CCo rnM GK Or-( o o rd O rH«2' :Gffl 2 ® ' rH oarS^^^^. 2 3 f-l-Sr-H i >5 S'Or-H ® O O O cS OJ:^ 2® 2 oo?'•> :gcga> Soo®offi''”®a?i2 [543+3 G %n & >-3 ^ f> 5 Qj^^.rnPl-J^QCQggoj 2 P f3 05 Q5P3rPr2 0 0 0 ;+ t-C000^01CO HHi-OO^HCCC30rH01CO-HiOO l^COO O-— ‘OICOH^LO O ^ ^ r-H O! 01 O! O! 0! 01 O! 01 O! 01 CO CO CO CO CO CO CO CC CO CO -h -H -H -H H- 'H -H ':C5':o:c::occ:cO'*hC zo ^ lO ^ zo '-C^ to zo zo z£> 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 I- CC O 44 :0 '.o :0 CO CO CO CO 1-H 01 CO HH »0 00 C3 O t-H 01 iCC *20 lO O O ICC lO 10 lO '’4D zc> zo O :c> LO o O O O O CD .*0 CO COCOOOCOCOCOCOCOCOCOCOCO "= Statistics of 1898-99. Tabi.e 42.S{atisf ics of pvhlic high, sehooJs in the United States for the sicholastie year ISOD-IOOO — Continued. 2282 EDUCATION REPORT, 1899-1900, •Sliq.TS.I'BCicI'B OyilUi^IOS pUT3 ‘o.iucpu -.inj ‘sSaippiiq ‘sptino.iS jo 01T[KA ^ 1 O 1:^000 >0 0 0X10000 >00000 O • o i'-ocoo' >00 0 000 0-0 'ir?oo»j:>o o » O CO O rc >0 ' GC' O O U-* O O O O > r-t iC r-^ o CO i ■o' ofor-icc < ^ , 0> T— 1 T-^ < Oii rH > T— 1 CO i ■ > t I 1 X •A.i'B.iqi]; tii ssniiipA jo .T9fpiin_hq - ! ^-0 000^0 »-OOCO-8^XOOOO 01 Jx-O-^HO COrH i- O O O —4 O i- O X O O O — ! CO O 1-0 rx o CO CO O rx o O U- CO Ol O OA-- CO lO O CO t- O T-H t-h X ^ lO .-T r-T-H ,-r rX r-Ti-HOI of qp.ip A.u3:;ipTn iii .laqran^ §1 i i i : i ; i i : ; i ; ; i i : ; : ; i : ; •SMUOA ui 0S.U1OO JO qj-SuoT 2 i Students. College prepar¬ atory stu¬ dents in the class that gradu¬ ated in 1!)00. ■©lUTue^ 18 •oi^R ^ i Art p 1, c;. 0 rt ■©lUUIOjr 2 -J-! 0 tH 00 rH i 3 — 1 c; CC Cl 0 OJ 3 c-i >r: cr. ^ o 5-j c: c: T-s — rM j c; r-H cc Cl --S Cl o c^ Preparing for college. 1 Scien¬ tific course. •0XUUI9^ 1.4 ; = coc.^ot- joccooo oo 2 I : 3 ::: c: c: - CC,-1-CC.00 ; 3,^ Cla.ssi- cal course. •0XUUI0^ 2 j ' ' ' ^ ^ ; Ci iOOX >COXrH 'O OO 11 1 01 O »0- O ' CO 1 • f I- T— : 0 ' 0X1 1— i t 0 ' X X 01 0 ^ Ele¬ men¬ tary stu¬ dents. •eXUUTo^ s j = 0-000^ oo:ra^^ooc.ocjocc cjo ■0113K ei ' • — X ^ ^ ^ _ Second- ary stu¬ dents. •©lUTue^ » 1 o ct ^ e, ^ 2 *4v j£ S ‘2 2 ^ Si ~ iq " '.2 2^ •91'BK O ^ X X O X -Ti O »C X O' >0 1-0 lO- lO — ( ^ ^ rH lO 01 1 01 Ol-^CO'«t4iOr-^OiX'!fr-nO’— I CO O Second¬ ary in¬ struct¬ ors. •oxuuiaj 0 '>1 Or-i^^'JC'lCO ,-IXi •eiBK !« j C! ^ 71 -i „ — ! ^ r-^ rH -M rH rH c-l r-i ,-1- r-l ^ CD Depart¬ ment or in¬ depen¬ dent. 1 ^ ! +:i ,1J.U+3+2+0+34J4J 14J i+J+J j C GQQ^qg5aQQQQQqQe5Qg;QQ QG 1 1 ^ j John W. Lumbard, I A. B. Samuel King . . 0. L. Morey _ _ Chas. S. Williams _ W. B. Chriswell _ Chas. H. Van TuyV — Myi'on C. Plough _ .Edwin W. Cady . . L. 0. Markham . . Ezra F. Knapp (supt.). Miss Rosa A. Thomas . C. J. AiTstin . Austin S. Donaldson .. M. H. Dusinbury . Frederick Leighton ... John N. Vedder . D. Howard Naylor _ H. D. Bartlett . Lewis H. Tuthill _ J. R. Foster . . H.H. Snell. . . 6 s 1^; High School . . _ do - . - . . do _ _ _ do . . - . _ do . . . . . . ib> _ do _ _ do _ _ _ . do . . . _ do . . . . do _ _ _ do . . . . Union School . . . _ do . . . _ do _ _ Pligh School . . . . Union High School _ High School _ _ Academy and Union School. Union School . High School . . state and post- office. \ 1 NKW YORK— con¬ tinued. Greene - - Gi'eenport . . Greenwich _ Groton . . . Hamburg _ Hamilton _ _ Hammond sport . . Hancock . Haver.straw . Hempstead . Herkimer _ Hermon . . Highland . . Highland Falls . . . Hinsdale . Hobart . Holland Patent... Holley . Homer . Honeoye . . Hoosick Falls . I ellsvillo PUBLIC HIGH SCHOOLS. 2288 COM OOO.OOOrH o' t-T CO o" 1 o' o' o' -rH ' iiiiili ocooo 0 ■to 0 CO 0 JO BO ir- 0^0 05 is 1 oP jOCOCCOOCOOt^OOCO' «oooo 0000000 ; 05 0 0 0 CO 0 0 0 0 O' 'O oi I g • 50 of CO 05" Co" CO^ 1 BO «-i ^ i.OCO^*'co'l- 01 r-: ^ r-i ■ BO ’^''bo' ' 0*'jo'r-TL-^a5 cc'co oo'oi'^ -i-irH 05C0^ ‘ CO a OO-Jt O 0 ^ g O o O GO O O CO o o o t- o '^OOrHOO-?f^i-HOOCOO-Tj^O 05 o CO o o CO iO o o CT c; O O O 05 O 00 O O O O O O O iO iO o o o o (05 ^ O O O O O O O O CC O O O »0 (M C^-! O CO O 01 OOO’OCOOI . . . . "• “ 3 05 'tH O i.^ 0^5 i.- 05 O ^ J-- O oo o o ^oco o K ^ CD 35 !-l ^ s O •c O t^Q i:! S2 W S fl o a c« 3.2 3 aj a M ^ -agSq®S|SjQ PJCH Se p S>--S =1 !=i r(4 CJJ? O . ro S 'f fl I iJ Q 2 ^ ' 5:«;h • ol> :P5^.S 'o o'© w'o O^ C) Oj O 'ocfi'o^'v ■jn Ofl^o.'^ooq^o o a.rt.™’p! ®.£?’3.rt'3’S ® .^’q .S' .S' ' -allDKMd Kt)ad^ I P : •-Ss.SPplliSl|ip BoBo> ' rt o cc^ q ; StsElil-S; fl.ap Or rt brs. I , t -i-5 'crOj3ce^- ' ^ .2 'S ^ llli "S ?r ^ I- coco CO 05 I 0 05 05 BO 0 0 I 05 COOOOO -H |t“I j C 0 CO ca r-i C rH ai aj BO CO 05 0 05 1— 1 0 CO C- 0 I 0 0 0 00 jO 0 0 r-H 0 0 +0 jo i ai S 05 0 r-H 0‘ L— CO 1-H 0 t-H t-H CO BO 05 t-H 0 5- CO j O (O r- CC ^ t- «M~ ?1 +•■ O' c-; 05 0 BO ^ 0 T— i 05 05 BO BO 0 :■ CO 05 -H aa M 0 aa i.- M 0 U 1 CO^ [ T-H 03 CO 05 05 cr5 • 0 05 r-H CD 0 0 05 10 0 05 rH 0 CO I-H CO 0 t-H 05 I 00OT-HB^05^Or“i — i i- '*1 aa CO CO T-i OS 05 05 0 0 05 OrH ; 0 _ M 1 23 I- 0 0 0 ' 0 0 0 0 0 0 05 1 P I +aoa.o rH 0 05 0 0 '< 5 05 aao 0 0 05 1 1—1 0 05 I CO CO CO O' OOr+O a. I^cao 05 • >;- ^ ccor+a. : CO 0 CO t-H 05 I 1 CO O-H >0 0 05 CO co-^ )t-B:)coo5 ‘ I—i a-^o ifo 0 >000 0 i,-H 1 05 05 1 0 ,OrHr-Hr-l>~Hr-i05O 0 05 0 0 OCOCO CO 05 0 05 I BO i— 05 rH 05 0 I 0 i 0 1-( 0 T^ 1 a-j 1 +-.0 0 ' 0 0 05 T-i rH 0 CO O' c 000 OMOOOOOiOOO ■ -H 0 0 iO CO 00000 CO ooooa^oo'og 000 0 0 0 05 O' 0 CO 0 O' 'O O' 0 i.- 0 0 05 0 0 >0 CO CO 00000 0000+5 >00000 05 00 0000 ) ^ 05 000 0 0 0 iO 051- bo r-( CO 05 CO 05 rH 0 BO (to CD 0 ^ BO 0 iO 05 05B:)05-HC0 05X>r-l'^CO^— 1 CO^ 05 rH jD l—COB0 0 05BC05i^ CO 05 CO BO 0 05 r-- * “S ^ ^ a1 M aa 3 § CD 'CO i- 0 w BO 0 'O 0 rri 0 0 r-H icDOOCD?>»COOOt-HC5CO>+0 . 05 05 0 PB 05 CO 05 CO 05 05 05 0 BC' 0 »0 iC COCCCDOCO CD 05 0 CO : CC' BO iD 1- 36 49 'p C5 oc+^ •^BO 1 0 8 5 10 5 — Ca M r-H -THoa:>T-i O COO:05 05 05 05 05 C505 05C5000 _ “ “ - > o ^ O t- I- t-* )COCO - - > :o 50 -'>0 CO o '•o? c_ _ _ _ ) CO CO CO CO CO CO CO CO CO CO CO CO CO 000 CO CO CO CO CO CO 05 c: 1-^ 05 CO ^ lO 'to CO C5 O ^ 05 CO -H CO S ^ CO ^ CO CO ^ CO CO 00 ^ ^ CO ^ S X ot 01 :o CO CO * Statistics of 1898-99. Tabi.e 42.~Sf(iii>;fics of jynJdic lif/li schools hi, the United States for' the scholastic year 1890-1000 — Continued. 2284 EDUCATION REPOET, 1899-1900. •siii'B.iBcId'B oyic>.u8ios pay ‘©.iiy^ui -.nij ‘sSu^3]naq''spTiuojg jo enj^yA. $9,000 21,000 41.500 3, 185 11,397 19, 000 20, 405 23,857 10,550 4,000 20,000 20, 000 85,000 2,300 13,625 14.500 7,500 85, 650 3,938 3,805 •A.iy.iqiX eq^. ni seuiuxoA jo .loqtuiTjsj H 580 900 1,005 565 782 579 1,150 1, 138 1,016 1,450 700 1,422 1,400 1,100 2, 159 1,800 1,024 410 1,045 436 650 300 ! 'in-ip ^-lyxiIPti til Asqtniij^ e « i 1 i i i ; i i i ; i ; i i i ; : ; i ; i i •S.It!8A TIT 0S.IT1OO JO qjSTIO'q es Students. College prepar¬ atory stu¬ dents in the class that gradTT- ated in 1 1900. •oxyma^ O r: -Ci ■ 'C'i O c:- O rH i-H O I 0 1-H ^ 01 IC o CO O O ■0XyH O C; O O -JT O O O 5T O O ■ O'! 'JD O O t- ^ O r-^ ro GradTT- ates in 1900. •0Xyiu0^j w r-l Oi CO •0FH C rH O O C' 'J: O S'! C'T O cc 1- r-l CS ^ IT o Preparing for college. Scien¬ tific course. i •exyTuaj 14 * O ‘ * ' ' O tH ^ 1-H CO ' o o » O O O O O •OX13W :i3 1 o » 1 • 1 O Oi ^ CO ' 0^ o 1— i CC i.- O CO ^ 01 1-H Classi¬ cal coTirse. •©xyuia^ 1 CO 1 01 CO cr 0^ 01 o o • I o 51 rH — -.c 51 51 -.o •0iyK 11 |.C :^51.0C51C500 1 jo ^IlOOOrS O Ele¬ men¬ tary stu¬ dents. •0XyTU0j 2 ^ ^ ^ 5d ^ ^ •exyic Second¬ ary stu¬ dents. ■0XyTU0j * •0XyM i-~51C:-TiO-.0~CC-Hi5C0C5'*X:c0C;i:C‘r^01-y5 1-1 r-H rc 51 51 5> 15 n 51 51 .'1 cc r-l t- ^ Second¬ ary in¬ struct¬ ors. •©Xyina^ 1* r-H 01 — 01 CO 01 CO 01 CO 01 t-H 01 O 01 1.0 •— i I— ( 01 rH 01 00 •0Xyi\[ ’ j rH r-l 15 r- rH rH t-H t-H 51 rH rH r-l t-H 51 1— • T r-l 1.5 5-1 rH ,-( Depart¬ ment or in¬ depen¬ dent. O'1)Q<1'C'00 oooocooooo Oijooo iwO woooooc^ooc:^ OICO^O |XO 00 010i00000»“i 00 o' I os' of 0" erf 0" (Ol 0" 1C 0" x" i>r 01 rPOl jOlr-( T-I-Tti (OlT-iOr-!Ol r-i 1,570 1,219 009 0 1 i^O’O? 1— IX OOOO'MOOOi 1— lOCOXO .0»0 1— li.'-OOOOOOOX 0 » OOt-H <:DC5 OCIOX^OOCO OOM^XiO lOl- -rt^C^IXOXOiO'OOC'i X • *^Xi'- CCiO iOl— iXO'^OOiCt '^r-l^iox •aC'^ X'MX'tOifCt^'ClOXO • r-T 10 r-TT-Tr-rC'ilO i-Tr-T | ^1 r-^CO i-T i-T r-T J 1 i i i i i i i i i i i i i i ! i i i i i i i i i i i i i i i 1 CO CO co-^ CO^-rH 01 0 28 X 0 5-1 000 0 i rHOi-Hi-lglrHOlO OOr-ig-KMOOlJI ,-C'rH 0 0 0 -2H — 1 0 0 1-H 0 (M 0 Oi-H I-HO O 0 i 0 00 0 c: 1© Cd C1 C1 CO I-I C© 01 CO C O ,-l 0101 e000'i<000 ' 0 32 0 0 0 0 ^ ^ 0 CO 00 f-H ^ J>- 0 01 01 ^ 0 01 lO 01 CO 01 10 lO 1— 1 01 r-l iO X l-^ ^ CO 0 01 00 rHi-lT-Hr-lT--l01r-l m t-l 29 10 0 t- 0 0^ 1-HOO Ot^ i-KMO'^rHCOOl*^ COlr-^r^^XCOL-X^ OI-^i^rHOI-^iHOXO'O'r-l ^ ^ r-i rH r-lT-t r-! rH 0 i 00 00^ 0 I »o '0"^0 111 ICO • 1 1 1 0 IC ' 0 0 1 0 » 0 O' 0 0 IC 0 ‘ 124 001 00^ ol Io’ciCrH*‘o 1 1 T— 1 1 t II' > iC 1 — lie ' 0 0 1 1—1 1 ICOOO xo > 0 I § 001 ccO':o 001 i-HX >01 Ji— 01 0 0 01 0 CO CO 0 I 0 0 0 01 i 0 0 627 0 0 T-l rH t-H CO 0 00 i-Hi.-’ 1 01 i 01 CO r-H O' 1— 1 0 1C 'tH rH I 01 01 O' C.0 1 0 1-H r-l O O O O w O O’ o cocco OO ^ O O O C'l O O c: O' c: O O ' O O O IC O O ^ ^ 2 ^ i g "■ o o o c^:> ^ 5 CO O ■X' lO CO t- CO O O O O O O C'l 01 X rH o 01 01 iiO 01 1- lO ' CO t-H X i-O CO r I-O 01 CO ^ uo ^ O 01 rHr^T-^,-irHf-l01r-1rH 4^ 4^ -p -P 4J «4^-P -P -P P4JPPP iPP PP ippppp Ol pH pH Ph Pj ft ftftrrtftft ftft ftftftft ftr-H ft ft ft ftf^ ft ft ft ft ft O) © ® o;^5 C CO ;3 © fiP M.,* fl © o 1'^ 5 ; o.rt be (H 1 rj 1 ' o ^ ^ So s gpS sp eg .[C o jS o O s N coppH3p-S’^p«p^7:53 pj - 's m eg o fcc O p -g ^ . CO '3 CO o J Sdl I. o._, C ?-■ iS oJ2 >=t-i.S P P P S i!Sl£ p -ga ^ 2 rt o eg CC © p S (X! p P Pp p : ip i M ' ; <1 K : i^'3 i : i^p i • ( ©!'© ' ^ J J ■^co V A-i u rr w ; O eeco o Os iS. -d ' rP ^ w rS'O^'^* O ' Cud OfP ‘ ’ ' • ' * ^cc 0^0 ; ; ; ; ; ; IpOrP^P^ p^oooooo Oca-pPjO,©) 0;:3'T3Tjn3'0'C!r7-i 2 ° O 2 CC © rP ^ ^ O *P C3 ^ ^ WSSegp ;.o^s.^ 'S.i^ D ;p PP o ^ '2 (D I p ; •^P O eg ^^2 J5 2 '!2 ^ l'© o : o 2 ! go S 3 ^’PP PfH Opp PP >= 1 S : © 1 ro ; P =2 © g <^ :P =.=l ^ .2 O c® v> '■ 5 ^ Ocg -2 gHf-liMOcgM^n; O O O P P ©I PP Ppp PP pppppcoo ; cgp eg • cgP eg Mp 4^ P :-( ' cP Ss ^ P P o s oOj ^p geo jH PI o fi CO p O O -2 QO*&X‘3 COOOCOOP >;P OP 'k-< eg eg eg eg © ; © © plhipppp ;pp ©p CO CO CO CO ^- 00 C. C rH ^ lO --0 o coeo^ Kg O t- eC' cr. — rH 30 eo e© eo eo i-- i" cooococococococo O'* CO -H 1-0 eo 1^ cc C2 o ^ 01 CO -t< 10 eo i' 00 ges t© i- CO 05 00 00 eo CO 00 CO CO eo ?— i-» i-— I-- i'- t"- i'- i'- t'** I'- I-* t'* coeococococococo cococo'cococococococo Statistics of 1898-99. Table 43. — Statistics of jnihlic high schools in the United States for the scholastic year 1S90~ 1900— Contmnei\, 2286 EDUCATION BEPOKT, 1899-1900, •snq.B.i'BcIcIti OTji:in9ios pun ‘e.itinin -mj ‘sSmppnq ‘spunoa.3 jo il i iiiii SiiSiiJ Ill ill ; ills S-‘” ^‘‘-s ; :?fS| 1 1 UT satnujOA JO .loquinx ; IHIs si iS iiisil ill ilSSi or •nijp ni .loqumjsi g •s.reoA ui osjnoo jo qjSuaq; j ^ \ ^ ^ ^ ^ ^ Students. College prepar¬ atory stu¬ dents in the class that gradu¬ ated in 1900. •OTtnuoj ' 2 1 ;.A:r oc:oo>.^-^ooic^ |oo~ooo^ rH ClO^r-HilOlr-i-HOl-ri-l j O C: CO ~ CO C: ^ Gradu¬ ates in 1900. >-0 -a: Cl C — 01 CO ^ 3 CO O O CO (M O ^ — 1 O 00 01 ^ •9ini\[ 2 — 011-^ 01 CO o: r-i 1- 1-0 -H oo CO o oi o r-i co c; t- oi ^ Preparing for college. Scien- tilic course. ■ojuaio^ 2 O jlOOl rH c: ct 1 O'! 03 o c: cr. 1 | 21 c-> > tr: c; I 1 o c: i-- to t- C-l O ■ Cl IC —( O UC i 1 Classi¬ cal course. •oXtnno^T 2 joiccoi ; =0 = ^^1010-0 ^ ^ = S = ^ •oi-BK S i I^^Cl^OlCOOC^ joi-^ooio Ele¬ men¬ tary stu¬ dents. ■OXUUI0J © w oooo loooopooooo -ooooooo ■oiuK Si O O O ' O — ■ O — a O c: c: c: O * O C O O O Second¬ ary stu¬ dents. 'OJT?LU.O^iJ •oinp: SoloSlt^lAlgoIo oi-^oiwS'-^ Second¬ ary in¬ struct¬ ors. •0Xt!tao,xi rH :c CC — i c> C: -i- rH ^ C^-i t-H ^ CO •eiUT^ Depart¬ ment or in- dejien- dent. ^5cq ScqasaaaQfi aaSaaSaS Principal. « H.D.Hull . J. S. Fox _ _ Benj. G. Estes . . Pliss Helen D. Wood¬ ward. Samuel B. Crandall _ C.H. Phelps _ Miss Marv E. Keliher . P. F. Burke I . Edward P. Smith . Allen B. Rider _ TT. TT Fritts James Winne, A. M _ J'amcs M. Glass..- . Charles M. Bean . Walter A. Ward . D. C. Lehman . Louis F. Robins . Burtis E. Whittaker .. T. W. Stewmrt _ J. Anthony Bassett _ Hiram J. Baldwin _ John G. Alien . . 2 S 12^ C) Senior ScbooPA . High School . . . _ do . . _ do . . Union School . High School . . do.. . . . do.* . . . do . . . . - do . fin . do. . . . Franklin Academy * _ Union School and Acad¬ emy.* Union Seminary . Union School - . High School . . Union School . - do . - . High School . Union School . High School . State and post- oirice. - NFAV YORK— con¬ tinued. Philadelphia . Phoenix _ Pittsford _ Plattsburg _ Pompey . Port Byroii . Port Chester . Port Henry . Port Jervis . Port Leyden . .Poughkeepsie .... Prattsburg . Pulaski . Redcreek . Red Hook . . Rensselaer . Rhinebeck . Richburg . Richfield Springs. Ripley . Rochester . gsii iiiliiliii iliiiiii PUBLIC HIGH SCHOOLS, 2287 ^ 0-^ I— I ':'I i-H r-H T ajaro00®0a7oGj5rojS'oQ7S'crQ5^ CaftQGGQGQQfipQftGQQqQ ® d q; 0) QGQa. d d o ,;:i,pi,p,aap,p,aftp,;^ftp.aac^ ddddddddddddOddd PQQQPPCPPQPPqPfiQ ftp. d d qq :q g §«;§ ft =“ ® f^_ft d*^ txP'g Pq'TS S eft 5 t> -;!>'o *2 ■ o ?S o q d §a S ® g<32ft . rtft <^3^gf^^qS b. S ; :q r. p R :fflq 3 p-; p g '■ d P SPft! o d^. .q CC-r-l d ' Cift P q > > Sift'o R S or:: o p .g'-.s c'ft ® p :p|i c3 p :rn P .^■ fj M ; ;cc ! o P ;ft o >qq p t2.2P p > cc !q1l- 2 oft .>, p>->=qdPS§ .i^q p p y 2*=^ ? 5 P ft d O dft I d p pfti o a^q -g p fe p.2 3 , .ftp Sft|q o|^« lllllll pftft'i'i p p i i p p p Kqqqqqqaicccca’cccocr'ffic/jct'ajcQ gi|li&g|i|'l jlSglll d o > ft p ft d o P O" P q p pft o ftis ^ „ >ddOftpqdftftftftSdft^! ftft ftftftftOPPeOOftP'2ft(»^_?O-^i«ftt-.-0OftC __ _ _ __ ft ft ft ft ft ^ ftj ft- d-l !M 0-^ C'Z O'} CO CO CO CO CO CO CO CO CO CO -}< -T" ^ a ft ft -H ft ft ft O lO ift io 1ft 1. COCCCOCOCOCOGOaOCOCCCOoOGOaOCOOOCOOOCO COCOGOCOGOCCqOCOOOCCCOCOCOCOCOCOCOCOOOCOCOOOCOr/:)C COC^CCCOCOCOCCCCCQCOCOCOCOCOCOCCCCCCCO CCCOCOCCCCCOCCCOCCCCCOCCCCiCOCCCOCOtOCOCCCOCOCOCCC O L- irq i-O CO CO CC CO Statistics of 1898-09. Table 42. — Statistics of public high schools in the United States for the scholastic year 1899-1900 — Continued. 2288 EDUCATION REPORT, 1899-1900. ’ •sn:^'B.i'BcIcIi3 oiji^uaps pii-B ‘e.iu^ui -.iiij ‘sSmpiu^<^l'‘spdno.tS jo 8nii?A $9,000 13,200 66, 719 40,000 4,000 29,850 5,000 17,400 11,. 556 6,200 14,295 4,900 8,200 15,000 37,385 20,000 30,000 •^Li'B.iqiy 0ip III sauinp^v jo aaqran^ tA oS 2,445 j 1,00.0 803 1,865 1,100 1,200 3,486 1,237 654 1,800 269 3.500 660 1.389 5; 000 1.500 qp.ip A.i'B:^qTTii XII .laqxnu^ 9 isi ! ! 1 i 1 : ! 1 ! ! 1 ! ! Ill •saixoA III 8S.I110D JO qjSuoq 9 IN ^ • i2 2 tc4^ G.Sw •einina^ * 0^00 j lO r-l 00 00'>ii2 •exniuej QC tocct^Ci^+^rOcoco Cl to i- 2 ^ >C iC- Ci Cl ^ '-0 1-H CO Cl Cl 39 21 lip 16 107 23 8S^| cC •eTO 0 01 00 X) to CO ^ iO Cl Cl lO X ^ CO Ct 0 OOiOt- ’^T-lO toi-^ci tOi-H 'G A A S-2?5 •exnxne^ 9 r-H 1- c:? CO CO Cl Cl Oi ^rH ox t-H 1.0 0 ox CO tH ® r-^ 0 (D «+3 ra tc •oi^W rH r-l I— i ^ »C --H ^ Cl 1 r-H to 1 rHOX^ Depai’t- ment or in¬ depen¬ dent. ftP,p,PHG,G,G,p, ®®®0®®®(II QQQQQQQd -4-3 -*A> -4-3 pH Ph 0) 0) G rt c3 1- — -.c -c -5 to to )CtO i - CO to -- - coco CD CO (M CO O 1— p— ggeo^^ PUBLIC HIGH SCHOOLS 2289^ iiiiii iiiil ;iii u iiiiS ;i III : Soogi'5 gSs 11 1 dd>OCO«iO iOOO^ ,^i-o ‘g2g;2 2i ig" -,•3-.= ; id Ij-f icf g:^ lo" i iliiiiSlilSssI 1 mmm s ' Ills i il 1 () 000 000 09 1 of CO t-T of -4' 1 co'G i ;:;;;;; ; : i ig 1 I I ^ 'Th -1- i-i -H -H -tH -iH -^-l Cl : CO'^'W-^ CO'tHCO CO Icooo T-- 1 CO jo j CO CO cc O -M O'; O ^''» ■ ■ — - ^0 CO' O CO O- O ' O' T-i CO 0 O' CO T-i 01 i is 01 to • c; ^ r-- o O' o CO ' ■ o; CO O -r CO Cl O j 0 C> CO 0 1 go 1.0 O Ol l- O' O CO CO O i- O OC' O — f CO o O CO CO CO rH O CC OICOO^ Oi'T— -CO'C : 01 0 0 1,0 0 0 01 r-^ o 01 O CO lO rH -^1 o O 0> 0^ CO — i CO Oi 01 o oi r-H 01 01 CO r-H cool L- c: 0 OCOlOO 0 CIO i c: cx; lO 1- 01 1-0 >.o i^oo-o c: :o i^co'O ; ! 0 ‘ 0 j 0 j i i i i- 0 COl i — .rhOiOCC.-fO'! |:oc:c;-^ 0> j O' j LO O O j CO j 0 j 0 i‘^ i i ; ii~ i c; O O O'! ■ .-1 — 01 ■ O'! 1-1 cc xc ' CO O O 01 O ' ’ y~A 1,0 ' cr.> h : i i :* CO 10 I^Ol^O jo!^i..O! jcooioc- 01 • i- -r c: 1-0 c:c i = coco > 01 ' ^ i j lO J 1 0 LO c cr^oooco = ^oo= 5 = ^ OOOOOOO = “Sa^S§S^?3-2i=’-gfelg^kl 2 2^ ^g2S _ 2S::i2-^'-^ c.^^_ccco-* r-i c-i r- o c-j i^j -Ti oi c s ^ o .-c I— CM ^ lO -+ c: CO c”; cc ct cccot— ;c: O'; r-^ — ; — ^ ccoi co i— i — O' r-tot 52z:2 2^2222 Si Sggg gggggg gs ED 1900 — VOL II - 64 =<= Statistics of 1898-99, Tables 42.— Statistics of 2yuhlic high schools in the ZTniied States for the scholastic year 1S99-1900 — Continued. 2290 EDUCATION REPORT, 1899-1900, ■sncj.'BJ'BdcI'G otTr;u0ps pn.'B ‘9.iuc|-ar -.inj ‘sSufppuq' ‘spiinojS jo J O Ci So Iic iOO' S88SSi :3S : '88 o o o ^ ; o o ‘ > c;: c; r-T rT oT crT > irf . . t'-^o CO ’“I Ol 1 T— ( 1 1 O'J rH •Aa'B.iqi]; eqc), tn souinxoA jo .laquui «bI ii i IS oooocooooo 1 loco iO O O C5 O -"HO O . .LOCO 01 iO O c:2 Oi ^O O i-O S' i * ' iO P2 qpjp A.nnqpm tii aaquin^q 1 ! ! ' 1 1 \ ; ; ; ; : i i : i i i ! i •saiJoA ui 03.11100 JO qc).Su0''| S! CO 't: C'l -H CO CO CO CO '+1 CO Students. College pi'epar- atory stu¬ dents in the class that gradu¬ ated in 19(10. va 1 C-l i o ~ o o iC o o •0p;j\[ Cl ;0— C'O 01 Xl O O’ O Cl o o ■TiHCO^O Gradu¬ ates in 1900. ■apeuioji CICIOO oo 'tH O CO 01 01 O' Oil -H X> CO 1-’ o o •aiuH : CICCOO oo 01 0> o 00 O 01 O 1.0 CO O lO t-H o Preparing for college. Scien¬ tific course. •ainuia^q ssi ! i i ; 01 1 ' 1 •01UK 1S3 ; = : i S ” i M Classi¬ cal course. e? va \ > ’-fi I 1 »0 CiO CO o XO ■ 1-0 O 1 io 'CCi C1,.H 1 jcc-^oc^ Cl Lccc Ele¬ men¬ tary stu¬ dents. •0[uiuaj s 030= ooo ooooooooooooo •'31'«PI 1 oooo ooo oc^o^ooocoooo Second- ary stu¬ dents. •0]BUI0^ 'D j ^ ^ ^ ^ P' s§ •0IBK : 1": i- a C'l iC -H ^ CO C: L- 1 - CX' c: '-O CO o 1 T-^r-. CMr-1 r~t ^ ^ Second- ai-y in¬ struct¬ ors. j-01UUI0^ O ^ooo ^-o ^ciocio-.^o.^o>coo ■SPTC ri 1 r— . 1 — iC'lt— * T— r— It— ir— It— (' — ii— ir— Depart¬ ment or in¬ depen¬ dent. 1 I q;cd^ (D(i;o^'DOCDC;a^'iJc;'3; CQpQ OQQQQmQQPPPPQ Principal h 5 p Jas. E. Hogan . R. G. Kizer . John W. Fleetwood, A. B. C. T. Carr _ _ Wm. C. Allen . . Thomas J. Taylor - William Moore _ H. M. Cook . F. B. Wells . . R. W. Beighle . John A. Haig . Lewis P. Crawford _ W. J. Alexander. . Miss Eliza A. Kent _ Mies Jennie Allen _ E. L. Whitnev . . G. A. Ruring- . Name. i 'c c 'c cc s Graded School (colored) ' High School* . . do . . . . Graded School . _ do _ _ _ West Salem Public School.* High School . . _ do . . . .... .do . . . . - do _ _ _ _ do . . _ do _ _ _ do _ _ do.* . . . .. _ do.... . . . _ do _ _ _ do . . . . do . State and post- office. NORTH CAROLINA 1 —continued. N ewbei-n _ _ _ Reidsville. . Salisbury . Severn . Shelby . . . W aynesville . Winston-Salem. .. ! NORTH DxVKOTA. Bathgate . Bismarck . . . Buffalo . Caselton . . . Crystal . Devils Lake _ Dickinson _ Drayton _ _ Ellenda.!e _ _ Fargo . . Grand Forks _ _ Hillsboro . . Hunter _ _ _ »— ( -Vi C'!' ^ :iO i- M CO ^ ^ ^ CO OT 00 Oi Oi-H 01 CO ^ L.O o t- CO c; o CIOICOCPCOCOMCOCOCOCOW^H - — — - soicC'C - r.' o Oi ca 05 cococo^ocococococccocococo PUBLIC HIGH SCHOOLS. 2291 O d d o o sssss oooooooo oooooooo OOOiCOOOO OOOOOCD 888888 O O O O' O iO a JD > O CD O 3^ O ) CO CO CC O O ) O ID O 01 O O O O' O CD O O O CO -o ooocoo d -S i •CO I o o ' O ■ CO- o ■ID 1 lO CO d s' 01 r-i ‘ 1-i r-i CO CO O^iD •CO CO iD ID CO »D ID O O iD O O r-iOioD Sod 'HH' ■r-HCO" 1 i O O O O »D C b d d d d d d d '. d d d Id 88 1 > O '0 O iD t p p o 5 o o c: ) O uD »0 ' O I .00 CO CC 0 1 Ol iD ID C- c": CO ^ » -.'k tfi ' 1—1 ID '01 O CO : 8 S 8 ' " ■ 01 01 ^ CO ID 1- i I jin ; 01 ; ^ CO CO-HCO^ d-H CO CO CO ^ ^ ! -H -4-( I 'tH 1 CO o .-H ; '-i o O O 01 — i O O O CO 0 0 01X C-l OO O d ' O 00 'O CO CO - I I OT~i c d O .-1 O O’* .-4 1-4 dO^d ; ; ID 01 01 01 — ^ i-i o jdd^lrH d CO I I i 01 1 1 1 ^ CO j iO o CO O 01 0> O 1-1 T-i CO O O 01 O'! 0! -:H01 T— » JD .cd;-dd d d :o t-4 jO 01 ^ ■ ' CO 1 1 ri r-H 1 -H 01 C: ^ O O -H O 01 01 01 1 1 18 ,dO O ID ddd^d i-H d — 1 rH d I d d 01 I i 01 i : 1^22 I ;-^^'=oco Odd J J ■CO I O I 1 d d j ■= i i ^ 1 j I CO CO 01 o o ^ ; i I r-H CO 1 CD 01 • I CO CO 1 1 OCOkO iooo 1 CO ' O cri 1 1 OdOl : ; M i d d d C d-Hd 0-1 * I 01 CO Or-ir-H loo 1 O i’ O CD - 1 II I 01 ID I r-( 1— 1 01 1-1 ooi'^ CO ; jd.P 0 0 0 0^00 ■ d >oodddOd dd Od 2 ■ c: o 'CD o d d d d d O CO ' CO •Cr C0C5O Oi a : 'rh GO IC ^ ^ ID CO 1-H O r- t-l 01 : C: Cr> i'D 01 05 01 : ac oi iD :o ID > ID 01 r-l 1-4 O CO r-i X; C5 CC' oi^cooiooi o1 : 32 : jD 01 i 01 ! CO ID O O ID C5 ^ ^ CD 5 ^ 01 ID O ^ jH CO CO C5 c: 01 i- 01 ■01 01 -CO 01 00 CO O 'O 01 O! ID 01^0101 01 rH ID OI L- ■Oi s ; 01 ' S> 9 10 8 CO O O 01 CO ' C 5 i-H O' 01 O O 01 01 d^dd :dd 01 T— 1 1 d! T-t O d d d o Ci o Cl !dd ^ C5 O 'O o i 01 rH T-i I-H T-f r-i ^ 01 T— i r— ! t-H c<: ) rH 01 OIt-O 1 01 rH 01 1— i 1-i ClClCCi— I'M 01 1 01 01 T- Idddd -t.3 4-5 4-3 -p -p 4-J 4-3 4^ 4-5 4^ p 4-^ p;p,ftp,Q.p, p,ftp.p,p,p,ft{n, (DcD©(DQ;o O^^fiGQQ QCQQQCQfl 4.5PPPPP PP pppppp pppppp p ppppppp p4pi pUpip4!2iHP, P (X»a:)a)c; o (X> o o c:> o ;h c5 4- ?-. 05 pt ia| m >iSCL o 3i.73 'I Irakis =!2.s^®a'^« --^ ccHW^P^OO^ PJ Pi o S®|?s o'O a o s '1^ Oa M pi O O O O o'o I-CS rd 'd O Pi Pi ^ p; s Is- 5 q o rr, — -q' c o o atnd'-d'CJ H= o P S ^ o d d^dQ-a^'d d d d d d d 1-4 P. 2 p % : (P ^4^1 drP ' ® o ' q O : ; : ; ^ 2 qo q O I t 1 ' ^ ^ X3 ' < r ' CC ^ . <3 O • ‘ ' ’ ^ O 7-^0 o o c 35 oc« o o -Pdddd .2?^ >d,Pd'^ 2“ : ; : ffl ; : ; Mcq a CO >5 o ; cs+s p >^SdB a-i P O aald^l c$ ce ce.2^ ^ cc a)p •mO jjiOS ^ O fq 0-4 GC 1>- ^ “-S- 'flljiaSiij m%:4rs? p5 ® >• rP COr >--p P ci cS H rP d di ri:; PS r P P Pd d ft ft 3 o p ^iS Sd p^ ftc3 P p p p ft;- <^<5<1<1ooo • O ' o O O >00 'OOO • o • o O Oji0C2'OOO| o. O- rH iO Jto'cc'cf » ic 1 1^5 » ' rH • ' rH 20,000 4,000 4,000 12,050 •Xa'B.iqit Tii seuiniOA .loqraii^ 600 1,000 2;?5 200 ooicocco mo oooooo-Hoo ohho oo i^m Ht^oomomcc— 1 I— 1 CC-^ CX CiCCOi-HCXrHOt- •qTjp A.itjcmiui ut .I0qttinjs[ © i i i ; i i i i i i : i i : i •s.i'B0ii ui 0S.X11OO JO qjSuoq; © Students. College prepar¬ atory stu¬ dents in the class that gradu¬ ated in 1900. •0Jt?ttI0J Tj - O ItDrH j !o jrH O— 1 O 1 O 0*^ O 1 CC rH j jo j rH cr iH rH jo OCO Gradu¬ ates in 1900. •01UUI0^ \‘i r-H^O COO'CC'^'l^C: X- CC o cx p » '-S’ ; o cx o ■9]V11 lO O rH O CC rHC'l 0^1 '0 005 Preparing for college. Scien¬ tific course. •01X31X10^ 1 1 C'x o cx o o o : j CO •* •0IUK w 1 1 1 1 -tH t 1 o cx cx 1— H O ' I (CX j Classi¬ cal course. •0jura0^ i j = iC C: iH fH •oiUK I ’ Cl I-H O ' c^ CC O rH m COO Ele¬ men¬ tary stu¬ dents. ■ •01X3 UI0J 2 O O c: cr t- O O O to C: O CO O O' O O O CO o o CC O no •0rt3pi © O' O C5 O O CO- O O O ^ O O 05 O O O O O CO i- o o T-H CO O Second¬ ary stu¬ dents. •a[X3iii0^ X ' i.OLOLO C5 1' 05 O' i-- O' --H CO Ol iC x-H O GO i— < CO ; r-iCCr-xr-.rH ^x-l COOOOCO CC0^-i-0C^:.^0 0 iOCO to lO >C O':! CC ^ (M r-(-:8C?r-lrHT-HrH:Cr-H r-i CCO'<*HCtx-tt-)C ®<3; o.j(i)0(po(X)a)® ppp ppppppppp pp PPPPPPPP Principal. w i 1 Geo. M. Korns . W. n. P.nxFers 1 G. W. Graham . i Stanley Lawrence 1 J. E. Collins . John Woodling... . A. B. Wingate . W. K. Greenbank . (11.. Bess _ +5 Miss Alice (Cunning¬ ham. J. B. Gemberling . S.O.Hale . A. C. Alleshouse _ H. A.Cas.sidv _ H. C. Ba.te.s _ S. H. Benson . S.C. Murphy . PcTT-v B ITino- 0 $ iV. 1 Miss Mary Comer . Name. High School . 1_ do . Wesley Township High School. 1 High School . ' _ do . . ^ __.do __ _ _ Township High School *. High School . . 1 . do . i. ...do _ _ 1 _ do _ _ : . do.... . _ do.... . . . Sugarcreek T o w ii ship High School. High School . . _ do _ _ _ do.. . _ . do . . do.* . ... _dn _ op 1 1 . do . . . i 1 1 i 1 i State and post- office. OHIO— continued . Barberton . R,arnesville _ Bartlett . Basil . Batavia . Batesville. _ _ Bath . Beach City . Bexxllsville . Beaver dam . . 1 Bedford . Bell ai re . Bellbrook . . do . Belle Center . Bellefoutaine . Bellevue . Bellville . Belmont . Beloit . . ... P '3 1 Berea . . O O Ci c; Oti 05 c: 05 C5 C75 05 05 05 05 05C COCCCO CO CO CC ct) CC' CO CC CO coco CO CO CO' i; PUBLIC HIGH SCHOOLS. 2293 o c o c o^ geS'i Sooc J 111 o o « o o gg ;gg o o o o o o o o o O' o o o o o o O ill 'S8 : oo > ,000 ,000 ,000 ,000 .000 ooooo ggggg 02 0 1- ccjcco-x 0 2 1-H o5r-( • X O' >o ^.h i-H L'- CC02 1 X O xc LO LO ^02 s 02 - "1 ip o ooo O CO o W CO lO O O ' O O i-t-O -oo T— lO ‘02 2.-- 1_0 1 0 ; oo 1 OOo 008 ‘I 98 O *0 o o 02 ;02 OOOOX o X o LO cr. X 02 0 02 02 1,000 200 200 400 500 i : : : : i i i : ; i i i CO X X X CO ' X'^X X X ?C X X H-' rH ^ 1 Cl 'j< cc CC C-0 X CO 1 X X h i o 1 1 o 1 I jo^o^ c-^ I'- i 1 1 O lo o O 02 O I X o 1 1 rH 1 1 • r-f O' O i'-^ i 1 'Tji 1 —1 |ci ^ jcoci 02 O O ' ^ CO o - 1 -cfi CO X O 'i'COO O O xo X lO 'X O'l-^ 02 CO rB o X »oo OCl'^a: ' i-H CO Cl d ^ : CO o *02Oi- 1 o oxx CO r-i -H X O 02— i O 02x0 0 CO Cl IC c ; r-J O CO O C > 02 O -rB 02 O h i o J jo2 >o lo ^ Mi ■ c-io X 1 ; I ’O o I ;02 02 OOrH I 1 1 1 o i jrH lo CO III 1 r- 02 I > O CO rHrt^X I I o 1 lO ‘ 1 1 o i i ^ i O-H O 1 02 It* - ooo lee r-^0'i^ jlO lo j o i i^ ■ O LO o ^ i i i < 1 ' »i-H 1 1 02 •CO— 1 COO' O' ICCO jo 02rH»O IrH O X 02 > O O xo O O ' o o : X O’-t^O Or-« LO c: O O 01 LO 'O 0 3 xo 002 0 LO CO O . O O' i.-- )0 X ■ OOOCCO — OOC lO Cl > ooooo O i:- X O O' O ' o o X O i-O X xO o 1-H o O O O LOX X LO O' O O JOO O X X 02 o O O O 02 XOM jO oooo > ooooo C' 1-H CO r-1 O CO O o - t-h T-HC\!rHCO ► CO CO 02 iO CO iO CO O ^ lO lO o 0:j iO •c:D CO O C: UO 0->0»02rH r-t 02 'X ^:t0lr-i0^ 0> 0> CC 02 02 CO 02 02 ^ CO O 02 ^ O 02 'X' lO CO X ' O'OOOOOOr-iO OC^'O OOCOOi-iO OOOO p.p,p.p,ftp,p,a cQQQQaap^ P^ftPn P^PhP,P,PhPh a>a)a; ajiDCDotDa; PQQ PPQPQQ . 4^ 4^ 4^ 4^ 4^4^4^4-3 4^4^4-3 4^4^4-^4^4^43 4^ ft ft^ ftftftft ft ftftftftftftftftftftftftftft 0)(X)O)(DiD PP^QQGQ Q PQQQQQQaQQQQflP QQQQQ fl „_ s . .S ^'y rt ^ J 0) ft g as § •3^ ^ as *^_gPddcd iffi e i tipl OPrhr? ^ ^ S ^ i§wbIS o|i|i^^ ■ ' ■ • ■ (B O 3 M -g >5 © fti d'^43'S 5 .Sr-m^®^SSci ’g ? g73rt4 PI O O © eqffiCQPPfflwmm oQQ 3 o d o'® 2^ ■' ■' ■' :^cc.2’ ffl d ^cc.2^ H W © © a o ® ^ d.plcft S'©; I'ldnd P! c3 be fesilllll I ©•r3p2^2 a a a &H|3d^5Sr5>JC3c5c3c3c3ceC^ CQC3CCC3C3 PfT.ffla^pqcQiXioOOOOOO OOQOQ i02C0 iC O • XOOOt i — . 0> 02 02 ^ooo< - ^ O' O O O O O o I-* 02 -.O; CO CO CO CO o o o o O CO i.-^ X ct) O X CO CO CO CO '■ ooooo 02C0-^ ooooo xo O I- X O ooooo * Statistics of 1898-99. Table ^2. —Statistics of public high schools in the T^nitccl States for the scholastic year 1899-1900 — Continued. 2294 •sm'Ba'BdcI'B OTjiniaios pun ‘o.iu^in -.inj ‘sSmpiiuq 'spuno.iS jo an[H^V ^ 1 ^’1 §B'B 0 0 0 —To CO CO rH g§gg odo'Pof SS^o^ 0 '^cT -c^^ 000 000 ^ 01 8 :S88 0 ' oc 0 2 §8 r-To •Ajeaq^ 0q4 ni saranxoA jo leqiuuj^ j [ 0 0 J Sol 1 ^GOOi “ SR88 01 CO 1- CO O^S CO CO 1 0000 8?cl 71 •pijp ^.1134111111 ut . .loqranj^ j e 1 e» ! . . ' 1111 1 1 ! ! 1 1 1 0 i i •sit?0A ut as.inoo jo tTc^guaq | 2'j H^c-r^co CO CO CO -tH '13^ CO i-rjl co-.-^^ CO 0 .' , ^ ^j 1 ^ i 0 ■ i i 01 |rHC OJ 0 i :m T^ ' 1 -3 pSt^, a; a 00c ^ 1 e!( 1 OJ i 'Mi 0 jr-S * coo 1 ; ^ ! i-. ; i '^’^5 •0Tt3ra0^ ^ 1 1 CO -H 01 j r-t O' ic CO CO -H 100 CO pco^ CO— i i 5 •ai-BK 21 C0t“1 CO ’; 01 'O cot^^oc i~.o 01 0 n fee P* o ooo CO CO r- CO 0 'tHCOCO 28 •eiBH L^J 0 CO 00 c; 01 1-0 0 0 O' 0 O' kO cc 0 CO CO r-l CO ! '2 ,0! •0It3UI0^ 1® CO ^ 71 61 CO 0 01 ^ 0:; 0 T— 01 CO i m ■9FR 1 CO 0 lO w 1- t-p 0 C^.-.02C0 r-.r-. O'? 0 ^ CO c: ^ ^’M2| ^ >-.0 Second¬ ary in struct- ors. •0iniii0^ © r-H 010 t-H OrHc:; 0 oooco 0 0 •91T3K 01 — 1 01 01 — 1 t-H ,-1 O'; r-H O'! r-H OlrH t-H t-H ^01^ CO 3 a.S S'P r fts o ft . 3iS fD O ^ ^ ^ ^ ^ ^ ^ ^ ^ ^ 4-i -t^+3 p, p. p. p- p, pppp pppp papp pp o^cp^/D o^epfpo a P M . .p- o 000 O o M o O'Jl (HiOl •02 IdJ ; tfl : 0! ' o O m fi a 0 0 c« G <-• +-> •dp d d 0 0 0 0 OQOP •SlSu cC c^3 ^ ooou :^’ © oiS ^ ^ ^ o czj CO 10 » •£! :d :c CO OOOOOOCO oooco 0000 •>i< If '•t< -!?• 'If Tt( iji ifi >iH ii< '■*1 10 CD ?- 00 05 O ii§i is PUBLIC HIGH SCHOOLS, 2295 i GO X X O'i C'i P.P, ap^aftPHaftpHaAP-AAP-p-ap-afta ftr c^cj a50a) a)©(X)Oc;©c;Q:)osl— J ;h g C3 j ® - K:§ S rt >= j'o S S '-'-5 ^'^1=;' 03 -S oj ■v^ W • " b- h s ^ c^ . ^ o .2 o 3 ^ w ^ ; bti^- Q -S m ® - ^ (H cc cea2 e'd6h^KG5cHS^*<^K^ofeQ&iu:;(-^6^' ^5 . „ ^ ^ c3 ..,, . .dj !::::! : I ; i ; i i i if! ; i i : : i 1 / W t 1 ; 1 1 1 : : i ; ; ; : ;^ : 'o ' r\ * ilpJ : i : ; i o :J i . ; ; o . o : i id i i i i : ; • ‘ S.J , 1 1 ■ 1 . t I 1 1 1 1 1 I 1 ' 1 i 1 1 1 1 • 1 ^ 1 1 1 1 1 • » • 1 Q r-^ 1 1 1 1 < 1 i 1 p o ^ b!i Wr^S 2 O ■at P! O ?.^8 1^0 r§-2'^ 8 I’m i^wid oo8 ^ o K.^mS .- a CU'-^^*r— I P 3 > 8.3 § ^ ^ „ ; 2 fe-^rQ i o 22; 3^ >'c!'T3+=‘-2'd a sh^ c3^ ; SSood : 2=:;=!2?o o o o ooooooo ^ C Ej -2 $ c3 O P M 03 > P M P C ■ p: a a p : o o o o IQOQU ' r-! S O O 3g-a;>>aS2^;PoSP2pS •43 > >2^2^ S.g-jtti '“.S'S-S > ac'oP)3«'c?>G)(132oC'-3p OOOCOOOOPbiEHaPfirt CUOOqqOOOOGJOOOQd P -d c3 03 dfi P & O p's gcd > p. 03 03 03 a> CQ 2^'3^o8 mill o 5 0) o 0^ o ^2QQQQQ i.OiOt-XCsOi 00 OOC ; X O O — I CO O c:d t-. 00000000 'OOOrHi— iT-^^1— 1— iT-^r-t * Statistics of J 898-99. Table 42. — Statistics of jnddic high schools in the United States for the scholastic year 1S90-1900 — Continued. 2296 EDUCATION REPOET, 1899-1900, •sn:j'B.it;cId'B oyi:ni8ps putj'eau^iu -.inj ‘sSxiip[tnq'‘spuiio.iS jo 1 ^ i J? w cr O O c: O 1 o o c: c: o o o 1 o OOiOOOO 1 o cT— *' CC 7t o' ' lO r^7> ■ C7 oo I -Tt- O 1 OOcrOOOOOOO ;c: o c?-c: o o ^ cz cc o C:»-0OCCOOC7OOO ‘S o' 1- -e-" ccr 71 i-o'' CC cTo r-1 T-1 'O ^.iqp oq; lu sarauTOA jo .leqranx 5 1 ime 1-71 O o o • t-h CC C- 7 ! C7 1 ooo oooo »oooio ■ c: o 71 O O CO 77 c: O 71 1- • lO O rH iO O T-4 -4 LO 1 O Cli-T rH 1 qpap Aarqquii ui .laqiun^ i : ; ; ui 8S.inoo jo q;:^gueq 21 -T* 'J" ^3 -f-c- -^-S^-:H-^-33 33 ^ 33 33 C3’^ Students. ir o. ^ •oinrao^ s i o M h " 0.3-^ 30 ;00 |0 (D C O tH-t c i'x 03 rH'T':g •ainjc O'! • I o 33 O 33 i'-O 1-^ i3- ^ S • •axnmaj 1 1 i-i 1.0 lO lO L- * ” ft »0 O -O 71 CO O 71 i-H lO O £ 032 rt •^l^K 7^ 33 33 33 O O O 33 O 33 33 C3 O r-i 1.3 C3 Cl Preparing for college. Scien¬ tific course. 2 ; 1 1 1 0 O 1 1 1 1 CO • CO 30 i 3 O ■ 1-3 33 •si^K 51 » 1 ! (7^ t 1 ( ;33'~^ 33 -H ;3^ |3313 Classi¬ cal course. •ainmej 1 ^ 1 I 1 71 ' O 0 33^ 71 ^ 33 133-333 •9l^K i i i lO —1 o lO *17 1-H 3 i -i- 33 33 Ele¬ men¬ tary stu¬ dents. •apeuio^ •eiBiy Ci ! O' O -4^ CC' -o O' O O CO 17 O O 'O O O O' O CO O O O O O O 7171 7» r-H 71 71 IC rn ■0[BIU9^^ 1 0'«707^0'00 i-*-HCCOO O 7^ O 0—17100 O^O-IEO rH717l 71 CO 71 71 r-. t-O ;0 7:O71r-i.-ir^ r-( CO i-' •OIBJA O iO lO -i- l7 O CO O 71 O' O O CO O t-H lO 71 O 71 Q -^71—. r^7t— < T-^ COO 7171 -TT 71 f-H — 11-^ r- 71 71 Second¬ ary in struct- ors. j •9i;Bm0^hj j J = ^^=3.33 330^^33000^0 •9[BK ’ : ' - Depart¬ ment or in¬ depen¬ dent. ^ -O 1-4^4-) 4^ 4J 4^ 4^ 4-2 4^ 4^ 4-i 4^ 4^ O P-P^ ftp, PcDo;)c- 1 QQQPGOQ QPPPO pqpQPqpQpQQ Principal. J. B. Fairchild . M.ark W.arren . i W. Z. Roll . E. E. Adair . E. E. Smock . S. T. Price . . . F. J. Stinchcomb . K R Wnnt D. E. Graver . W. H. Kirk . . Miss Florence Upde- graff. W. G. Scruggie . Will Buck . G-. R. Anderson _ ! c; E. W. Green . . J. W. Cummings _ C. S. Bunger . . . . William McGirr, A. B . B.W.Strohl . . H. M. Ebert . Name. Township High School- - ) > 3 ) J Utica High School . High School . . _ do . . Washington Township High School. Higli School . . ; o o o c ; o ^ o i Townsend High School . High School . _ do _ _ > C i o o o c o o J -c '3 ns rs 3; 133 State and post- office. ! OHIO— continued. i j Derby . > c i a itj > a Dodds . - . Doylestown . Dresden . Dublin . Dunkirk . East Claridon East Cleveland . . . East Liverpool ... Ea,st, Palestine East Townsend . . . Eaton . Edsferton . _ i & o.£ io 1?:; Edison . Edon . Eldorado . Elida . Elmore . Elyria . cc o O T-i lO w CO r: ^ C'l C'l ci O't c-i 71 f 7> CC lO CC CO ' ^ m cc CO ' ^ ' PUBLIC HIGH SCHOOLS, 2297 So s SsSoSoo :S?>§ iS JO Lo' t-h ' ' oT o” CO liiiilssiiiis i :§ § cTi o' o co^ of ^o f o' o' o' lo' ’ ' o' iiliiili if 20,000 10,000 30,000 10,000 s s||s?Si| igsi ill iiiis i ii«lisii ;i?l ?iWS ;s5 :iil ssgg I : : o CC 0? cc ■ C5 C5 CC C5 -i- -n 'r^ ^ C5 CC -r ■coco C5 55 55 55 I c: Z ^ ■OOOOt-hO jo jo I'T'!':'!— >C:CC j l5i jc:C5. oo :_ : j o 53 53-5 I r- O i o o ^ « O'* I :o I o> • 55 1 - f rH i jo? j O so CO -H 53 i^co jco ; I o r-( -5 --5 ; o o o O'! ^ -H cr CtLC jo I C'! 07 — 1 '+ i-- CO -sri so O O O SO 07 07 O O -^ .— ■ ■— oo O CO -+ 07 i- ----- r-:'+(53 0 o o o o o 51 c: 5I5:!C; ^00700^00-^0 i- '-^ -0 07 so — O — t- 53 55 55 0 O i o joo ■ I o 5> ' • c: ic -J- • . o o o j :- o I I 1 I i T-JO |,HO ; jx 1 ;C0 ' 5": t— j ; 5> *■; ' ' O ' ' O so ' O 1 < 53 — r-. 1 j07 O ■ 1 ; i i I Oi O j j C O 07 i 1 O i"''' ; i ; so ; i i ^ ^ i * 5> -553550 i ' 0 1— 1 ■ ' O 07^ ' ' O M i : ' '07 1 ' 07 O ' II 1 1 ' ' C5 j i ; — “ i 53^ 53 O C5C5 O “wc: rocTO — 'OgOOOO^OO l-OOg o coxoooxoooo c: o c: w C3' c: — c: - s'5->Sf;'^“ -’3f 53 OOO.- "23^ ^ ^ S 2 ^ S m :5555~ l5Sf^5 S5?I?25S ' r; — Ulli?33 'i> so SI Is Sgo7?^?l55ol “ r> ” 5 11 11 ~ 5 ?j :115 53 CC OO^ o OO'OOOU^OO— ^COs-^r-iOOO o ^0000-^^0 -oo OCOO 07 07 'O o OO-HO ^r-src - — 1 '?:» 1-^ r*^ o> 'r:* 1— : r- — — ^ — CC T— 53 r'! ^ 5> r- =!= Statistics of 1898-99. Table 42. — Statistics of iniblic Jiigh schools in the United States for the scholastic year 1899-1000 — Continued. )8 EDUCATIO ■stia'B.i'BdtU? og^TiSTDS nu'B ‘9j;iiaiu -.luj ‘sSnipi^mq '‘spiiao.iS jo eni^A N : REPORT, 1899-1900. oS '-SsSSSSS So8 iS8So O O ' O O O O O oo O O O ‘ o o o o ' x" O O CO oc" rH . 4C r-1 t~i OO 1 rH ^ • go O O^ o o iO •A.i'BjqTXsq:; ms0uini;oA jo .lequrn^ : o o c: o I o *o c: ■* o o io o • 1,150 100 386 300 'iiao 300 150 35 1,000 •qpip A.i'B:}quu; ui asqtunj^ SI i : •s.i'BaA Tu es.inoo jo q;guaq 21 Students. College prepar- atorj^ stu¬ dents in the class that gradu¬ ated in 19U0. ■ej^uuia^ OX i ; 01. JT-^T-Hr-I 1 ! I 1 I ^ i i ■ i i i > t X Gradu¬ ates in 1!I0(). ■8|T3IU9^q ^ ' to 01 01 01 I c: 01 CO 1 03 ;;H •©I'BW S cO'-iOiT-ico i' 4 0 11 Preparing for college. Scien¬ tific course. •Ojuraeji 3 ^ 1 O 1 r-l 1 1 I I I 1-0 •©D'lM it i i ; i'^ : t- Ir-t I 01 j 1 t i : ^ Classi¬ cal course. •9[ntn9^ i t} j ox 1 1 ' ox ' • — ■ 1 o ; i i s •aiuH 2 CO) ' 1 r 3 ' ‘ ‘XJ ' 1 1 1 1 1 1 CO • “ .-H • jo j i j lO Ele¬ men¬ tary stu¬ dents. •9T'H'.U9^ IS •oinpi 1- ! “"Lo ' ^ Second¬ ary stu¬ dents. •91^X9^ -- lO -H o c-r rs cc o r: co ct' ^ t- o 0>r-l T-. 3 ox ox ox ox ^r-i T-I t-- ^ r-i ox — 1 ox '-'• •sinpi 5 S S --■ ^x S ~ 2 ^ S 5 Second¬ ary in¬ struct¬ ors. L . •9XT3UI9^kJ. 0.3 0X3-^3333 .^333333-H3^3 OX •©l^K .-H— 1 ^r-t-t<.-l.-HOXr-li-l -Tt 4^ 4-5 4-^ p,p4p,p^PL,p. p^P,PhQ,PhP^P*PhP> ct) :o j- 00 Ci o :;:“oooooooo ^ C'i Cv! S'l C't C'i PUBLIC HIUH SCHOOLS, 2299 85 O C 1 iCOOOO o 1 o o o o o . o o o o o 88 o o 009*' OOS ‘l 009 ‘' 000 ‘i 000 000 ‘i 000 ‘. iisi 1 pp p o o iooc^oo tOOOOOOOOO 'OOOOOOOOCC • o o o »o o o o o o O o cr> 01 ^ OiCM 8 oi'co'o'coxo' ' c- o "o CO rH :::, rjT (33 1-0 O O ooc:- o o o o o rHOI CO uo O CMp -OOCrOOOC • O O CC xo O l- •OOI Ol C.C r-l CO OlCOOI Oi '88'^ ; p p p o o p !o 1 Cd « rH I rH 1 'JO ; lO i- 1 ! 1 I c:' 1 1 ; 1 ; ; i : : ; : CO ^ rH CO rH rr- CO CO rH rH rH rH CC • CO CO Ct rH rH I rH CO CO rH CO rH CO ^ -H -H CCC3 ' CO rH rH CO rH = I rH rH 01 CO 'C; i 33 33 O O jo < j i ‘ 01 01 : 1 — ! i ! : 1 ^oo 010 CO I 01 3’ ) ‘ c I rHGMCOO 01 < I j 1 01 CO >01 Ml: C0>01 Ol 1^=3 XO i 01 O o> :lo»ooi oicqoli- ko CO rH 1 iC 01 O r^ r-( O rH O O i-O 01 01 Ol C 01 tH ■01 CO 1 IH CO iO rH rH :00 ' r^ C3 33 C3 1.3 COO' c: ;0 jco-^c: .13-3 c --iw i-( T-i c: ,C-.0333C 01 o . I- CO 01 CO’ xiO CO 33 --I : 0 01 Ol o CO O h i “ i“ i i rH " 1 xO I 01 CO r ■ O — 03 33 IrHClri-frH 'o 1 1~ 33 33 1 o i 13 i ; |co -li-O oo ;0 1 X-OI rH 33 i 3 ; ; Cr-JOOOOOCO oooo iOCt o o iO o C':2 lO O-l ■ O c: o o o c:- CO 'TP CO O O CO O O O V CM CO 0> CM l>* O O i-- CO O ^ CO 01 CT. Oi CC rH iO >.0 O CO lO CC CO O O CO 0'S O tO CO ro O CO CM r-i r-^ O 00 075 O'! CO r-l O! O i r~i CO t—i OiL-rHO! i-h i—i CO 0> r-< 0^ 01 r-H rH Ci ^ ri r-i 0-i i.^ 0>! t-I rH 0> Oi pH r-i t-< CO CO r-l r-i O^! CO Oi CO rH 0! CO' CO iH to CO Ci O 1- O O CO lO CO O^ LO I- 01 L- CO O O — - CO 01 O iO CO CO O lO 01 C: CO O -H iO uO COCOrH OlOr-i rH c^i Oi tH r*^ r-i 01 O t— ; iH i-. r-i t- Oi 01 rH O ! r- tH »H iO CO tH CMCOOiiH 01 OOOOOOnHr-l 0 010 01 O OrHOIOOIOIO'O ^CrHOOCO— lOOOOOOrHCOTHiHOrHOOOrHO -H I 01 ^ r-i pH rH 01 rH 01 » 4^ +0 -p 4^ ^ -P 43 >P -P p,p,p.pH a)0cpo QQfiQQQQft fi^QQ 4i4:ip.p4^4-5-P4^ pHp.PHp4PipuO.OlH 0j(D(DOcD QQGQPQQQ 4Jp-i_»ppp4:>4^P4^4^-P4^43>0 4H4^ppp4^pP4^ PPPPPPPPP, ppppp, PPPPPPPPPhP a;c^(DcDaja)o;a)c.»G’ PiDqQQQ.qQQQQQQQQQOQaQQQaa 3 ^ S § s_ &C& q - 5 g s ^ W oCO S O fH -l-i (D ci bfr. s S u o 0 ;ec n ; o.s ' b C-lf c’l oi ^ I S I ^ i 't gMdCU g^f^; d OUoSb- Ci^ ^ ^ fin ;Q ^or>dWnOH>-^feO(:^C5t^O:-^dOQa:2 2^0 S pq jx! : ;ds : ;0 ‘•S 5 O o llieisa HffiixlPcjiii'iilK . >. rp ^ ®0 g,Q oi 03 &cg rS'g'o o &B U, ' 0: rg > orspiSpss^'g'^ ! 1 g c g. rf o 2 Ord ■-^.2 ■ • 0'-^-^ O O O . > 0 fl O O OOOfH^^OOOO ^ -e -g 'd '■d d3 g tfl ) O O V i ci3 oJ d ® Q 03 0 IQM : i S' : '3 : ■ t/3 I g : il 3 I o ^ O O CrS 2^ d'd'd fl75rg o W 33-g-§|'SS)^cS)S)i5 1% 0 ©dP .g.S.S.S.S.g.S" r 01 CO io CO i 01 CO rH lO CO 1 - CO cc O rH 01 CO liO CO CO C5 O rH 01 CO uo CO ^ iH tH tH 1-H rH rH r-H rH 01 01 0» 01 O ! Ol 0 1 01 01 01 CO CO CO CO CC CO CO CO CO CO rH H' H- rH '-r O i O lO lO lO lO <01 01 Ol 01 01 OM CM 01 01 01 01 Ol 01 <01 OM CM 01 CM 01 01 01 01 0> 01 01 01 01 01 O! O t 01 0> 01 Ol 01 01 01 01 CM Ol 01 01 CM Ol ^ * Statistics of 1898-1899. Table 42. — StatiMicf; of high t 1 ■s.i'B0j£ ui 0s.inoo jo q;Su0''j 2 Students. College prepar¬ atory stu¬ dents in the class that gradu¬ ated in 1900. 2 i :-c> 1 : - = .. ; = ^ 1 =:o..co^ J .ft ft. o •0I13IM s ^ i -,ft : -.^..=.. — , Gradu¬ ates in 1900. •0Xnui0j s •0IT3K 2 c. ^ .ft Preparing for college. Scien¬ tific course. ■©[■Buiej 2 ~ o - i i : ^ c i = .. •0IHK 2 i 01 ~ i i~ : ^ ; 5. 1 Classi¬ cal course. i ■ : 00 01 = .. : = ^ 1 :co CO cc •0ini\: - r-^ 01 1 1 1 C CO ■ C CO ' ' rH 1 1 1 O 'dC Ele¬ men¬ tary stu¬ dents. •0]niuej © wC 4- . •opiK © w.w_^ Second¬ ary stu¬ dents. ■oxnuioj X n CC --r O O ^ CC' rH ^ O) C: Cl ^ CO '-C L- 1— CC^T-ir-ilO ^r-i 01 01 01 T-H CO O CO 01 O! •epiM ^ C: 1-H i- CO 01 r: »0 01 ^ CO ‘-O OO CO CO O CC — ' lO O CO oi OOl coco -^OiOl^OlCtr-iOlOlOl Second¬ ary in struct- ors. •0imu0^ © ; = = =^ = = _.,,..^^ = j •91^K Depart¬ ment or in¬ depen¬ dent. 4^ 4-3 -f-i -fci 4^ 4-3 4-3 4^ 4^ 4.:> 4^ 4-3 4-3 4.© ^ ^ ^ p.^ pnP-. P\ P^ P. Pm P, P^ pi ^ oq;(1;C^0 QQQQO QQQQQOCQ QPGQGQQCQQ Principal. Philip E. Ward . Ti. G. Ruehrer _ B. O. Martin . . . •T. E. r)ckerm.an . 1 1 . > 1 1 : » » ! C • C ' p CCTC la I § 3 M.E.Klingler . .1 J.R. Clarke... . J.AI. Hamilton _ F. M. Reynolds _ Walter S. Pulse _ E. K. Barnes . . Thos. C. Woodward . . . W. S. Sackett . .T E SmB li L. Lance Burlingame . H.H. Phelps . W Sfpiffins E.B. Thomas _ H. M. r'rnoks _ A. W. Breyley . . I. L. Mitchell . : Name. I High School . ) o c i'g'~ i Crawfis Collegiate In- 1 stitute. 1 High School _ rio _ _ _ j . do . . - . ' German High School _ 1 High School _ _ ; Genntown High SchooL i High School _ 1 Wayne Township High j School. High School . . - — -do . . 1 fin ; o o c : C i c . do . . . do . 1 State and post- office. - OHIO— continued. Kirtland . bD 1 > ClH ! ce tt : sh c 1 J ^ ' S ; i 'ji ! cS O 1 ip £ ! cS ' c: !G |G Latty . Lawrence ville _ Lebanon . Leelan _ Leesburg _ Lees Creek . Leetonia . Leipsic . . Lewistown . Lexington . . > i| Tiishmi ._ Litchfield . Lithopolis . :c o c ; 5. C) '.ft -= t- OC C5 O --H .. CO JO ^ JO O 5 20 :o ic 'lO cc xo to CO i'* J'- i'* ^ in- '34 PUBLIC HIGH SCHOOLS. 2301 5,000 3,000 600 20,000 50, 000 1 0 0 0 » 0 0 • 0 0 10 » 0 0 r 0 0 S'i ; 0 0 • 0^00* o' • « CO r- i rH • 10, 000 1.500 2.500 1 5, 500 8 : iO « 0000 ezoiiO'S ^ CO 0000 »00 >0 lO 00000000 00 0-0 'OO ‘O -O 10 00 00000 0 'H 0 0 ' 0 0 • 0 I 0> CC iO 0 0 O! 0 0 0 oofoio" 'o" ’co'tH--^ o"rHCO'o'orO 0! tHO 'iH t,— ( 1 O'! CO 0 00 0 00 r-i C^CC gs yj^ gggftsS 5 cc 00 oi ^ i-o T-1 '-O r-s do S 0 T— 1 0 0 00x0 0002 o' S 0 ^ 0 0> T-i 0 O' O' 0 0 0 I- 0 0 xo 0 0 xd 0 0 0 O'! 0 CC ^ 0 CO 0 O'! 0 i I i i i i i i i i ; ; i i i ; i i i i i i i i ; i i i i ; i ; CO C^ ^ -rti ^ ^ 0 CO-iJ* 0 I .?.- 0 £ 9 f ^0 jo C> CO -- bl0.DD10 rH O'! 0 CO I 0 O'! J r-!' O'! j j 0 01 CO 0 JCCC^ jcco CO 00 joi 01^ coco 0 IH-CC^ICD 0'!COOr-i |r-iO I'^HCO j j 0 ' x-O O'! CO O'! CO O'! — 1 O'! 0 O'! r-l rH t- CC -dH ^ I 0 1 1 0 CO I > : 00 O' 00 |co jeo iO 0 0 0 DIO j-^^ j jo jcD jbl^ joDl-. j i i is ^ ; ico oi d 0 00 jeo i'^ O-ii-H 0 ft CDO ;CDD1 j jDl j CD j CC GC j CD CD ^ j I 1 lO i Oir-1 d 00 j j O'! iC< i 0 O.D jo jo- j j j i 010 i i~ -0 i ; 01 CO 01 1 jocD jcD jDlO : j jcD-O-O j j 00 -Hoi^oo c-^oocooo c:'^>o^'^^c:c:c:~o oiooc:crc:~c;c;oO'+<'+iC;i---+-c;i-'5c;oocco 0:1 rH CC 'a^CC CO '^3 O C -Ji O s-:! CCi 01 -H 1-10 0 0 — o :/Dooc 01 01 01 o CO 01 O O O O O' , CO CC' 01 GO o o oz T-1 C'l n-i r-l OD -JO o r-H o o c: CO rH L- o o C: o r-l cr c; o C'-z o o o:i o 4J , 4^ ^ (© (D ^

    4-34-4-34^434-3434-34^-J-3>4^4-34-34^4^4^4-4^434-34-^ dddddddddd ddddddddd-dididddddOidiPidda^dcu (D(X>a>(D©oa)Oc;cu QG;d)a)©aj<1 S- S M 3> Q fee o_^ o f-l bCfl tx .rl^ CO 33— ' ^ o O 003 bfl 00000 ppppp ® ^fti o.S o 0000000 > rr rd W2 CS ^ o c, o o O o- 3 pi t>a>a ppp ^ ® f-ft p<:o- >.00 JO o 0 0 3 ■S O 3 3 o o .23 3 -i U'. 3 .3 ^ SSI oft S S o CO P 3 3 3 3 3 f? TO I an ' '^00 3 3 ^ be L5 ® 3' 3 3 ft^- 3 3 3 3 SSSSi dg^'S P O 3ft oa^ft ft ft CO CO 3 3 3 3 ssss 3 3 3 SSSI o 1-1 <01 CO ^ LO CD 1- GO c; o — c 01 C^» '>1 C<1 C'l ^ rig5?i5i?i|iri||| * Statistics of 1898-99. Table 42. — Statistics high schools in the United States for the scholastic year 1899-1900 — Continued, 2302 EDUCATION EEFOllT, 1899-1900, ' oiji^neps pae‘a.Tuq.TTi i -.rnj ‘sguipiuki •sp'ano.iS jo ! ^ ! I J o O « - II o O ' 1 < iO f life i O • C: tOOOCOOO lO lOOO g I o igsgggg igSS 9q:|. ut soiurqoA jo .leqranx; S 1 gs ggg l-HrH g 1 S |^o''og~g^>5gs8 •qi.ip ui .laqiiin nj j 1 1 i i i : : : i ; ; ; i i ; i i i i i i i i tii 03.U1OO JO qjSu0T; 2 ^ZO C> CC -:H -fi 1 CC I ^ CC CO CO CC r-< -rH Ot CO Students. j College prepar¬ atory stu- tlents in the class that gradu- [ a ted in 1 1900. •eputa^ 2 i CO 1 CO —1 I ^ i 1 = 0 i- ; i ■ainiy S| CO I c: o 1 i : Ill O cs ■ajumaj ^ 1 O lO 'w lO — LO CO c: rH CO X> CO CO •a[uxy es j »( occ rH CC 'C^'rh'-i^COOOdrHCOiOT-H Preparing for college. Scien¬ tific course. •ajutna^ PA 1 o 1 i ^ ; ; i M i rj •app^ >co ■ 1 o 1 i i ; i i w CO Clas.si- cal. course. •ajcuiaj 2 i CO i r-^ cr i o o o j.Wo : ; O' •aiUK 3 ! 0. 1 oo : -w o ^ 1= 1 ; Ele¬ men¬ tary stu¬ dents. •axuiuaji •OPW & Second¬ ary stu¬ dents. •ajuTuaji Tj 1 c: o:» CO to o> co c:; l- CO O'! l— -t- lO lO rn oi cc- ^ lO 1 1-0 0! Oi-iTj' — CO O! 0! ^ i— • 0! CO rH ■ajupf i '-HC^COO'rf CO CC'-H^»0 300t-^COOi^C:0 Second¬ ary in¬ struct¬ ors. i •ajuniaj ! i •aiiiK 1 1 T-r-^ T- — ?> r-, ,-. — 1 i-H ■M r-l T-1 S-i-r-H 1 iP q-i r A . S .2 - S i i 1 l+J4^4^. I 1 ^04 * r-- p4 pH pi- 31^ pH Oi, p 0) © ^ c; ^ P ©OQPO ^ 4^ 4^ 4-:j p) 4^ ^ -p -p ^ OcpcDC^^) O;>(l>O(D QQOQQ QQPQQQQQQQQ -P4^ 4-3-P-P-P4^-P4-54J-P -P4^-p 4i-p4^-P -pp>p34J-P-Pp)-P-p-tJ4^ P-.p.pH Q^pupu Pi pt'pPiPPiPiPiP.pp^pu a)0O fDQOocoioaa^a^a? flfi QQQCQQQQ,q QQQ QGfiQ QQQQQQQaflQQ 5 ; ; d ^ O CSTI ; ; S ; j 1 1 ' 1 « 1 1 1 1 t 1 1 1 1 i im j ■ i i i ?j i i i ; i i : © I i ;-S : I . > ; 1 1 • '• •''?■' G ■ i • ' ' ' 1.^ ' o -•^ ' ' ' g ; P : ; : o ; i.GW : ; : ; ; , , 1 ■ ^ M : G ® © Gffi 1 ; ' o ‘ ■ G r^ .. 1 « 1 1 ^ ^ 1 ' f-v J 1 1 ' ' ' pSi © ' £2 a '• ® ‘ ^ S^-'g S 5 G ^ sa ® G'^ - « - fl B ^u!^ooacc>^^ ■ppgsggsgGc^ OOOOOOOOOOd G'w . . _ > J4 Q ^ C^ iS > ^ ^ ^ ^ ^ cS 0^"^ c; CD (p 0) o CO o ' /-? T.:=:^ ce.3 SrG ^ .^i ciP-> P ^ 1^ .— I ir' o 1- © C3 G(1'OG0©CDCU'D©'D C-' O r-l -rj M 'Ttilfl 'to t- CO OJ O ^ W CO -t< 1.0 -o i^C0 05 0i—l(MCO' O lO lO lOl lO lO lO lO lO lO CO "O CO CO fO coco CO CO --5 i' t~ i- i TOCOCOCCCO COCOCCCOCOCOCOCOCOCOCO coco COCOCCKCOCOCOC ■■ OL--CO CiO^n CO -H JC? :c i- cc Ci CTi ^ CO i-cccQco zG yD yj -x> zo 'X) CO ct ^ Ci a:i C.o CO CO CO CO CO CO CO CO CO CO CO CO CO CO CO CO CO Statistics of 1898-99. Table 42. — Statistics of puhlic high schools in the United States for the scholastic year 1899-1900 — Continued. 2304 EDUCATION REPORT, 1899-1900. •sn^T3.i'G(l(Iuoyi;u9ps puy ‘aaiura -.luj ‘sSuip[iuq' ‘spiiuo.iS jo j ' $51 ; S ‘SSSs ! CO • O O' O lO * » r. ^ e. 1 lOOC'il!:- 1 oS 1 looSo 'oSo ' cTo" 1 Iicficcfio IciCCCD I ; ; corn ; . 0ip Tii samupA jo .laqtunjq; S gSJsSSSSSS ^ ss coo 00 loOQ I ^ I'M 010 ■ ■qi.Tp ut .leqmnj^ ® 1 1 ; : i : i 1 i ; i i ; : ; i i i i ; i : ■s.iual III os.inoo jo qc^Siioq; £1 Students. College prepar¬ atory stu¬ dents in the class that grariu- ated in 1900. •opuiajj £ i ^ lo^ A O' i -H CO ■ r4 0 i •9IUIM £1 i ^ 0 j r-H lir-JO I Gradu¬ ates in 1900. •Gxnuiaj; ^ 1 ' cC' o cr CO c t CO •OCO 0! ^^00^4^^ MlfCCO •9FM 1 1 ^ 4^00-!^4HCO 0 OirH Preparing for college. Scien¬ tific course. •oiniusj 1 ' 0 11 0 1 2 .... i i CO > I •oit’W M 1 i Classi¬ cal course. •epuia^ 4. 1 CO O'! i O' 1.0 •opiM 1 i ° 1" ; CC 1 C'C CC? lO j CO CO Ele¬ men¬ tary stu- : dents. •epraoji e w 1 S 0! CO 51 “ fc OO-! CC 'OOOOOOG-HOOCO ) 10 4HrHOl t-l Si j Jll ^ ^ ss ^ ^-S 2 o o o o o -.s 00 1C O ' i— Second¬ ary stu¬ dents. •oxnuiaj 5C O'! -o CC 0} O O'! CO CO CO O lO 30 lO ^ O CC 'O o o o 'i^O!COO!r-,,-H.-iO!r-< T-^ OJ-J^OiOr-l r-i CO 1 ;2; y; 31; ^ S3 ^ S3 V- ^ 3 * "* ^ in Second¬ ary in¬ struct¬ ors. •exnuia^ •>5 j rH ,-HT-,^.-lrH000'0 O C0 01O-3^O'Or-(,-HrHT-H •0IUK Depart¬ ment or in¬ depen¬ dent. ! ' +3 +3 4.3 +3 40 +3 43 44J 43 43 4.5 43 40 43 40 43 43 43 1 rj4 a a y, p. ft a P. p. ft ft ft ft ft ft ft ft ft ft ft ft I =1 cjoiOQ-'iuoiiiaidi D 0aja)(X) c !ft ) 0 J'CS State and post- office. - OHIO —continued. Ney . . Niles . N orth Amherst . . : North Baltimore . North Bloomfield North Fairfield .. Northfield - North Kingsville North Lewisburg North Lima ...... 1 North Monroe¬ ville. Norwalk . Oakharbor . Oberlin . . Ohio City . Olmsted Falls - ) Ik CC 3 b. i a 5C u )ft e > > J. Ic 1 Orwell . -.+( iois!'-oocn:r>i— ic-jcc -h ^C'cot-cC'CiO.— cr.’ 05 cr. 05 cs c; o o o c o o o o o o rH ^ 'O CCCO!XlCOCO-t<'Ti'+<-^ -t* i ^ PUBLIC HIGH SCHOOLS. 2305 : S S S 8 1 ic c c: o i o 1 c o ' c o 8 o ;c: o |c: oo o jcoco jtb-To 888888S888S888S88c8'c8 188888 8 8888 ;8 CC.rjCOCCCC'-.CCCCCCCCCCCO |CCCCCOOCOO |0 c G » 1C c" cTof cT G 06 o' ;o‘j.o' c cc c'''m''®Iii8'c''c'' ■ o'o'co'cc'c'i'cc G o'lc'ic' ■ G C-t I— ICO lOCO i“~iC0i— ICO' I— li— ir-l iO!i 8 8^88 t-h '?! r-i CO I o o c c c 8 ^ ; ?2 8 Jl c0^8?! ’Go>07'’*'^oG'cCCCoG^ iC fC CO ^ ?J 0> G 8 ; ^ o5 ^ ; ; i i : i i i i ; ; ! i i ; ; i i ; : ; : : i : i i i i i ; i i ; ; ; 1 : i : c-^c-r:ccc -,^^,..,,.coco-^.-:oco--coco^-i^^--coco--^cococo-^co-d. i c ;cco jcoco ; ; ; CO C GcC^C ; C ; ; C C ; ■ j i-01 ^ joi-H 1 ; jcoc ;-CC-^0 :cco j ^COl i ; ; 1-H :c c: 1"! 'O 'M ir- -H CO i-O CO CO -r 01 C: I' I CO cc t^Oi ;rH CO -f CO 10 T-i j 01 1-0 i-H ■ -JO c: CO I- CO I 01 r-i lO “ 0 10 ct- 0 01 C) ^ O = --^^>C^00 = cc ;>^0 i-0 01 “ oc r-f 01 jco’— 1 CO r: t- 0 ' c: co co co lo * co x — oi O 'CO j CO 8 i i i i i i 1 01 i '” i ; i G ; : ;oc>oo _ :o : ; j : o ” : i ; i : i : CO i i i i^ ! i“ i I -- i i i i ;cc ; hi; > 1— ! ^ D 1-0 ' ' ' lO ' ' t— 1 lO ‘ CO 0 i-O • 01 ' 0 ' D CO ' • o ! o I i c i i -H jO 00 1 r~, 01 Ci CO ' ' ' »0 ‘ ' 01 p— ! ‘ CO 0 01 ' lO ' 0 • 0 01 « • ‘ ' 0 0 0 (» 0 a') cccc cci^ccc^c— ccc. ^^oocc^^ooxx^ooo^^oo^ircocrjHOC^ o .ooc:oc|o-^o gci5c=.ro2;=;o-05 1- ZD O Ol 1-0 01 1- CC' O l- 1-0 -H CO O 01 CC 01 L- O cc CO c: O u- CTi -fj :c 1-0 CO lO lO c:^ OO CC OO CC ^ CO 01 01 CO c: uO O T-^' CO Piap,a?^P,PQ®cDaj®coffloa)Oi‘>, pH rS r> C K oM § I oKcc^oilKd^ C^dcci-i^GGG cc 1 g>^>, o ^ S;“ ’" s'gG > a I'S « § 3 ^ s a ii g s| gL o ^ g^tcd^d^GGG®^ J g£ 1 O ■ K rS 'C S o b o-i=: fei® > o 2 ^ ® s ^so|o GGGGGGGGGGGGGGGGP-iGGGGGGGGGfcGGGGG’O'GMGG iTS lO OO w O '■£> ZD ED 1900 — YOL II- -65 Stfj-tistica of 1898-p!), Table 42. — Statistics of public high schools in the United States for the scholastic year 1809-1900 — Continued. 2306 EDUCATION REPOKT, 1899-1900. •su^j'BJTJdcT'B ogr^Tieps pn'B -jnj ‘sSuippncC^P'ii^^ojS jo euf'BA $5,500 4,000 8,000 19,000 4,000 14, .500 20, 000 4,000 g ^ oo S ooo ^''cc Illllll •x^j'saqp 0u; uisainupA jo .lequuix » 1 Ssg S= : r-l T-^ O C-l ffj r-( -tH c: O O C: O . Iff O O o +ff es cacff . i- o — 1 qp.ip tii jsquiiix S 1 ; 1 i : ; i ; ; : ‘savdl ui 0s.moo JO qiSnaq 2 Students. College prepar¬ atory .stu¬ dents in the class that gradu¬ ated in lyoo. ■eiuuiaj ^ ! ■ rH j i i CffO-^ O 3 to O i 17 .ffj 1 r-.,^ 1 I O O rH o I Gradu¬ ates in 1900. •oiuuioj 2 - } CO ^ ^ ^ ^ » IC M :ffl-.0 I'M — •8TUK 2 I OtHO ' Iff ' OOOr-i.-HCffOOC'l 1 : ; Preparing for | college. Scien¬ tific course. ■exuraa^ ff.OO O ; i ; ; Aio ■ O ; •epT^ tf W’ i ocffo cc : ; : 1 : 1^0 - - i Classi¬ cal course. •einuia^ 2 A o ' o Cl i ! : : ; -.OOffl O ; ■QI'BK S Cff-O-H CO (M i Ele¬ men¬ tary stu¬ dents. •9[uuia^ © i Iff Cff c: O CO CO O CO 00 Cff C; CO CO O O O :D O O Iff off ffl 1 r-,CC ^ fftuff -.ffff! .ff CO •eiuK COlOO OOi.-- OO O C: O OCt^-h O O 05 ! o T-« o 1.“? icc fo ^ CO Second¬ ary stu¬ dents. •apuiaji cr: ^ 05 oi o i- ^ cc cc :o x »-0 cc x lO ^ lO oo i- ^ r-ioi Cv^t-Ht-1 Oi r-iO>r^. •91UK ! ^ ^ 1-H CO lO »0 O'J CO 1— 1 o O 01 CO 0> 01 X O'! to .-ICO ffl .-1 01 i-lffl^(Mr-iCOr-l.-l Oi-irlr-l Second¬ ary in- .struct- ors. 1 1 -ajuma^ | 03-1 300 33 3333^3333^^333 •9I^K ! >!? Depart¬ ment or in¬ depen¬ dent. ! +3 +3 30 .33) +3 30 33+3 3^33)33 3^+3 3313+3 33+3+3 3.3 p.p,p, ft_p, p,p,aft^Lap,ftaftp.p,3P. ©(Dae oc'^:© o© (i)®iDDi3;o®©©©©a)©© CQQ PQ QPPQPPQQPQPQQP Principal. Prank P. Sayrs . M. K. Weber . R. S. Parsons . . Albert C. Hood . A. A.Rothtrock . W. W. Staats . W. H. Wagers _ W. O. Eittenhouse _ Wilbur O. Weir . . C. E. Stinebaugh . C. E. Fisher . H. A. Haywood . L. H. Beeler . E. O. Parker . . . R. S. Baker . W S. Dea.n D. W. Macklin _ W. 1) Shoots J. H. Horton . E.F.Eilis . Name. High School . - do . Bethel Township High School. High School _ Central High School _ Jeff er.son Township .High School. High School . Kidgeville Union School High School . > o o o o c : 'd 't: Beach High School . High Scliool * . . do.* . do . _ rl o 1 o o State and post- office. - OHIO — continued. Reesville . Republic.. . Rex . . Reynoldsburg _ Richfield . Richmonddale . . . . Rich wood . . Ridgeviile Cor¬ ners. Ridgeway . Risingsun . Rittman . Rockcreek . Rockford . Rocky River . Rootsto wn - . Roacoe Roseville . . Rushsvlvania _ 1 Rushville . I Russell . Iff to I- 00 oj o th CO -h Iff t— CO o o --I CO iff PITBLIO HIGH SCHOOLS. 2307 iis-li 0 « 8 ; 00 0 0 ICO SSS88 ic 0 0 *c 0 «00 0 I 1 lOOOOOOO 1 0 0 0 ■ • ■ 0 O' 0 0 0 0 0 ‘OiCO ' ' 'OOOICOO'O 0 0 0 0 0 'O 0 0 0 O' O' 0 O' 0 0 0 0 0 0 O' 0 O' 0 O' icoooooicoic 00 ‘O ' ^ 1—1 CM T— 4 01 I 1 01 » • 'T— 4 c-t CM , 010CDC01COPOOPP COPO P ' P I'tD lOOCCO 1 OC O-CC CO « ic t— ( t- 400 000 8|t3.|i CO 01 0 SSooooofeoi IC 'CO'^P^PCO-^CM p 0 ' ! 0 0 0 0 0 4 '- 0 Ol-l-H 35 i 1 07 0 0 ; I j 01 1 ^0 01 0 0 0 loi- 1 P I c:; iC c: 'tH r-iO^ CO ' 01 1 1—4 ^ CO 0 -tH T— 4 iT P I 0 CO' 0 i.-'01 P 0 ID 0 'OP i 'CO 0 0 0 CO 0 0 57 :01^ i 0 I -rB CO L- ^ 0 Cl 01 I CO 0 ^co^ 0^05 R O' ^O P 0 CO CO 0 P Vf- 1 0 07 r- 4 CO 'O' CO O' 01 0 01 r-» iO ocoo^ 0 ' ' 1 i |oo ~ 07 i 0 I 0 0 0 1 - p -! .0 ‘ Ip 00 ; ;'CM 0 0 01. I j ' i ;0^ 0 T“4 1 ^ i 0 i 1-0 0 0 -■ 01 ' T-i I |05^ 35 coo S ;o ; ;co 0 ; 01 0 1 CO ' 0 <010 001 tH II It GO ■ 0 ■ 0 0 ' » 0 0 1 00 07 0 CO 0 CO od o o 0» 01 :0 0 35.0 -O'^f'O 00 ^ 0 C^d 0 rv-* * *■ ' ^ 1—5 r^ '' GO CO 1C CO O (M oi-r-il.-- -5^4 ^ .0 cr. H- CO 01 OVOl M M ?2d 1 lO 0 '--O ic 0 0 01 0 GO ic 01 .0 i.-- CO 01 0 1-4^^ >?J-1-H OiOICO 01 rH lO IC CO 10 0 O' 0 CO P 'p ^ 01 00 ■CO CO 00 -OiOIP O^— iO CO OCO— 1 00 0 00 ■00-0 0 0 rH .- ,0700007000.^35 00 ■ 0 01 CD O' CO 0 00 0^ 10» CMCO rH : 01 irdOlT-i r-l07^ — . 01 P 01 01 P 01 P P — 1 P i 01 01 P P 01 T- 1 P P 4:3 -p 4^ -4^ 4^ A ■(D O 'O 0 0 Q^QQft 4J 4^ 4-5 P 4^' 4^ •a-p,a.p.p< a (P CD XD © ® (D Gfipa.QQ RRP,p.p, ® -® ® a' ® dQPPP PPP45PPPP t4-54-5PP4J 44» 4^ 4J3 4J 434^^ P P P P P P 4-5 P 4^ aaaaaaaa^-aaaaa aaaaaaaaaaaaaaaa ©.©©©©.©©©^©©O©© 0)0©© ■©©©©©©©©©©©© pppp.pppPR:ppppp PPQQ.PPPPPPPPPPPP S3 ® S m S3 CO > CC «i«|l«|3l|1 ipl| ^ bL. o ^ ^ 1^ . M r rh U r*H . o wU-( i! M ,• Qp; o ^ . ^ d ^ ' 5 J s •t£’S ° S 2'7-S c-gM|ll.l.f“2“SgB6 ^ o ^ cs ;3 s;^ S3 o ® <» o P^O'S g fc-i cc H ® 3) ^ • c® ^ r-^i X SccO'^aj>Orna;f^MQ _ — ' oj 1^ •'-' i> o ^ . ■; ^ Otn'^K-t>d Mogd . . . ; d . -rr, • S : . . p:5dcc^' >> c'fS bid 2 ^ d Sd ®Kn |_| H . .. M - .RrcP^.^^ .w Q ^ ® 5i>t^d”^'- ---- i® R > TO q ® 53 fl o ^ Isd R ^.2 -p ca^i eg og’o > a '2 cs q .® ^ 53 © 33 53 O S !> !> g O ,© (D ®r£3 ai^jiuixnai S3 53 IS-S S Q ffl'S S S:g:g:3 c3cacgcg®®33f-i'pas3r!53 53 q3q3rR^.Sl33 -.R^ a O O O O O ifiwaimmixi’jizncjammm^ai ' I > O ® rt !> fH ,!> 'SHjHq2cq!>s3o ^ eg p 5C bx; bfl P s::u .. 5dgg.S.3.29'^-g^ a:} CO GO CO CO ai o} 7^ c/} CO CO c/:} ':C! 02 c )i:^ CO Oi O )CO CO CO Oi -i-H5ooo? > ut) k.'d I ._ .. . . ^ iCiid lO i£d ud k.'d lO' 1C »id lO M CO IC CO Cd O !— ( o> c> oi 0-1 CO CO lC ic *C »C iC »C iC ic lO iC . Statistics of 1898-99. Table 42. — Staiistics of high schools in the United States for the seholastic year 1899-1000— Contimied. 2308 EDUCATION KEPORT, 1899-1900. •snjH.i’BcIdi? ogT:;u0ijs puTJ •'9.Iu:^ul | •.luj ‘sSuippiTci •spu'uo.ii^ JO eni^A 1 ; -A.itMqp aqj ni satuniOA jo .locpTin^ c; *-c o c r? o c o 55 i-t' 5 55550 o ooo5 -rfH'o'oNO ■ 5 6o ■pj.ip A.iujpitti ut .laqiunjq; •s.i'ga.'? m os.inoo jo qjSiieq 1 L h . J 2 M ■ ^ eg U- ! ■“ ^• ■ CLC rt" I St ' Tx ! CC O O -t* '>J 'T O CO CC CC >C'! (CJ ■0^11 ■sis ^ 0/ '-j 5 o3 •01't3J\[ i 5^ ; ^ C^:) C: O '^1CCr-! C> ^ ^ O ’ 8 3 X S rf ^ o-;^p’£ c o in ^ fl.+^ A c3 .2 2 Pi 2 • & O ■0];-Bni0^ •ei-KK j -0113019^ i -ei^K I ■0113100^ I -©l^H : e 5i >fC O O O O C-^ O O O CCi O O CO o o o O -0 LO 1.0 '+' Oi r-l O CO •0113019,11 •0t:gk CO 00 • M:t CO ^ X X; O'! X O -H :r> o *-H rO “ 1- r-H 0^ r-( CO CO CCl- 'M O'! -H O • o X' X X cc c; X i-- X o X cs •0X131110,1] I tS •0113K ; ^ 0>0>lO'r-irH.-(rHi-(01 CO 4^ -p 4J 43 4^ 4-3 4-3 .434:543 . 43434-3434343434343 43 Ph P. pH P.— P< P. P^ PPPPPPPPP P* o a;c;)0ci;(X)0 A3 P, Urn S| s O C-l bi s S§ ’ O II CO 01 bl) W 2* 2 p ^ r o Eh 22' 4^ rP P 43 43 fP 43 ^ ^ offioHffioS 1: o 0.^0 ?'+^OrOCJr-'©0.-0 W o c o c 0 o o o 8 ^ 2 2 s'® SS'® S'® o S I3'^5'33'5'5'wi3'33-i^.5'ri © bD '■ i-i © ^ P o=! P P g.Scc'CjHOcgcc^EcgO g > S2i: ^ ^ o o p p >5t5^>lP P $ ©.ErQrSAt coajcC&HHHE-^EnE-'E-iE-i : >•• I +e> :q ' e' o i-i ' 'P POP®® |g:1'=S2g.§S uO O I :s^c?d2g?'SrS^o ^ PUBLIC Hian SCHOOLS, ilii iiii iiiiis i ; SSV”^ dS2S ;2S^^3:3 ; iii c-i SSS5 =SSS£ = 5 5 '0 5 3 0=0 gd>^cc~ >25 s iiiiiS od 1 i Iiii '=■ ; s'-’sa ii|s iis=ii3=|S 11 ■ -r ;§S |-r-i-^ i ;iS IP li I fiS S|gg ss § Si i M i i M ; i ; M M i i iiii ; 1 M i i : i i i i : i i ; ; ; : : ^ ^ CC rr cc C-C ^ ^ ^ ^ ^ oz c^ ^ ~i- zz cz ~r zz zz n zz zz ~i< zz zz r:z zzczzz>-rn ^ :- w CC c: 3 ft i 3 3 -H 0 X 0 c: CO 0 CO 02 cr CO 02 0 i 3 3 3 i C ^ 0* CO CO 0 02 0 — C: ti Ct '30 0-^ 3 X t-H r-i 02 r 02 0 02 02 T-i 0 j CO X -T' « r.33 t-* t? ,3 3 .-1 0 cc L- 0 OC -iJ 13 0 C Ot Ct T- CC 0 i-t 0 i- ft C-l 10 ZCZZZZ 3 tl ^ rt 3 3 3 3 t> — 1 iC-7fO 1C1CC:02 ic r- C: c: X 1* LC c: '4: 0 C'’i c: CC CC '^r* C: i— 7“ CC C: C: ^ C^> CO L- 0^ -H ?.- 1C 0 -rj^ O' 02 1— ! 0 c: — CO -r-4 CO rH rH 0 CO 3= ict 3 i i“ 3 3 3 8 *000 3 3 i- — : 3 ■ 3 00 CO I I ^ 3 r-!0 ^ct j 02 CO 02 1 1 = 3 01 * 1-H |3 3--I CO r- -3 C ■ 0 O’! 0 0 C: CLO CO 3 3 3 330 0 X 0 CO 3 02 1 1 01 Oil— 02 0 0 t> 't' c^i j t:? N ft f> 3 Ct 3 tt :c r-i rH lO CO C: 0 X 02 1 I 02 3 3 0 o = ~o o^ooooogoo = o = « OOiggOOOO^OOJ^O^---^ O^j^O C-00 OOOCOO-gOO googgj^ooc^og oogoc-.oocoooj^c^^^cg ojgwo 5^£igg£S^-gS S'^S?^ ZZZ'I — — Z't z-L ^ ~ zi zz 'ZZ zz ^ cz zzz-i^zzczzzz'i^czczzz ^zzzzzf^ — zzczzzzz-zzzzczzz^zzr^ — zz 0000 • Ct ^ C'i '>': 1— t » ^ -ri *— r 'I't n ^ T—. 7't CC O T ,§115 iSrSSiSaSaSSQ ,S3aaa3aSft3S IIIIIIIIIIIIIIIIM •SS EO> : .fer=q 3“-^ .!>.-/i)_5P''^ . P-^o— 'O'- !-i-i[=^^-t';:;fi3 '^cBp:f^LCH-iH-!|JH -/js-i .i^ Ndfep4<<|^.|3s^D5^ Jd55":^ d4&-■ffibffi^-2wddfe Qcqc;2 2§ od il2o=» iir^^ .iHtl i| 3 g l.iri.s.^t: l&llilllf £-1 o * S csiJ ^lllfillllillllll III ..^^ Jlillllilll Ills Table 42. — Stotistics of high schools in the United States for the scholastic year 1899-1900 — Continued. 2310 EDUCATION BEPOET, 1899-1900. •sncj'B.i'BdtI'B oyi:;.u0ps pa's ‘a.miiti -.inj ‘sSuipnnq 'spiino.xS^ jo enitqv §88S iSSgSggg g iggggggg :S8 0iit)00 '0»0010000 O *<^0 00000 'OO o'ccood |t-h,-hicco '^r OO co 'irTo i r-1 r-( rH I C 1 CO T-l r-H ■ rH IM A.i'Bjqq 9q:j ui syuinpA jo aaqmiijq 1 O iC ! o o ^ CO 1 g i g lO o- 0 01 0 C5 0 0 afj 0 0 o- »iO 0 .0 • 01 ODCOUO 001-0 >0 • 1-1 T— 1 OJ «—• CO T-H xc Oi 0 Oi 01 CO '01 • •qijtp ui .laqixaijq © ; ; i i : •s.fB0A ni osaiioo jo tpSue'^x 2 CO CO CO ^ CO CO CO Of CO CO CO - f 2 CO Of CO co -r' Students. College prepar¬ atory stu¬ dents in the class that gradu¬ ated in 1900. •oiupi 1 Ol 002 : -H 0 1 1 Ci 0 CO I I 0 : i^oo o 0 0 i coo 1 1 1 01001 • 1 I’ii •eynuie^ ® : ^ : CO 0 CO coo 0 CO 0 iO -rH ^ 01 0 LO cc CO ■ tO ^ O O ■einpi j 0^00 CO 0 'Th ^ 0 01 -rp 01 I-H CO 01 1 0 CO 01 05 Preparing for college. Scien¬ tific course. •oinuio^ ^ : ^0 I I r-H I J •opW -■h t-H j I C'1 I ! 1 CO Classi¬ cal course. •9I13ra8^ i ^ : CO COCO ’ i i : O.A ; joo •OIUK z ot 01 0 I 020 :: : ^00-0 = ^ 02 0 i j 02 -tH Ele¬ men¬ tary stu¬ dents. © 0 21 CO 0 0 ^4- oi w O' O' 0 0 0 0 0 CO 0 0 0 0 0 0 Or co'^ooi 01 •8IUX\r © c: ^ -* C: O' O’! T-l I.O O O O 0 0 0 0 0 0200000 o O’ 02 02 10-Ht-H 02 Second¬ ary stu¬ dents. •9i;nui9^ ilO O' lO »rc O O 1-H OI c: r-i -H lO O-i 1-H c: cc O' O 0> O O CO ' CO rH T-^ ^ CO t-H CO lO t-H 0> 0 ! r-i ^ CO Oi lO ^ O o. O CO CO O' iO ^ ^ CO o O O CO O CO l-» cc CO 1- cc T-(Oi^ r-lOiOl Second¬ ary in¬ struct¬ ors. •oinuie^ O O O O O O O O' 02 O O rH O r-J. O' O O i-i 0"0 OV O CO •eiuM l-(rHr-H,-H02rH^T-(i-'Or-(.-l CCr-IC0r-(r-‘,-^,-lr-T-Hr-!02r-( Depart¬ ment or in¬ depen¬ dent. 1-^ 1 ! +0 4J 4j 4J .W +:> +i +2 -P -1.^ 40 O 0> P> O 4:2 O -P -P O O fto.p.£;,p,!:^ftaap.p,piH ftaao-aap. a;cDipiDa)oa2 qPQPPPQQQQCiQ pppppppppppp Principal. C. M. Merry . . A A MnNfiil ! ^ ' c ip .p^ ! c ia : 0 C.L. Logsdon _ _ A. W.Imler . Miss Clara L. Beis _ C.A. Wilson - . . John P. Adkins - Frederic M. Wood _ I. F. Alexander _ J. H. Painter. . . . E. A. Richardson _ B. P. Kimble . . J.S.Beck . . . J.W. Cross . . . W. H. Richardson . ... Miss Lura B. Kean _ H. S. Gruver _ C. S. Fay - - Name. High School - . . do _ _ ....i . do . . . . do.* . . . ; ) c !o . do . . do . . . _ do . _ do . Deercreek Township High School. High School . . -----do - - - . do . . . i . do.* . . . i . do . . . fir. . . . 1 . . op . . . - op - 1 - - op . -op- . . op - State and post- office. V ' p S :'a ■p S -f 0 ■ 1 1? 2 « “ S' <1 0 West Rushville .. West Salem . 1 West Unity . : P ) c if ^ 5 )0 Wheelersburg _ 1 Whisler . . j Whitehouse . Williamsburg .... M^illiamsport. _ Willoughby . Willshire. . . Wilmington . . Wilmot . Winchester . AVindhin2i Woodsfield . "Woodstock . "Woodville . Wooster . Worthington . "VTyoming . PUBLIC HIGH SCHOOLS. 2311 oo ic o o ooooo §§ g CO OOQO o o S o CO o> :§88 OOOOOOOC! .00 ocroccoooo .00 OCOCCOCPwr-i JOO CO ic irf I CO o' O x" iT-i C'iCvi.(M-T-iOi 1C O O O Oi Ct Ci T roT-nco CO CO CO CO -rji- X X CO (05rH — IOPOPXXX'^H'tHXX OP X X X X X »0 > r-H CJ rHrH ;0 CD X I 0 OP <1-1 CD > 0 ‘ < 1 » ' lO CP j 0 to 0 tH 75 i c P- 1 1— ; r. *0 jo-^ jr-O 1 ; ; 1 5-! OP 0 OP ^ X 10 ^ ^ 1 OP CD X MO XCOCD :O-.O^O^O^C0 X'^Xi— lOPOP X OP 1.0 Or- t5 ^ ; T-i t- O'* oi 0 O-.-r- i P- 10 05 0 .-.005-0^000*. 0 rH 05 0 1 0 10 P- 0 'O-OPO ixp^-io jo j 0 ID 0 Cl ■ ' ' ‘ CO 0 1 1— 1 C'’* S -4 ;r.005 ;lOM- • OP ' OP -r — 1 0 i ' i Ci ' ' J i" 8 i CO 1 1.0 1 0 00 lO 1 ■ .00 (C5r-i ;OC5-:it s : ; ; ‘ i.O ■ ^ CO x ! OP •CO jori-CO I ;r:|ri. OX ; X- CD X oc: ' c ; = 0 0 0000 oc i 000 OCi- ;00 C 000000000 lO 1-0 ' ^ “ 0 cc c ' ^ “ C: cr O 'O 00 000 oco ;0 0 0 00000.0000 CD 0 0 0 0 0 0 CM ' s c ! CO ! 0 X P- X 6? T-l 0 0> r-^ DJ XIOX 01 iO X — ' 0? - X 1 kTZ OJ i-O OP 'r^ ' i- 1 -H X CC' 10 P- 0 -H oc X 0 0 otto OJ ^ X 0 OP X P- X CD 1.0 'CD 0 --H X X T-( ^ 00 ^ 0 !— 1 ■CD XP- IC T— ; !5 ' 5i i 0 ^ ' tD !0^ OiO! 80512'*' s ) »0 CD OP ( XOi'^ i OP 0 1.0 ■ 10 t- 0 'CD X OP 0> 1— T-^ C> OP OP CO T-H 1-0 OP 1-H ^ D^ CC OP X -^r-lO!XX— t s : Ol i X 0 w 1- CO'-H 1 OP rH X OP 0 ' 05 05 0 - .0 0 ^ C5 rH .0 r. rH 0 0 t- rjl -C 0 M — ■ ® r-J 1-,’ CO OP OP rH 05 1- 05 r. ! r- 1-^ rH OP X 0 rH OP ^ r- i ^ OP lO OP - -P +i aa ,- © © ^ QQ & 1 .10 A .u , aaaaa © © © © © ! QQQQQ Dept.. Dept.. Dept... Dept.. PjP^ ftftfta^:i«:z,ps^ci,p^cupHp.;iHpHP:,p,p< G:.a) ooDOO/OobcDoa^OGoa^oo QQ PQQOQQQPQfiQPQOQQQ +3 +J 4^ j.:i 4^ pip,P,P.&ft © © © © © © fifiQaQQ I Dept.. G. .T. Graham . 1 T.D. Scott _ _ 1 T. A. Edwards _ J.E. Collins _ Geo. F. Jewett _ . W. F. M.cNamara _ Frank March . Willis M. Townsend. . . F. N. Howell . G. W. Stevens _ Miss Mary Vasey _ John W. Sharpe'- . Miss Virginia Graves . N.L. Falls . Miss J. Gertrude Hulse C. A. Hitchcock... . Wm,. Vf . Pa35no _ _ W.H. Stalker . E.R. Allard . . S. W. Holmes . W. W. Sibray - W. H. Powell _ J. M. Horton . . . V7. 1. Reynolds _ IST. L. Narregan . . . . L. W. McAdams . . E. B. Conklin . . T. T. .Davis . L. E. Travel* . J. S. Landers . G.H.Dumi . . E. L. Flack . Edwin R. Keedy, A . E. Jas. E. Morrow _ J. Hiram Schwartz _ Geo. D. Robb . . P. D. Reinhart . . Warren R. Rahn _ ;.d oM m I cS' ccIO .^*^8 2 2'o'^„o K.S::slJSi OH O KHK : i b£ iS^,'3 1 2 « “ Cj rO ^ *~t O’ '9P ■ ; 83.^« :q m o o o o c fee • ^ : o^ V , br/Jl !.9h o ■ -•^ bco ; apH o o o oK 'C '-a t; ~p -p; H ;Sa3.2’ ;h iU cS O •3^ M : r2 3 S 2 2 .® 3 3 >h>hncn;n S73 ^ 3: HOMO o 3 5 c?! ©O'"*' ■p-r;L,PH4::f^^‘-^o;ocM3§Qj3 o 3 o b£^H ©g: o ? « © O . ; ^gN§ ti <3 CO O O i'- X O O ^ 01 CO 1-0 . ^ ^ -J- ^ ^ ^ ^ i_0 to iO liO O ) CO O 'X 'tc O O -O X O :c O CD CD CD CD. CD : * Statistics of 1898-99. Table 4'2. — Statistics of public high schools in the United States for the scholastic year 1S09-1900 — Continued. 2312 EDUCATION REPORT, 1899-1900. ora:;u0ios ptiu ‘ajiuni •inj ‘sSuipTniq 'spiiuo.iS jo \ 1 ! oo * oo ooo >o ^oo .o «ooo oo ^ C: ' C; O or w CO 'O ' cr O O lOOO oo OlO ' Oo OOO ‘'O 'Ow 'O ‘OOO *oo Oi- ' C-fo" COitOco" •o"' 'Oco" 'O "O'o'o ofco • t-'t-H C-ilO |rH 'iO 'CO •A.i'B.iqt]; 0X{:^ uisamnpA ja .leqiurijq OOO O' O oo lOnOOOOO-X) »0 O lO O lO O O c-i O to • O i-- CO o o o -o COCO-ri CM O ^ CC' CM J O r-1 1— 1 CO C ! GO i>> OO o o 1-^ fM qp.ip Aj;T3:^qiui ui .loqtnnx « i : : : : ; •s.iuOiC III os.iuoo JO qjSuaq 2 SXCC rc CC rH -riH •?} | -.H CX JO OX OXO-i Students. College prepar¬ atory stu¬ dents in the class that gradu¬ ated in 1900. •ojuiuo^ S rHoo 'O t-h : lO OOO 1 1 J rc c-0 O J •8inw ox o JO ■ -X-' c: i OOO ; o 1 Gradu¬ ates in 1900. ■ojnuia^^ \ w CO O 00 »OiO O (M — t CO O’! ^ »C »0 ^ iC O oo O -ti ■8l^K L'? »;j -X O c: '-X: — 1 C: O O X ox J-X -r O'. 'JX o o j r^jr^ State and post- office. PENNSYLVANIA— continued. Apollo . Archbald . Ardmore . Arnold . . Ashbourne . . Ashland . . . Ashley . . . Athens . — A n s hi n _ Bainbridge _ Bangor . _ Bxith . . Beaumont . . Beaver . . Beaverfalls _ Bedford . Bellefonte . Benton . 1 Berlin . co CO 'to o :o -■c> to ?>• I'- t— i- 1- t-* i - 1— 00 oc 'O O to CO CO CO CO to CO 'X* O CO 1 4682 4683 1 PUBLIC HIGH SCHOOLS. 2813 i ^ ^ <>1 71 '-C: ^ :Z ^ '>'1 y ^4^ -G) 4-2 ^ ^ +3 4^ 4^ 4^ +i ^ 4J 4-J 40 4J ^ -O 4^ +3 4^ ap,P4 PhP. ftP,cup.p,ap,P.P.pL.i::i,pxapup.r^ft!::i,^:up.fta.;r:-!aA 0)^0 o o c; QQQ GG QQQPQqCQQQaOQ^5QQQftQP.QaQGG a?.a.p.p«c.ap.p,a&p.aap.a&p- ©©(HCDOiDOdiCDCDCPQ'DOJ®®®© qCQqQGPQQQqQQQQQPQ p.® q* ^t’z p 'M O gC. zn P3 S 0) O CD co« p w II s I cft ct Jp 3 ■ p I'p >-. ■ p p : «3 p jjcjjPisicoSooP^s^p^l^^tPi?® ^ >'-!3:!kir^ ^P fegP? p S ■PoFiB'PPp f-HpO^m^PP^j-, :’C+-''g "Ocifil ■ .“^1 I o ro « C''" fej;^ P ©p P.3 S M S; .P » P ® P q 6 -^, (3 CO p 0.5? ^ O L CC rP Lees ■p (D cc be _J ^bij'o S — "p 1 'S C)''~^r— 2 I ' l-*-i ^ 0 rP ) o o o S o®-^- Secs-^e^^^ O p oes p be :6Sq S c o o c o o ?-. ; c;-F o ■ J?;=i t ?:■ P I P^ . o Es i be tu M O CP' '^eP - 0 i.^^S||L^m|pll' ! ..3S.;iiooo':it^pPPi^F2 iL;i.,^ C5 i I I||l1llll|l3||aeis gi?i!Lpp®S5?gi^po;=;p:ppp PPc3fflP3rP.PP3PirP-plOOOCOOO OOOOOQOOOOCOQOOQOO -S S.^ o o'^ o-S ^^wjeoo^opg^p ;^;'S'PE^i;^3prtSppce SSffiSSSSfflffira iMfJ^awfflcQCQCQdodoo cp :p .''-o.^ [C ''-P-'P .'-p 'p. ip *_P ip ^ ip ip ip >' o p p ri : -dH ic; CO cc : P^P1TP-tra I | .taj ‘sSuippnct -spuno.iS jo eu^BA I I gS8 1.0 -H Lo' '•B 1OOOO • cc cc 0 0 ‘ 0 0 0 0 ' 0 0 • 0 • 00 • Sss^ ■ i-000 1 - ' iC o'i-'' • 01 -Tin 01 ■ of tc^ • o'cTo' • i CO 1-H ^ . •XjBjqix eqq ut KetiiiixoA jo Aaquiiij^ -o o o o o o 33 o S S ?i qXpip A.IB31XIOT ui .laqaiiiA! •s.iBaA tir 0S.IUOO jo CO CO OlCOCOCO'iiOiCO Students. College prepar¬ atory stu¬ dents in the class that grarlu- ated in 1900. •0|Bxn0^ 12 j 0 ;00300^ 0 ‘ O- 01 ' ^ 0 ^ •a[BK i ^ 1 «< i “ ; joi-o^o 01 « 0 0 1 CO t-H CO 01 Gradu¬ ates in 1900. •0XBUI0JJ 12 cc 0} yj t- L- uo 0 0 1.0 >.o 0 coo ■0IBH 1 1 0*1 -tH 03 rH 0 ^ 1- 0 0 0 CO 1.0 0 00 1.0 01 CO Ct*-H Preparing for college. Scien¬ tific course. •exmiiOA 14 1 1 0 03 ioo3r-i0. j 0 i S i Or-I loi-lOrH 1 0 Classi¬ cal course. •0XBtaa^ is i = 0 I'O ;03CO^ - 0 •0 •aiBK 2 -<- id i^03d 01 0 i c r^; H g|l ' C; CO O O' ■aiBpr I O O O c: VO O O O O O O' O O O' O O O O O' o 03 ■0XBin0^ D o3 A A g.rH O w O b.. !=- r f-i o (D P-I +J r/1 CS .yj •aiBrnaj j ; O O' -O ro O O OJ r-( r-l O O O O A flA cj C.3; 0 cj O. ® . P<0 S 3 oij'-cs Q ^ o; eg Q . ^ S ic ; • . 0 ^ g ^^.2 2m ji-® gffl gA c^'.' pj •A -LS - t- i i - I- -CO O — ^ O) CO ^ ^ IC »0 iO PUBLIC HIGH SCHOOLS. 2315 :§8 |00 ' to no' >05 S ;S8 :S ;8 O ■ O O 1 O ■ r-t 3 8 S o ^iS 00X000000 I OOO'O'OOOOO ■ O O O to O O' O O O' ' 8 CO c5 ;5 i 8S8S8 ' : : :S88 :SS8888 :8 : 0 30 000 ' > ' •'^OO 'tOOOOO'CD 'to * 0>05''o'xx'' > ' • 'iS>OcS ' x'^ o' cT 05" cr05'' 'of ■ r-^ C' > 05 IIP* C'i -rH i tH lO rH • J o o o o o o o o o o to o o ^ 05 X O to 88888888^ X X r4 C O r-( YH r-n t-h d Oia p P ic; o ccc p P C-! » 1- P P C I P O O P C> >- P 1-1 P r-^ o o to O iO O O to . O 'O O’ O O *0 O O O' O O O' O 1 t0 05 0 0-H-t . ‘O' O o- O o- X CO O T-( iOO' O' 30 • tO-T— (1— (^X iXrH^ClOrH tO t— 1 X i- 05 | 1 of ; i i i : i i i 1 ; : ; ; : : ;8 ; i X05'^X^'^^05 X 05X^XX-^05X X X'-tH X CO X X -H xxxx 05 CO- CO X t-H 05 X X X X ' tH I C^O ; i i ; o o 1 I o o ppppp c-c ct rH p 01 ’-1 ' ; ; ^ ; o j 0 05 ; OtH I I 1-1 (p 1 OiO 1 Ir4 O ^^P^P X X r-; O -s*' rH I I I I T— 1 II' 1 X CO C3 O 05 05 O to Cl' tO r-l 05 X 05 ^ CO tO X O C3 iO O X i- X 05 CO 1-H T-( r-H P P P P O 1" i' P P P P ^ ^ P P P -1*1 P P i O X O X Cl' i-* 0-05 OX-^f^X^i-iOX tOrHX-+ P -H ' coo O 1 O O 1 ip ■d 1 ;PP,P h : r5~ 1 I 1® 1 ?U^ 05 j 05 O j 1 O |o5 ; jpOP I iO I PrH i i ip i ■ to r}<0 !ox-h 05 I j jp^^p P P P rH P ‘-'^p i 8^" ; is’-^ i-^ ^l-X >r-('Ti^05 p : . ipPl-irH p ■X X P rH P C Ci i iO CO I ' rH X » -r^ . 1 1— 1 1 W-^OO: ooooooooooo ' CO c: o o o o o - ■ O i- O O O r.y O rr^^OOOOOOOOOOOOOOX OOOwC ) CO O O O c: o c ;0-^OOOOc ^ Cl' O O O iO O O O ' ?? ri ^ 59 ^ ^ 5^ ^ ^ 'j'i - X) CO GO O 1— I fOx 1-H ~H »0 C < 01 05 Ot'^l-rUCC r^. Oi O CO T ■itOCOlO— iC:OOO - L- o X CO X : ‘ Ci CO CO lO 0510 O O o. CO X iC lO iO Cl >o ^005005tHOC > X O' 05 i—i to O' O H X X r-l r-( 1- I 40 -f.3 4^ J 4^ . ^ 4^ .+0 4-3 4^ -4^ . 4-3 40 40 4-3 40 4-3 4C> 4^ 4^ 4-3 43 43 43 43 4-3 40 4:3 43 4-3 4.^43 4-3 43 441 p, p, ft.p ppp^A{;:i-P.p4;2:.P4apa ppppp-ppppppo^ppppp (OOoa^cDooSoocDOcDi^cDoa) a)®oa:)ajcD ra mcs3d ■■sTco't® -1;; 'Sci '+^r-iS^ ^ ^OciS-H^go '&3 ioj:; g fl g t?® ^ g l2S|lliSa?ll2^al|ti siiai^lill v 'if ^ d)' ;fi :h »c«Bs -.s -22! • ’OSi^ • &r-ri!nhiu4^iTirv,,'l, :r'^u-:r'ir*^»-:P:^r5 3 ^*5 ^Qi w W.'r-I S O bUr zn -4-3 S O S-n 0000000^^2 ^*oo 'Q.fl ^ 'd o dl' ■ ;d r^' ® bjo . . g bi] a 'S i -d 5 QC ' rj 1/v <,« ' S ^ ^ *3^ -w <4 4''-' r^srios sce . aj ce.O'd— fff5;o|fS4' QQPHHH IPWHHHPHWHH fcD 5 > : t rH I o M W o g ^ W rd _o 0'‘^'r’. o id CC 5 ^73 , O ^ R S ^ ' ^-R rt ORST R ^ PPcoMM 'Qfl jH-d^ fciO ^ s| 'W o^S > !^ 3 ? ■d o ® . . . _ gifd R R-^ d ? ilg|.|g||g|g|lslli£2lgig' HHPHHHfe&HPPPfePOOPPPOPffiMW : 3 ^ o ' o P O O CO 43 p:* O g p'-T* ^ O P pH ;h 4^ I c5 c3 Oa c^ c5 iKMpqwffi ! ! R , :r|S >-.od'R ci § KPfflM -jiO'X!i~coo505-He''jco-«o«si.-coc;o^2'2?d';q'S?d5£2;SdSSS , l^i-^J--l-i.-t^C0GC0D0C00C0CCC0C0C005CiC5pOp5CnC;ppOOOO . j--. i~» i:^ t'* 1^ !t'» i'™ l'» i'» i" 'yz CO CC JD . * Statistics of 1898-99. Table 42. — Statistics of puhJic high schools in the United States for the scholastic year ] 890-1900 — Continued. 2316 EDUCATIO^r REPORT. 1899-1900. ! •su:^i3.n?ddB oijT^^uaios pun ‘0.in;in ; -.inj- ‘sguippnq 'spiiuo.iS jo oiii^A e? SB :B8 :SS :SS8 :S OO ‘OO »00 'OOO ‘O 0^0 iio:S ‘O'o'»o ■ C'T i 1 1 Sg88 :8888 OOOtO 'OOOO -^"cTooi -t-To'oo r-l ^ 1 -rff ic O 01 •A.rn.iqq eqq, ut saraiipA jo .laqinn^- 8s888888^ ' '.oS^'-SsS : '888 1 .-1 l-'l — H O -T- T-I rH 1 1 L-D CO C-I ; 1 1 lO lO ' ijs .-T ' ' i-T ' ■ ' c-i •pup A.itqqmi ui .lequinjsi ? ■SdVdX in osjuoD JO qjSuoq £ C'> ^ CO H- CC CO 'Th CC CO CO CO CO CC O’! CC CO ^ CO Students. | College prepar¬ atory stu¬ dents in the class that gradu¬ ated in 1900. •0|HIU0J £ j i i ! ^ ; -i-i i-H 'll 1 cr o ! CD o o 1 I I ' O > 1-H rH ‘ O i.- I CO CO Gradu¬ ates in 1900. •0inuT0^ •9].niv[ I CO to o CO O Ol i:- n to c: 01 CO O iO O 01 L- 01 01 O "tH to Preparing for college. Scien¬ tific course. •0inut0ji 1 ; jcoo ; o I O ■ i-O -t* M i’"" M ■9ruq^ £ CO j O ' CC iO 1 rH 1 I • o rH ' » Classi¬ cal course. - •einiua^tl 1 ' CO ' r— f I 01 ;o c; h~ c: CtD rH ; I O O C-S O •©lUK 1 A h, ! : : ; |cc o 1 - o ?!Oi— 1 r 'DC'i'HiO Ele¬ men¬ tary stu¬ dents. •0Xniu0|jj ® I ooooc:c:o:ooc::Hc:ooooo;^aooooo Second¬ ary stu¬ dents. ■ejiunoj 1 CC O CO CO T— 1 CO ^ 01 CO 02 *,0 ^ T— 1 CO 0» rH CO »0 CO oi •epiK 1 Cl -j: yj ri' ••-o iO co lo oo c; oi X) co lo lo c: --j o >o xo ^ CO'^SO '-^01 rH OIlOCOt-i ^ T^tC CO 0-1 01 Second¬ ary in¬ struct¬ ors. •ajuaxoA O r-^ ^ c: ^ CO c: 1-H c: rH tH 01 CC O 01 w 01 01 1- 01 to rH .•0IUJ\[ 1 1 Depart¬ ment or in¬ depen¬ dent. ®<0'0a;cDoa)c:)oaja>oa>'Dcua)a'OCD®a)a)Qa) QQPQQGQQQQfiQQqQQQQQPQQPQ Principal. M. P. Reagle . I. D. Metzger . Mrs. Lyde P.Williams- Thomas S. March- . J. G . Dundore, A. M _ C.L. Arnold . . W.T.. Smith Lewis McGregor _ JohnW. Anthony, supt S.S Raw Wm.L. Rogers . M.G.Cocklin . . William P.Long _ Fred L. Breed . D M.Hnhhes . D. R. Sumstine.. _ F. H. Gaige. . . D. B. Linderman . B. F. Michael, M- E _ J . D. McCaskey . Miss Sarah H. Bundell H.H.Beidler . . Miss H.Emilie Groce.. A. J. Harhaugh, A. M . . Name. « High School . . do . . . _ do . . . . do. . . . do . . . . do . . . _ do . . . _ do - . . rl o _ _ I o o o o c ! ^ t:; Id "C! . dp . . Graded School . High School . . Braintri ;n High School . Boys’ High School . Girls’ High School . High School . . do . . do . . . State and post- office. PENNSYLVANIA — continued. ! Hokendauqua .... Hollidaysburg .... Homestead . Honesdale . Hughesville . Hummelstown Hyndman. . . Jeannette . 1 .Ten kin town Jermvn . . 1 .Jersey Shore _ 1 Johnstown . Kane _ Kittanning . Knoxville . Kutztown . Lacey ville . Lancaster . . do . Lansdale . Lansdowne . Lansford . . i- 00 C:- O T-H 'T'! CC OOOOOO^-ir-H,-.^ CCOOCCGCX)OOCOCCCCOO O 1 o « IC 1 ^ ; PUBLIC H iiiiii jili :i ;i 1 j •! ji ' oo x'Px ' ire'ico' ' t-T 'X c-f ' ' i2 ' c2 'X-iH T— 1 'C-Si— 1 IGK oo oo SCHOOLS 1 1 I 1^0 I 1 ! o'-.‘-'''^''oo O o o 2817 58 S :S O ici O 1 O lo" 'o-T 01 01 . 5' I S'SocoxSSSSBSS^ US25S8 .o ::2x8 0:0100000100 OOi-mOOOOO>S 01 >0 CO O O O) 1— s lO 01 X tO o • lO 0‘ ' 1-^ iO ;;; 1 i XXr^XXXX^XXX-.H^X .,.^....XX^-HX-^-^X^XX^.X^XX.^X3.XX-^ XX X X jcj^oocco^ a i jc^^x o i cr o o I I- 1 CO O O j O i i 1 o i 1 ;Cr^O-C>OC> - ; :c->^-H2 O i X .-r o i DO j CO — i rH 1 C 1 ! i ; i 1 ; - lO 2 ~ ^ x o c; O'! '^^ X a — t r-H rH o '-1 o >c o a: ic r-r i- o r-( 2 p '-c 2 i * a i- o o ^ x x ^xx ^ ^ t- CO Oi CO i- CO CO T— 1 lO -■ ' r-t O^ O'* O O CO T^ -.O CO 0> -X. rH CO CO CO 1.0 OC CO OJ O — O CO »C i-O C X lOr-ntO ‘ I O O i i ;= ; ^ ; i i i j o c-j o o I o ' ' o I CO jxo ; : ice ; I ; j *jo*C0 1 :^xxx [(yi 1 • T— 1 01 CO |C30X 1 ; i ~ M i*' 1 j o o o j rH j i h rH 01 1^0 1 01 ; ; : t-H 1 1 * 01 • ' '.O :0 O O xixc-i : I ; ;.4< aaaaap.ftp.ap.aaapc;socDo® 3 ® s ®2h g < loPp S a S 8 := S p.'oPp^g g So ‘ ,-4P c a:j ; ^ ' o 3, : o; O ' o ffipq ^ j ■ > P $ b P cS s c3 J o oi« - pipigsfi |ii|iii|p|..^ Ps Occjci'T3f-< !>in3 S 3 S S 2 3 3 3 3,3 3 3 3 3 cu 0) ®,OPaPpr3P— .3 >,3 cg-^Paa!'- t£C.3-i^ 5 2'> Or - 3r3 3 Sp ® OO.C5 O --H (M C3 -H O --o !- X) Cl c: C'l CO CO CO CO CO CO CC CC CO CO ^ -r 'CX>OOCOCOOOOOCCCCOOGOCOGOGOCOQOCOCO joc:cc^o>co-+ic«c>i'-*coCiO -r '-t' ^ lO iiO iO j O iC lO iC: iO ■ ccccccoococococococccccoco O'-^OcD^COCCcS^OOr^ OOCCCCGOX-OOCOCJOCCOOCO^ < T+t vjH •x-r' -T+H 'H" ' * Statistics of 1898-99. Table 42. — Statistics of public high schools in the United States for the scholastic year 4555- Continued. 2318 EDUCATIOI4 REPORT, 1899-1900. •sna'BJ'BcIcl'13 oyptteps pur; ‘0.111:),^ ! -JUT ‘s§uippnq’‘spttno.i5J to S3? = 008 ill Aa'B.iqi]; ni seiunpTA jo .loqrunj,! O . L-t C: O O O O C O O 10 O O 10 £ ' 2 o - o ggpo .g CO >0 15 cd ' ro •ppip A.t'BCfqqu ui jaqiuuj^ | ® •s.iuoi; ux 06.11100 go qgSuoq og O & S ^ , ® g cc_p q-2 . j ■0['BUI0^ S£S|i|’si- ■oiunre^ COCO-*CO'i'COCCCO'+<'^COC001CO-COCOOi'+<'t-^CO' CO '01 ' 'OO 'CtOOl "O .0 > ■ lOOiO 'OCOOOO •01UJ^ ^ I'M I I rH O I 0-5 1-- .0 I 01 I I I 12 O 1 01 ^ ^ O CDcOCOOi-HCOCOOCOOlOlOOi'-CO^'^OliOO'+CDOO 01 CO 01 00 -H o coco 01 CO 01 o c: o -ic .-I CO o go ft o cc _ cc ’S ^ o 12 ri P p fl cc a> 03 C g cs M o ■0XBU10^ •ap?M ■0X1; ax0^ •app, ■0Xi3ni0^ o o o o o 55 o o o o o o •0Xi;ui0jP CO o c; o c: c:>o ■— ooooccooocoocoooooo c2 O’ i- •o o o >ra o uo 0; o 00 o i- o 10 ^ 01 «:■ o-t-i'M o 01 LO 01 -h I— I I— I 1— I CO O O!-01 M OJ 0( 01 O! COi-O’-r-i -i iOOl 'P s o •©[ixuieq •0ji;jv[ I'S O rH 01 01 01 oil-! 01 .-I 10 ^ r-to 01 T-H rH CO 01 T-l l-f-i-i 01 r 2 rH a ft g r ftS ^ a OrS'P p,p,p.ftp.a.D.ftftftftaftftftftftftftftftftftft OOa)Oi2’3Ji2O®aJi2 0j QPQQQQQQPQQQQQQPP^PQPQQQ tJDc: 'P.g cc a ; ftS ft! ft! ft! 'ft! ft! as 03 TP 'x:! ft! !■£ o •aft dm i; ift ac a ^ ' a'ffi fti ai4> M o o a idd ® o ft a d ® a ' ffl ^ a ^ pd-s2 2":§.&§ r:3scsa3 00ii)fflcDcD<2a;!B.aoooOi:s:3!?4 0<-GDC:0^01CC^OcOi^cocr. i'-t'- PO ZC OO cr^CO CO OO 00 CO OiCSOiCiwiOSOiOiCVC ■ 00 CC 00 CC' CO CO CO CO CO CO 00 00 C*' ) cc oc I rt< PUBLIC HIGH SCHOOLS. 2319 oo 8S ooo CC’ o o i-OOO OO gs 188 |00 lO > o I ^ ooe o .oo c O o o . oo O' 0"0 O . L- o O »0 'OOO O' OOO > O' *0 ' O' O O O O O O ' O ;0 -OICOOOOO » OOO >o « OO Soo jfe 1 SS S'* lOCOCf i r-1 (M 1 *co^o"' 1 lO 1 .CO o" o" o' cT ■ o' o' O' O .O 01 ' 1 — ' 1 — 1 o" -o' » o" o CO 00 o'lrf J ^ ' L^.co coco ' o' ci' o’ 1 r-T I CO" o' 700 300 200 1,029 75 75 I'- o o o . o CO CO o o « o i- CO ■ uo 1,150 j 2,000 1 1.822 3,000 O O O O i.O o o g8§S'^8^5 SocooS ic^SSSSi^ O iiC CO Ci CO' ; CC O'! rH c: r-i CCr-T 1 CO i-o>oo !o ^ O O J ^ O O! i i j c-i j j j 1 3 i 1 i ; i i i i 1 : i i i i ; 1 1 i i ; i i i i : i IdCO^CdCO-rCOJOfOCO cc C0'^'tHC0^C0 07C0C0'tH CO !cc;'*''.f'#cc>-<'c0c'i 07 07 CO '07 CO CO^ lo 0^0 1 ^ 1 1 1 GO O Oi o o O'tH 'OO OC'-iO I O ■ O 07 O CO CO 07 jO jo i ^ Jo Oi-H c:] ' O 1 i 1 JO o o 0! 07r-H CO o lOO ooo It— 1 IcOOt-HtHOO : : lo lo jo oc^^- ■O CO O CO ^ CO o C o 07 0 o o CO O; 07 07 oo »0 07 'O . 'O 07 O C5 1-0 07 O 07 i-O rH r-< ;c: ■07 rHO cco ^'*8 > O C 1 O 1?^ ’•f o g o 'l^ Cl- 1 CO ^ Ir-iCl t-OOCO 1-.0! lO O'l O' CO -.rH jo • CO 1 0 ' O ' ' O o oo o OO O' CO O O' O O O O 1 1 lo I I 07 ;=■ h i® i 8 (MrM o OO' OJ^.^ rHO'OOOO I I cC 1 J lo I lo Jo 1 h i 1® 1 o 1 O 1 oo 0r-(0 O O O CO O I CO 07 jo j I'C'i ' 1 i J o I CO ' oo OOO 07 O lO O ^ I O 07 jo i 1^ OOO ' O O O O i'- o o o o tH Cl CO O'O |0 oo ' o o 21 15 00000c0000 0'0 07 O'OO '8 ;0 o o ooo ' — O O O O lO O O' o o O'! O'! CO o O O' lO o o o 0! oo ' CO t-H rH 0> o o o o O CO O' O O' O 'O 07 0! I— ' O ' o o o o o 01 o o CO O iO Ci T— ' Ci ■ 7— i t- O lO I-H o O! O-'l ^ O ic 0!0 O' CO CO lO O! OC ■ 07--^'-' O 'O CO CO ^ ' C5 O ^ O 1-0 O GO C5-H CO 'P CO CO ' CO O! rH Cvi T— 1 i-H (Oi 07 CO ' ■ O O Ci^Cl 1 07 T-i O-J - 1 o o o l-H -^ 'OJ '00 07CC :^-rhC0 1- o o S ^ O CO O O T— ' O 1 UC i-H O .o ;8 iiO o r-1 O O ' O O' o ' rH O r-H O rP r-l O iO o iP CO O O O I'i o o 'r-IO T-H-’Or- ! O rH O C-> O CO ■— O O O O rH O O OrH : 1-^ 07 0:i 1 1 1 2 1 2 17 CJ CO i rH r-. n-i07 :.-i^ O 07 CO r- iT-'T-tOOrHr-'O'lr-' 1 07t-1!- ,rH ft p< ft a a a p. p, pL ft p. p, ft aa aftaftaftaftaft a aftaaftaftaafta ftaaftaa aa piDPCPPiDPCUajaJCDiD P(DCUcDa)P (K^POiDCDQaJCJOiDP .a/a)(DPa^c^i? QQ QaQQQOOCQQQQOfiQQfiQQQQ ;fq ; ; fl 1 II 03 iffi ■t: Im n . .0 s o ^ a -iP cc m ■ +i'^ ^ S5.S-H CS^ • O '“' o : o . ; o , 6C ' ^r-H S o fl bi) oooooooooS ^1 ^.s t- bJD :w 4^ 4^ COCO . tiD r4 ’-I 4 . ;5?sll Stc33aaT'S!H;.,;LHSplSO'4, X 3-.^ oS’-ap:;ScScScerta)<13.«tifiSS3C3 cjcSrtaucC^^U^CC?-00 05 3^C^'iCC-rlC:0t- -H iC iC ».*? )rr » - 1-0 :r' :c ^ CO CO CO CD CD cr. O: Ci c; c: cr. Oi' Ct' C: C: O:- c: 05 C2 05 O C: o: OJ c^ C5 • PUBLIC HIGH SCHOOLS. 2321 lO lO c: JO ,000-0 . ' » O !0 o o • • |Oooo ; • « ‘OOOO 1 , , o O o • 1 joooo ; is : . ,JOO * • • 01 0 1 * ‘ to o « i ii i i 1 . o o o o j •SS^'^ 18 : 1 o 1 1 i 1 1 o" o" O ‘ » • 1-H CM ' '00 • ' O't • • 1 < . I-C o • T ■po’joo"-^" • 1 rHCOCO 1 o ■ gs G-l CM O 01 o s to pO O O' O O O O O O lO o> O 01 o to to PO O O O O' o o 1-1 OC^iOl COiOi-iO to CO ^ O O' o o o o o o oi to O o I- 01 PO O 01 CO 7(J0 (iOO 100 1,000 iSSSS 1 CO CO ; ; ! i ! i i ii ; ; 1 i i ; ; i : i i i ; i i o i i i ; i CO C^i CO ' CO CO • 1-H O c: ' ' CO CO CO O'! O'! i o O’! r-t I c: 1-H ^ S8S ooco o' o'* of C! O O O O'! O' • : L- O O O O O ' : 01 1-H O' O i-i O o- O ' ?0 01 CO • -tH X) I- O cc-t- I- 01 ^ 01 O CO t- T-J O uo . ^^t-h o o : 01 IC t-H -tH O O O 01 '01' OOli-^ 01 O 01 ^ooooooooco< > O O O O O O CO O O O O O ■: :oocrc :. O- O' ^ - •OOOOClOOOO OOOOO: Ol Ol CO t- 1-H r-1 1-H 1—1 CO CO 0> CO t 0 ! CC r-i to lO ’ O O O' o < 01 CO O Ci OtHi-hOt-iOOOOO'OIOICOOOt < CO O ^ O' O O O 1 CO CO 1-H T-i CO T :l CO rH 1-^ rH 01 - pL,pHp^P.aaPiPiP-Po(D(X)'D0c:‘oa}o;iJOC(DO;oc;a)0 qQGQOqQQqaQQQGGGOQQqqQQOQfififlftQQGQPPQ^ . i 2 03.^5 ■• d £ , , ,' ■ . O , ffl n srj i';:: Jri s i|1| iiuU-^s Pi^^isMpEospdPKH-i'-^t^poPGP^pP^PpwPt^MOPPPG .D rQ w ^ i to , .g p H : ‘ sSg • . pi a; 03 ccS ‘3^.5 5K' o ■ o ^ 4-> )K ^ ^ M ' r- . !>,S O dco . 4.i4-^4^-P4G4-34G4^-P4G4^-p P^ftP^p^ftPiP, pHftP-pHft a)O->(D ® ® © PPPQPPPPPQPQ ® p ^ dJ ^ O'S'STi > . . ' S ft 1ft '&r^^ 'd ra o3 S 2 gLd ce m cs-' d »rspp-p y drQ^oS^odftr'-*^ Ptd d d333_2.d b’^cP^ c-u § bfl&adCrd oc-g g © g’-b-^ ft d to > J d > o g i d © S dd ? ft ■s.a.s d1 ^ g,|| &d “ s g.2 s S'fs I g a ° t>.|? p ^ § § § i Eaa^SSL-S d d d d i ^ ^^:2.23 o oooEi£2dd ^-^d d da; OQ CC cC CC CO CC 02 cC OQ CO CO Eh H H 3 P H Eh Eh Eh pH 3 cH Eh H &-I P O P P P P t 00 O O 01 CO ^ IC CO ir^ CO Ot) O -rH (01 CO ^ >.0 CO CTj c^ O cr^' O iJl-Sg'p-So . ® CC d £ -b w 3 p -ft HJ o -|J+3>)f>3d.r-lr— lf- iC * t 1 I ‘ 0 1 0 ' 13 CO 1—1 00 1' • I • GO CO ! • 1 • r-l < 1 i 01 ' 1 1 i Classi¬ cal course. •aintuaji jo 00 ' 01 i 0 02 .CO t 1 1 i i •otuxvE 11 h 00 ‘CO « CO 01 'CO 1 1 1 I CO I Ele¬ men¬ tary stu¬ dents. •aptua^ © 0000000 0»c0 OOO-HOO o oo OOOO-OOOO-J^O OOr-iCno I-^o^ ! X X O M X r-^ « i-< M 1 Oi ' ' 0^ -Ci i O « ' « ' 13. r— < > c O O 01 O O 1 1 1 1 f...| 1 1 I 1 X O CO 1 -# O 'C^ ' uo 01 ^ tH ' ^ J CM 1 r-HX ! ^ o ' ‘ « ' 01 1— ( o o o o lO o • fit oo OQ i-- O': O '05 rH CM r-i O O’ CO X to O >0 CiMlOOiTH r-i' O' ^ X- X ftH OOOtO^iOi-HMOOOOlO CM ( CO i-C o * ^cc-noftio OXt-H-^Ii—'I- t-HX^‘X I-tOI T-iCt lO r-l LO O O O t-O 01 O 01 0> O O O' O’ lO O’ CO 0> o o oo 1 1 r < O ' O O I * ' ^ 01 O 0^ 1 « 1 ' i ^ o >o i ■ CO i *00 O 1 OCI ftiH ' O CM ' ' * CTv ^ O'! CO ^ X i^ OO I [M01 I 40 0 0 'Cl O 1 O M lO l3>> r-J I •O'dH 1 ! ^ X'^OI '+■'01 J I-H O OJ O M X o 4i^ o> o CM * oo I i O O 1 I CO Oi-rUCO i O X r-; X CO I-I -+1 O O X J rH C^^ f 01 X 1 O O O O O O O O O C O ^

    0 0 0 XMl'- O 1- O O >0 >0 X X CM X >0 O O O O Oi M 01 O — ^ CM ^ 1-ft — ( C i r-! X g X tH o O to 1- 01 o X X M I-- O CMCOf— iO O O' X CO -H O M XOP-O M t-i 1-0 i- O >0 r-H jO XCM to i-O O 'to lO O O CO O’ O »0 t-H X ^ O O Olr-C CiOi i— ( X rH Ol o 0X000 rHrHrHOi - O 1.0 T-irHXX rH 01 rH Ot-(Or-4T-t01— l01^r-4^+3 4^ 4-3 -J-t* - p,p.aiop.p,p-j ciOiOocLpi PfippQa.Q PPPPPP pppp a . .&s c o i,- w g ^ ft g ^ S o fl ^ o t: 3 :^Q3 CP=i ' ^ J ' d * o o 19^^00 oM fl P OB p ;pp :pH pPohP^ oP rrt a a ft p ft ft ft-5 ft ft ft ft ft ft, ^d^a^a^-DaiQscpysajffl®®® PPPPPPPPPPQPPPP^ 14^+340 43 -|344-!4>4J43 .ftftft ft ftftPnftft ;®aa3 0) cD® IPPP P PPPPP = ft 3 CD o |>^ 3 £3t r; © P I o -^-(->43 43 2 ,2 C! CO ^ C a ci :S o O pohpPP O ^ 9 ' .id ^ o <^ , , , ^B^ooo ui > O ■ ■ d du PPP F ® i^ftl P'71 ® ,4 p 5 iiSr g oft 9 i25:rr^4^r''o! ^ id s d s ® s o^ o s c^id^^:q g 3 •'7 ft a 0-°^ ® o o. 2 3333 o f4 M oft <^<^0 O * Statistics of 1898-99. Table 42. —Statistics of public high schools in the United States for the scholastic year 1899-1900 — Continued. 2324 EDUCATION REPOET, 1899-1900. •snq'B.i'gdd'ij ogi!^Tiops puT3 ‘aancjui -jnj ‘sgiitpxiuq ‘spimojS jo O Q O S 500 3,000 6,000 1,000 1,100 300 700 800 1.500 .3, 000 300 6, .500 10,000 1,000 500 400 5.500 ■j^.itMqTX oqT TIT saran[OA jo aaqumjsi 0 5.LI i? ir: 1 1 tH 1 O I 1 O O’ o 1 CC 1 * Oi »— 1 o 1 HO ‘ 1 d •XTi.ip aaqtun^ e I i i i i i ^ i i ; ; ; i ; nt Qs.inoo jo qx-SuaT; CC Cl C'l CO CC CC5 CC CC Cl CC ^ cc Students. College prepar¬ atory stu¬ dents in the class that gradu¬ ated in 1900. •axnraej Q® o ro ooo OtHi— 1 jto 'o *' CO •ainpi CO .-H O O’ 1— i ’ Cl O 7— 1 o©io >'.0 'o • Gradu¬ ates in 1900. •exnnia^ 2 c: CO cr 01 1-1 ! cci c: t-h O rH r-l ic O ; O ! o •aXUK CO 7-1 ^ OOI^ ;C0C^ O ?1 O 05 i o j Preparing for college. Scien¬ tific course. ■axnuiaj 3 1 f>'t o ' ' ' c: o Cl o ^ j j jo f o •sxuK i O ; i i 7-H .-H CHlI O CO I I I Cl I o Classi¬ cal course. •axutua^ 3 I “ O I I CC' 7~i O HC i O HH ' O ' 1.0 -.JH CO O ! : « w ! CO ^ • ■ 1—1 Cl Cl :o^ jo jcoccog Ele¬ men¬ tary stu¬ dents. •axnuia^ 2 1 o iT o 01 O' o IQ c: p cr. 1-1 — i c: o o o c? ^ o CO CO ^ CO 0 1 1— » iO 01 CO 01 CO •ax^K 1 O c; 01 O Q O O c: c: CC t- 01 0-1 1- O CO' 1.0 -.s O r-l o -T. CO ^ .-1 00 01 1-0 01 01 -H CO oi ^ Second¬ ary stu¬ dents. Q® ! i- 1,0 lO CO 01 O 00 CO O -OH — ( O J’ o; O CO r-i uo o 1 1.0 OJ'-I-H t-H rl rH rl i-H t-H r-H r-l rH 01 lO rH r-l T-l --lO •axuK 1 ’ri OiCt'-iOC^iO^Ot-COOlCOOOO-^OJOt-O 1 r-11— i r-tO Second¬ ary in¬ struct¬ ors. 1 •axuniaj 1 C' r-lOOl CCOr-iOC;— OCO^eT-HrHr-IrHCOr-iCO ■0I«M 1 Depart¬ ment or in¬ depen¬ dent. 411 4J 40 4J 40 44 44> lo 441 4-1 144 c 44 44 44 44 44 44 44 44 +4 p. p.p,p. p.pHP,aia. p.^ p.^, p,p,p.ap. p.p.p,p, (D (DOOi o©(Diiic;o>^o)::;0a;(i)(D0 1 1 1 'OX 1 0 « 07 ' til' 0 O! « 30 50 • 'S • lO 1 1 1 ! 1 ! i 1 i i i i i i i i ; ! ' i i ; ; i t ! 1 j CO CO CO CO 0':'=* 07 ^ r-i’ 07 CO -rf X 01 X - ■ ^ -. ■+ ^ X CO CO X 07 X-^07 1 j 0 CO 0£ I : i ; 0 0 ' 0 i 0^ ■ • ‘ 0 ■ 0 ' 07 »— i ' ' 0 » 02 1 >11 i joi-ici ” : ; i i coco ;0 ;C i i i 0 07 1 T— 1 ■ » 1 1 III h 1 I d 0 X O'! CO 0’ 0 00 JOr^O-I : 0 0 ! 0 1-1 0 1 .-4 1 G"! 0 C.' 07 rH 0 0 4C 40 rMrH : ; 1 1-H rH ; 1 1 i ’OCOCO 07 joo t-c ;c.-ica - X CO 07 T— 1 1— 1 C:- OJ 07 rH ■ 0 b-l ' 0 '0 0 j 0 J 0 CO 1 CO i i |rH |oxo7 1 i -oxc: c ca ft 0 I i I C^ 1-d I 0 j 0^ " i 0 J X ^ i i j CO I 0 0> -H i ■ i 0£ 0^ r- ft — 1 oj 0 • I cci': ; T-i 1 O' X 0 40 ^ 40 X 1— i 07 0 0 ; ; ; coo>— 10 -i i Jo7 1 ^ O'! < O' O'! X -thco I 0 0 T-i CC ! 0 X ; ; _}, : ,-H CO „ ..o ' --c- l- .-4 - 1 j07 r-i I )0 40*0 0 iO 0 X 0 0 0 i'- 0 i 0 0 0 X X 0 07 '50 io d 40 X X iO 0 X 0 X 0 0 07 -H 0> 0 X 07 :OuOO ! ^ X CO T— 11- X OJ : 0! Oi CO r- i CO X ftOi : XOiXi— iiO07 X 4OXC0) 0!0J : 07 c: o Q o o c o- o O O O O O CT’ o o o ^ O'! — . O 40 CO O ^ X) io CO CO o loo-^soio^x ^ O'! -O ^ iO ^ CO O »0 lO lO CO O O O O O O O C OOr-^COO Oi-HCOOrHOOT-HO— IOOt-HOt 4^ 4:3 . 4^ 43 4^ 4^ p4 p, Ph p- d.- c; b ;=: (i.''ai o o'i; ^ oj o) QpHqCPPQ^^ QQ^ aa.-gr^ c n Q,3 -^2 +2 -p -1-3 p,aaaft fiQQQQ . 43-P-I-5-P+3 i-P+3424J40p)-p+3 .p.p.ftp,p,^p,ftap,ftp,p,p, ®a)28 ®o n O tS ft g Z^66(^o'i?^Q ®= i+o« p feg fti o p p P o :co • CL • Tft >■ O . P P ® o ; p -S Oft L P pQ ' P S^-H ‘JdS 1— C P +2 5+ w cc P » c3 ?? efi.jS ®®ftblCriO+2r-;-' p a fw ft P p43 p M OOCftPiPP®® •ftftftfpGi-qGGG tH O'! CO *^*4 10 CO X Ci ooododooo iOlOiOiOiOiOiOiOiO Ot^<^C0-^>0 lO 40 40 40 40 40 15 ; &/) ^ ' pH ^ • C 3 iSill&t'l ^=1 |is» jiis®G.5§|3 pftftftftSPdc bn^- S ® Sl^ 5 9 "p 5 ® . .p9S TO ^ r3 c2 ®4fH-^ r-^ tK .,-1 43 43 0.^ ;z.OOfLp4fL2PL.p-ifLp4jL?cCcCCCCCC/2 iSS? ) lQ pH ?H 0) ® O Pft Statistics of 1898-99. Table 42. — Statistics of public high schools in the United States for the scholastie year 1899-1900 — Continued. 232G EDUCATION REPORT, 1899-1900. •sniBJ'Bdd'B og:t:^u9ios pui? ‘oaii^^iu -.inj ‘sSnipxTuq ‘sx>uno.i.§ jo enx'g^^^ SSJoSSo So OQ CO CO UO 40 t- 00 P'P" CO^fS 0{ 28,000 0,000 4,000 2, .500 3,000 2,000 4,000 3,000 5,000 •.LmiqiT eq^uT semnyoA jo .laqranj^ I <0 1 00 .0 II 1 -ri 1 0 Q i40xojooc::c:-^ 0 ' 01 40 J-O X 0 iO 40 ‘Oi Ol 0^171 ’HUP .laquiujvj i : i i i ; i i •sj'sal UT 0S.111OO JO qjSuaq; 2 ! rHCO ’^COCOCO CO'^CO '^COCOO‘>O'iC ' 1 1 1 1 1 00 Oi 0 •0I13H is! ;COO |o : ; 1 10 0 CO Classi¬ cal course. •oX'Braajr i c-j CO 0 i 0 1 jo 00 CO jo 0 •9I^W ii; 01 CO 0 ' 0 » ' »o 00 —1 joi 0 Ele¬ men¬ tary stu¬ dents. •0Xe3or0^q © j ocDo ooogw •0I13J\[ 9i 1 O O O Ift c: O O C: O O O C O >- -* O ~ o;. -n 1 C-1 !£?.-< ^1.-0 Second¬ ary stu¬ dents. _ . •oxuruej]; ooouocci^^co 00 ot- o c^>r: CO COLO OX) i.- 1-i Oi r-i 0>:0 'TjH Ct rH lO t-H rH r- rH C > •0I13H i O JO 40 ^ 40 O' OOCO o OO CC r-l rH X »0 CO CO Second¬ ary in¬ struct¬ ors. • 9X13019 J[ 1 O Cl “ O O t-H rH C-J O O 01 i-H O .-H O O rH O O Depart¬ ment 1 or in¬ depen¬ dent. 1 4^+3 1 4_> +3 43 43 434343 43 43 43 43 43 43 43 43 43 43 a p,.^ pftap. aaa aaaaaaaaaa (Xteupooio)® 0 0 0 c 1 X3 1: 'x:! rc State and post- office. SOUTH CARO¬ LINA— COnt’d. Westmister . Wiliiamaton . Wiliington . Williston . . _ do . - . Winnsboro . Woodrnif . Yorkville . SOUTH DAKOTA. Aberdeen . Alexandria . Arliiio-toii _ Artesian _ ^Ashton- _ _ Bath . . . - . Beresford..-. . Big Stone City Blunt _ 1 Bowdle . 1 t- x ct o rt CO lo CO o 1— < CO o -H o iO lO iO i.ooo JC O ':C :c :C ^ ^ iO iC O O O lO O O kO O lO »C 40 5 40 o »c *3 o PUBLIC HIGH SCHOOLS. 2327 .'ill o iO o o o o w o o o s*ii ; ii jOOOC • C'f CC o' c ' Csl I-H CO. ooc o o o 100 671 180 g50 50 ""150 400 80 1,100 80 383 54 189 105 317 284 350 50 180 350 24 OpOt-CTMO'O-t'OOOOOO >.0000 000 ira o-i »o »o O' oc 0 lo 0 0 0 0 0 0 0 i?i >c 0 0 0 'SH ^ iC rM 0 S^t CO -Tj" 01 O i CO ''ti -1 r-1 0 ''JH 01 0 0 0 CO . CO 0 CD to ■ r-l 0 '.0 r-H (CJ 1 ; i : ' i ; : i ; 1 ; i ; i i i i i i ; ; ; i i ; i : § ; i : i i : i ; ; i i i ; : i ?j 'Tf< c^-ro c-s SI -*< -f oc ro -h cc « rH -;- r-< i-i fo C'j " ''t'O^Ct-H^-i-COCOCO^--T(CO-*-:i'CO CO 01 CO Oit-C:r-HO Icooi ! I coo i- < ' 01 0 jc 0 Oi CO 01 001^ 0 ;0 r-H X >00 • • CJCOS'Jf-i GlO i 1 -- 0-. CO j ; ~ jo^o> -^T-HOIXO : i : i 0 jco-'t' £— ' 01 0 1 I 0--iooc5-?:o:d-^.-irccO'r^t^^?j ir- C5 i CO 0 — 1 r-( 0 0 0 01 ■OClOi-OOCO'Or-ICO. !-0 0 jooco 0 .-H or CO- CO 0 C7: 0 01 CO 01.01 01 ^ CO 01 CO O' 01 CO CO 0 0 0 r-< ^ l-O t-H 0^ 0 0 OJ r-l Ol ,-H ^ ,-1 0 j t-l-O C5 01 01 001 01 0:0 i ; : ; i ! 0 ; I-I ; 'O -^0 1 0 X 01 OC t-H I i ; lO'^ >x j ; 0 0 ‘ 0 • ' ' 1 ' • ico : jo OOJ jo kOt-(OX j 01 ; ; ; £- 01 I ^ rM iolO I 1 0 CO * 0 1 1 1 1 1-^ » 0 »-0 0 ao 'CO ' 0 '^^ 0 j CO CO ■ r-. CO I i ^ ' i h i i *0 ■ 0 '01 1 0 01 'CO i 1 ' 1 CO 1 0 ■rHO CO irH jo 0^''H jco 01 I rH L0> ‘ ; ; : : 01 jo j 01 j O O CO O O O O ' O c: O c: O : O' ^ O O O O < I Ol T-i o O -f O O cc o iO O -{-I iO P- r-H 01 o 1 O lO O 0> CO 01 r« »-H Ol i-O 0> CO rH ^ 0> CO ' ».0 — I CC O IC t'- r oi CO O lO CO o ^ c: T-H c: O 01 Ol O O r JOOr-^rHOO T P,0. Q,P^P^{^P4p^pHC^ P^CLp-p-Pup. c;o)a;'Ob4:540-4P4^4J4C'4^4^434^4^4i43 4.^J^-t^4P4:>4:5 .<3:i(D'X)0a:)G;oa:>a:)a)a)oa)^a>a)c:)(O jPPPPPPPPPPPPPPPPPPPPPPQPPpPP ? d rr ^ ' -'^3 CS : s , 05 rrtrii! ; 2 '^-2 d s pp<1dp’p^P03^ i^Sd ^ >,p. 8-« . • O y> J CJ rr> J • rj}^ « . - >; 'SPP : !>. ;d &cS &ip! M o ^ idgpfe^fdc^ppPo^pdPdcc ® P m pp^os i^'b.h^;55 a S'^l p K >S a S c3 33, a p p£ il|'5|?| gigs i &ga‘i " i 2.1 3 JS £ » S.« . s ii^sj S|| & 2|?|| s I s||| iiiiiiiii WPPPOQQOOPPPppPHPPPdddKEMKKJidppPPS^I^^^PPPP C 3 0 t: ® ap ^ rt.2 >>a P?pc0t-idl II. .§1 )OC ^OICO: »0> CO I- po C^ 30C2O»-40lC0^»-0c0l'-XCCOr-<01C0H^i0C0l^XCiOi— <01C0^i0CCt^X0COr-i01C0^»0)OL' :^i'-C0XXXXXXXXX0iC:>0COCr^CC0^C:CCCC)OOdC:OO■OOC:OO■^—1—^^H~(r-1^1- -i 1-H r-< r-f t-H t-1 T-< 1-! 1-H ^ ,-i r-H rH t-H ^ -H rw ^ ,-, ,— ( ,-H rH 01 d 1 01 Oi 01 01 01 01 0-1 01 01 0 I 01 C : O t 01 0> 0 CO CO PO J lO lO iO Lo iC ic lO iC O ixO ib iO' iuo ic O io io ic iO io O id io io O O O id IC IC io lO O iio O O jIO lO lO O » lootooioiotoidio * Statistics of 1898-99. Table 42. — Statistics of iniolic high schools in the United States for the scholastic year 1899-1900 — Continued. 2328 EDUCATION EEPOllT, 1899-1900. ogi^uaps put; ‘sauani ■juj ‘sSutpnnq'‘spriuoaS jo ^ ooo iOC>oc:oopoooo otliO 'S'?io»S2o‘5ii5So o lo o c; ic ^ 00 iff— TlO ' -X.TU.iqp eq:} uy saranyoA jo aoqrau|q vn ; .. i 1 0 1 t 1 0 0 1 0 0 * • » 0 ' 0 40 1 1 1 01 1 X ^ S S 0 0 cl S ; 0 I ri I-H LO CO rH 1 ^ ; qyy.ip A.it;nyyiui uy .teqranjq I ^ til! 1 1 ' 1 I I •s.1130.^ uy os.iuoo JO xyjguaq CO cc --tf ; CX CX CC Ct -h' Cl -iH CC Cl CO CC CO 'i' -tH Students. College prepar¬ atory stu¬ dents in the class that gradu¬ ated in 190(». •eyuuioj ica ; 01 -■ ; 1 ; ; ; di 1 c: C5 i 1 .-H 1 0 J CO 0 0 •aiuK i 0x0 i i i i ; coo ; ; joo 0 i Gradu- a,tes in 1900. •oyniuajj; ?S CIO 0 0 0 ■“ CO 40 rH f-H 0 0 XX X 0 0 X 0 CO 0 •eynjic L-5 Ci 0 CO C: c: 0 1—! tO Cl CT' CO ^ CO ^ CO uO CC CO ^ Preparing for college. Scien¬ tific course. •ayutiie^ 0 I CO X 'X 40 ' X ' * ' ' ' 0 ‘ 0 - ■OlSJKl 2 " * T— 0 • X r-( I X ' ' « • ' 40 01 » X Classi¬ cal course. j'eymnojy 1 j I 0 40> X j 1 H ^ ^ wi wa. 1 cc : -*-5 i t 1 % X ^ 1 1 10 ‘ 00 01 XI 11 t t O' Ele¬ men¬ tary stu¬ dents. ■syuutaj]; 'Zt i = = = 00000;^00 •aiHH s; C: c: 0 c: 0 c: C 0 0 C: O’ 0 O' 0 O' O' O' c: O O O O irt Zl 00 iv> Second¬ ary stu¬ dents. •ayuuia^ 'ffj 1— t 0 X 4-^ 0 0 0 4-^ 0 0 ct 0 X 40 0 0 c> 0 40 OiOiOJr^O!— ^COCOr^IrHXOl ^C->C0 •ayuK \ 'CO 0 'X 40- i-H 0 0 0 40 -4^ X 0 0 1- CD 0 X O' X 'O X ^ 01 Oir-( r-l 40 CO r-iL- OlO!COX-H CO Second¬ ary in¬ struct¬ ors. •oyuiua^ cc ~ cr ■' p <© c; 0 C; r-i cc r-i — t-c 1-1 cc o i-i o ct .— .-h o •ayujvy j I'S ^as5'= ^ ^ p, Pj^ p p P P Pi^ p p p ; 0) 0) O' ;;; oj ©'i © © o jqqQQ^fiQQQa^aOQ P,P:PPhP-APP- © © © © © © 0/ © GQQQQQQQ ^"3 ' 0'=i ' P I O 1 ® © 1 C> P P !- C Pp^ O §p^ ■ '1— i^+j h!-i M 1-^ ^cd s CS ^ rP'O Pr^:; p mO w ? i o p c P sP p csS © O o-d 02 O O O o 13^3 o KidSiSS 'oCQ'd p OJJ ^ \lto © S O > rt cS.-P^ 02 SC |§ © d .S’® T ^ ’■^ "© S S d £ s -d .d <^ CO CO CO CO Ct CC C2r!oi?ioifiOiO?oioioeoio?o^ 01 OJ O! O! ca oi o> o ic *-o »o iO ic »o lO 40 o 4c: lO o lo ic o 4^ o 4C i:c ‘re o PUBLIC HIGH SCHOOLS. 2329 i o 5 o S LO O O OQ i-O iSSSSSSSS :8 •OOOiCOOOO _ . . O O CO o o o iO O O 1^0 O o CO CO IJO of CO r-T L-- O' o of lo' ooo cc o o ooo o ioo oooo 1 I ft “ zo'^ 1 ; ; O! S O xO ^ O 1 • O l'- G! J xO O O O I I 1 I I G» G’O! CC ; ; «— i CO 1*^ rOCC 'C: Gl • ‘ 1 • ' o »-4 rS lO o o C5 : i i i ' i 1 : ; i i i ; i ; i i i i i i ; i i CC ^ I rH -ti CO CO G1 CO CO Gl CO ^ CO CO CO G> GO CO CO CO 'tP O'! i CC CO CO CC CC CO CC CO' CO '-H H-i Mi CC OO i Cf '!*'• O i i i OO'Ot-J 1?H ‘CC J 1 I ^11 lO ; j C2 1 r- t-K 1 ‘ ‘ . . CO 00 0 j 0^ CO o j 1 I 0 00 02 -O' 1 G> I 1 1 lO i 1 02 j 1 O -02 02 * I j I 1 lO CO eo O O' 1-H o o O' O' xo G2 ‘7-102^- ' G2 xO 02 • CC xO I Gl CO ! i r-i I ^ ^ ^ cO CC » [ r-i r-i < CO J T-H ; i-i 1 CC -H rH 02 O'! O Ct G^ CO O CO o o OOt-hC2 '02 0'^ ' xo 1— 1 r^ 50 ' GO ' G2 CC 'CCG2I- ' -h O X G2 xO l-O o J xo • 1 i Cf CO i O’ 1 i ; 1 C-D i i — : ;Pf ; C. ; PP O ; :P ^ 1 1 OD CC -H !- S- ; i ; iCPl io^ I I ; ipf I ‘ • XO ;'o ;-Hc > O XO O XO T-i 'pjH I I ■ CC ' 'O'! : : 1 Jip 1 CP jocc = ?! ; O 'Tin CO ■ r-! O 1 OOrH^COX- ’ I '^01 ' !CC ; : o i K • O O i-H xo CO O i - CO ^ O : < t-h o Oi O CO 0^ CO O O O'! CO O O O’ — O O CO O O O' CO c CO G-i ^ i-o G ! : G'> CO CO O O- O O O O: COGi ' (O' CO Gl O iO O -i-i C 'j! ^ X' ^ ^ o ^ ^ o o O O 0‘ O i- ^ CO O O O ^ O CO ^p.p, p,p,ci.^p,a^ ^cpo:) (i)(Xi(i;^ci;)(i>^ C)ci:^OG;(3;)(i)o;)cpc^a)G;oc:) flGQ QQQ^sae^ oq;:)QnaQQpQQaQ 40 40 4-i 4^ 40 o p. i:^ ft ft ft o; O O O CJ C QPaQ QQ .ftftft.ftftftftftftft^ ft-^ft (D00.y3 pl^.pcTjO pro i x! S- 40 X3 ^ o rP ’’ O C-|f| P;to ^ - &n£i:!!i!rH&5 PR § P3 tog o ■-; c3S .RV2 OS U) Pi cS^ m O! R '^>0 i o I P_ Oi-I O ^ OPR O O Pi o o o PR ’■“^Pp CO PR 10 ; o ■ ■ ^ o ^;- o I O I 040rrt o L o ;PR b'OiR^ oPR C^PR ' O O IL. o 2 o CO^COSCOS^OCOS^iQ > b ® .Pi''b;i;W. I'r S.R 5 5 CO ' ’ PJ+^'oO’SiR'ZIpR O^'^^pRjR.'CPR'RiPR+i'OpR’lRpR ; .13 R -sl .2'^:o o CO ^ .^j-t .1^ .£p : s ok oKKKOK :k<1KW KccK > ® R ei— I o POH.iiq^Vi LpR I^S •rK cs 43 PP •R 09-2 ;5 R ® ;> R- >>S PC -i-i J.0 O? «= R R ^ ^ S'>K o do ^ ScSRRi^R'p'^O'b'R^® iiiOOOOOKKKKt^i^ : Pl;R ORR Sr^^’o C/5 GrSr _ o >29.M'S'(c.SoR'ao i OKOKOK^ i^^.; ■ iR : ^ R « R.2 9 O !m R+R Pi RRRR O C-l (M C ! -ri* lO CO t- OT o o -h >H< T . - iT-i C^l O'? C- O'O I— i'i'5cO'-HiO''jOi--coc; o>-i'Oicc ^ >0 o: t-- 00 ci o t-jo-jco-^io •-Ot-^acoiOr- 1 ^ >0 1.0 lO 10 >0 10 >0 1-0 10 lO CO CO ?0 O CO CO CO CO coco t- i~ i ^ t - !>. I-., i t'. 1.- cjO 00 MPvJ 0>0.->0>C'*P'!02 0i?>'MCQO'2 0'{0'! Ol C-i P''2 O} 01 0-^ CM C\t N OJ (M 'M Of CM (M 01 O'! Oi 10x0 0 iTj xO iO uG xO xO xO xC' xO xO xO xO xO xO xO xO xO xO xO xO xo xO xO xQ lO xo xo >0 xo X GiCO'^ CO GO CO xO xo xo Statistics of 1898-99. Table 4-2.—Sfatisfics of jmbUc high schools in the United States for the scholastic year 1899-1900— Continued. 2330 oxjpneps put! ‘a-inaiu 1 -.inj ‘sguippnq ‘spnno.iS jo sni^A I ^ •A.i-Bjqij ui S0tuiipA JO .loquiux i 5 lasaS iri I o c: o 'npip A.it3'|iTiin UT .Toqxuujq; © 1 1 i i i i i ^ I j •sj'B0A ut 0S.I11O0 JO qjgueq; S ! CO IC C(5 ^ CO bi -.(JI CO coco Students. College prepar¬ atory stu¬ dents in the class that gradu¬ ated in 190!). •0jt?ra0j^ '2 ^ 1 ^ 1 CO • j (ft ft ft ft i ft CC i ex 0 rH •oiu’K 1*0 j ' 0 ftft ft' ■ ft 0 ; CO ft ox Gradu¬ ates in 1900. ■oinuiej 2 1 sc - ftftftftSOftftft>ft)ftft-J^« ■^rm 1 ; ^ ftftftft-HftftftCbftftrHSO Preparing for college. Scien¬ tific course. •01UUI0J]; j 14 0 ■ CO i 1 .-( i ft ^co 2 ! 1 1 1 r-i 'CO ■ ! 'ft C0(CX 1 Classi¬ cal course. •OjUUIOA 2 ; i 1 » f^4 1 \ 0 • ' >0 0 01 1 ft X •^I^R ; ^ : : jcc rH I I 04 CO ' ft X •0[t!XU0,-r [2.^ , «ft ftftft ft ft^ftftftftftftftftftftftO^ft ■011?I‘J © ^ft ftftft ft i^^ftgft^ftftOftOftftgO Second¬ ary i stu¬ dents. •ojuuio^q^ X- tft 5? ^ ^ ~ ~ •eiuK ' r: iO’-HtO CC 0 CO L- hO -.O Ci CO 0 0 0 --JH 0 >0 rH 0>Or}< C'iC4 f-11— lOiO^r-n 04 rH Second¬ ary in¬ struct¬ ors. •oX'Buxej 1® r-i r-i O'! lO' 04 0 0 c: c: c: 04 r-H 01 c: rH —■ r-1 -H rH jx. rHCO 1-1X04 rH rHx-fr-lOlOli-'OltHi-^rHrH.^rH — i-H Depart ; ment or in¬ depen¬ dent. 1 ftp- ft^Hft ft ftft ftftft ftftftftft ftft ftftft a^cD Q (D Q 0) a)a)a:>a)a)'a;a^a)a>a)a)a) Oi (ii 1 III 1 1 1 1 1 • ' 1 fcf) ‘ III t iiitii'^ Mil 1 .L>. Y^ no 1 > 1 ■ • ’ ' * d ' ' C • q; i ■P ft M P! r P Sft 0^ ' ; ’ ?3 52 2 a-js g|a '-iO i-i '-t a eii (A : o la ; ; o . . O io| O ,. ' o ^ O-^ o ft ^ £ 9 fl o ft O 2 s o o o Oxi Sl'ft ? >'p;ftft,Cftftr3'^r3 p; bc - ft ci ro ^ S O ‘n-, Q 0 sj ^'JJ .f-H .rl o > d I c3 • : bfl O Sft^ ft o o ft . ft ^ V o ’'■ s oT §* §* ® 'S '3 ® "3 S* S' ^ S" ^gaQQQ^g^P^PQ QP ,-U+^+S4-i-{-l-|J-i-l-l->+-‘ -UJ-1 i^.:>-(0+i4_i+340J^ i-p-p ft ft ft^ ftftftp, ftftftftft ftft ftftft ft^ ft ft p, ft ft ft_. ft ft QQP^SPQQQQQQQQ QO QpfiQ^QpQQpflPpQQ O O) ; s 0 , c g 3 sWpl"''’" 3l||u,0; In : jfi^ ' 'rS i>J ' ?H o =ft o-}-- P o ^ 6 o c ft ft ft ft ft ft 6n ; P 6n S i 000 o ®ft^1|^ o|'^ or-h sec ftftftftft^ft^oftft'gft0ftftft. Id W > o ■ c Ift ■ a ;c/j Jft C M Ow Pee p •d ft SJ l-S’g fldo PS © P-& go 0 g a r Sn^cir c > 2 ftpgftSwOpNft® oppMppee®®'-:-" ft p O ftp p P f;; cceCMcQccE-iE-iE-i&^E-iP ;oS • _ , I 5. 05 ^S p S tc-s s ^ - 3i«slliiili|i P o oS :« 32y|j4sf P^ft^^ o’^ "" ■ ®Sft P00PO0cirtP®„ ■ © 0 ® ©ftrP OOO^hPPPP ! pq pq in :q pq pq pq pq fq M pq pq pq pq P O) ©^ >,ft Oft c ©-0 P > Oft P 0 ~ 0 ^ O . jcoSScococScScococo coco ^ O iC »C 0 iO lO iO ic lO 0 0 tO O'! CO iO O CO : r-( O'! 01 01 O'! O! 01 O'! 0> O! 0> CO CO CO CO CO CO CO CO CO CO -r ^rH -r -H COCOCOCOCOCOCOCOCOCOCOCOCO coco COCOCOCOCOCOCOCOCOCOCOCOCOCOCO UO iO kO O lO 1.0 to O O O O lO IC xO tO lO ‘O tO tO O tO O O tO O X.O tO tO o o Statistics of 1808-99. Table 42. — Statistics of public, high schools in the United States for the scholastic year 1899-1000— Continued. 2332 EDUCATION EEPOPvT, 1899-1900. oy^ueiDs pire ‘0.in:;iTi -jnj ‘sSuipiiuq ‘spiino.iS jo / •A.fB.iqi^aqi tit qipip A.i-aiquu ui .laqutii]^ j ® iiii; OwOiCOO )0 00>0 ■SdVsA III OS.XUOD JO qjSuaq; j ^ < '' bl^ o a ■aX^nnaj[ I 5 CO rc ^ cc CO ^ o> CO cc co cc co cc Oi -COOOO Cl IcOr-^^CJ C’ ■ 'O '^■> o ci c S • r--i ^ " OJ ®! ^ +J i-H C) 'a^uina^T p fCi - f- o C' 5-1 ->j i- o o ' iji— i 2 ■oivmo^ i 2 •ajriraaj O 5'‘! 1-H pTI I -M 1-f -M O ?*! ~ p I'X O e-i t- p o -.o o i « h i . ^ .1^ ^ 4^ 4^ .4Ji 4^ 4^ 4^ 4-^ 4S 4^ p. P,P,P.PhP-P.PhP, p,p,p.p.p.ftp, 0; oc^cDC^ooc) o.;C)ocDo;)oa;) Q GGGGQQQG QQQQQGQ ;w : 2 „ ^ q 44) lf4 G E-i W p-o . O yj r-f ' ^ rqo; q oi'O ^ G G G ^ ^ G J?: o G H 3 GGh^Q:~k-:^G ; o o CO M a? cep] & a.2 a 2Q >3 m © ax i: a; oOp^P^cQ^o ^ Cl ^ . V * . (V) >3 : a : © ■ tx ; cS p © p : x] _; :: fl'$ £ gA o Px:- oil '^2 &©K O <01 if. a ax ;§p^ pX o Pi- o I CO ^ M !P !=! o o c 8|8| § X ?::; X cc X ;XXXXXX-T-X ©--'X CxXXn 1 KUn^ : '-jj : '^'T IMG 44^ ©'P ■gr§^3©^©o !4ppoi22!i 2x ^-2 pcecec3ceo©x CQOOOOOOO CO H go OX ax d > p C CO '1 dX O ©X g -x -J %, t.x XX oooooo Coldsprinj PUBLIC HIGH SCHOOLS, 2333 gsgSSSSgSSsSB ggagggg O O C ::; O c; :/: L-: o o o O -g c-i o c: w o o ub of o' P' -A o' o P P P P oi >n P Pire .o o' 'b-f T-l I— ( r-l 1— 1 .-H i?"5 O •M 'T' ?-) 1.500 5,000 5.500 3. 500 4, Q!)0 250 * 40, GOO 1, 8i)0 1.500 25, 000 100, 000 5,000 5,000 30, 500 150,000 13,000 5,000 20,000 10,000 1, ono 9,000 35,000 11,000 13,000 1 20,000 gg is C-j ; CO 40 500 1,000 g io g rH lo OOOiCCOCCO lOOO 1 .OCO'COOOOOCO'O'Ow iOiOO-HO'tOOO iO O HO Oi 01 O • O HO • ' O O 00 lO O O -*« O iO . O CX) tc o W ^ O lO O O -4^ CC 1— 1 O ' lO • ' 'Tf' O 01 HO t-H -4" 01 01 ' 01 CO CO r«< t— 1 ; ; ; rH ; 01 : i i i ; ; ! ; : ! ; ; ; ; i ; ; i III 1 1 1 1 1 1 1 1 1 CO CO ^ CO CO CO ^ CO ^ CO 'CO CO 01 I 'th '.f< CO 0^ a< CO 01 j -4^ 'tH CO CC ’4^ CC an -th a< at C O ai a^ CO an | a^ iooio cr 01 o o 1 o HO 1 J ct c: CO r-iOCOO w •■CO • . r i 1 p, a. CO' ai o o o o | oi IrH O CO CO O 0 > c: 1 O ^ i i cr e ,0 T“i O ’-C CO o Ui i 1 '--c 01 c CO 01 c: o CO oi | oi 01 ^ 01 L- 01 01 T^ ^ r- O CO O O-J rH o Ot-!OCOCOiO-4-0-4^ 01 1-H r-l T-1 01 CO CO, Ci ^ o\ ^ i-a---o:roioo;^ Oira CO rH CO o o ?o ^ t- cc o a^ o T-i t-h o CC tH 01 O -4^ T--. 01 O O 01 CO 01 CO O' — 01 o t-oool fc- CO 01 o OCO 01 CO 01 -4-010 ! C0-> i coo O ' 01 » 1 1 • g-4’ |0-4-r-l j OCCO 1 OO i O', o coo O ' 1— i ■ c-l O so O r-H CC ~ Cl ^ HO 01 ' :o 00 01 J o '-o CO 1 ;01 1 ; J CO r- o 00 O (CJ CO T-il-i OCO i jO t-o O O -+I Cl i o CO oi ‘‘C? 01 i.^ ‘O ! J 01 I— ! • '^CCOI C0C0 01J:- 1 CO -4^0 I 7-1 T-H ' • 1 1 1-t o O t- 01 T-i 01 01 -H 0-,M ; i'R' 0-4^ O^Cl^O > o o -+( a-' CO cc i -4- O 01 -4^ 01 CO C; ; CO CO -4H » 0000 0 00c;0^000 O^OOOOC^O-OOOOOO'^H'^OOC'.tiOOO'COji^^HOC; OOO^T^CrOOOO O O' 0^0000 OC^ O' OO OOO’OOO'OOOOOOC'^O^cOO'OOOOOOOi.^OO OO'OOOO'OOO '*4' CO 'O 'O O CO ^ O C! PO iO JO O ^CO^’+OCO^OC'! O'! CO GO rH C'i T-H z i G-i : o O iO O CC' o o o o O' O' G:i C0 1 O O O «— CO CO G'S r ^ O O 01 O r-^ T ^ L- O O CO LO 01 01 -H 01 T 01 01 01 -4^ rH rH 01 01 r-l rH rH 01 CO 01 r-n rH LO CO 01 rH CO r-. CO r-S rH r-t rH r-i 01 -H rH 01 I- 01 v-l CO T-i 01 r-{ 0 1 ^ t-H tH 01 01 01 01 P^Pift^PnPHS^PnP^J^IP^Q-P^ ^'rrt P^^P‘P^PPPpjftO*P^P* Pip!PcDQa)0a:)Od;)a)c:)aj0 (i;c;a)d;®o:)a^a)(D PGPQQQGQQfiPflfl Q^^pPQQPQqQQPQpQaQGPQQPppPfr^Q PPPPPPPPP 0) 57 ;S.3So : :g w^sfeH4«(i;S|otBa "°§ ?®5 !S bJ^ fj 5^ G ; &JJ s ;.S O O , Cl m w 1 w . . a'Ti i o; aj © L‘graa g!^ 36c»cHjs^SS«g^^ I O V o a a 8 ai ; ; 'aQ'o' O O O O O O O O O ^ *' P 1 1-3 ' i s2§oga 3 g a ^ S 2 a o oj §'« o o ®oaaao^^^ ^ ^ *33 o'o'o oooooooSa OOOOOOQOOPOQ ; « -2^ ^ ' o o o ' a,- 'o'cS o o ow o ;a2 ° 9. o 2 '2cc.y:^co qco^ o o a be bir^ bil . be be ■ i oiSffloS isr 'P ; lee 'j ; '.-s :_j ; ; ;rciwoao-ao ; ^||joi||o|-|S|:||.,|||^3||So pi.aai .a;,— .a la'a-i-bcco'aMpacs.apHiLHi^tB-^— < ■ R o rS o ^'R a o 0^ ra ^ bs -a o o o CO j a i a JS : ■f. a 2 P P ^ (~4 ^ -r” -1— 1 w p g.2 a a a g g a|ppp:2^pC5 I 'm I'o -a ■ RaJ oL'g.^^ L R^"oa2P^ 6 a o _, ' rrt a 2 a ^c^pRoco '■gjZi^P O^r ?3 fceP a a bo a La a a La pffipo p ^an a ^ ^ R.S.2 >5 a CC tc aO r|^ 3 ^ .,-H Sr. u) r\ fji A r^. ^ Cu 3 R R'2’S'^«'“SS(^ 5 S-R a a es d;- saRa laojo ■©oaaa'^aij^aaaaoaaa . OQQQ :PQQ .'PPPHPHPPPPPPPPPPP 1 a a V a bo 1 « g8gS ;g o cc 'Oj LIT ; o cT^lrH^r ^ j gggggggggs^gggggggg !£:■ O c: iO O O T*! O O O O O O O O O O lO t- C i-O ■ CO ' ' 1.0 o :c o o o !c'2';2 0 ^ 1 ;o j o oj 'th ! 1 01 c: rH c:: cr o i C-l rH ri (5 li"" •oiuraa^ « ' w 1 0 0 0 "T 01-0-3 hH 01^003000 'tH X T2 0 ?*=( ^ooo CO -OrH^l Preijaring for college. 1 Scien¬ tific course. •apuia^i] •gt 1 i O ' ' 0^2 1 1 1 I zO lO O O * O CT T2 T— 1 •otnpi: M 1 O., ; = = j • >02 ' ' ' ' lO 00 O O ' O O 01 CO Classi¬ cal course. •aprao^ 2 jOOOfO cC ' CO • • ‘ • CO O O ' O r-H 01 CO •slUH S j 30 ' O 01 1 1 1 1 1.O 3 O O 1 OOr-HOl Ele¬ men¬ tary stu¬ dents. ■OpUTOJ e ocroo^ooooooooooo^oooooooo 1 CO oi © I ~ ^ ~ C5_ -jO'—O Second¬ ary stu¬ dents. ■epcuia^q ® ■ 1 i- ^ TO o o ^ cc CO CO i- O'* -r *-H o lO lo CO t- rH o t— c: cit r-( 1 rH CO :0 r-t lO t- LO Oi iO ^ L- 00 r-i CO 02 r-1 O'! lO 0 > 02 •9[UK 1 CO c -.o * t~ O CO 'M cc -.c o 'M o «■■; o — H >?^ -M '^■( c; 1 1-1 ■M ■M Oi -^1 CO ro 1-, -f ^ S-J 1-1 'I-l — ( I-I S'i r-H 1-1 ^ Ot 01 Second¬ ary in¬ struct¬ ors. © j ^O^eOOO-HOlCOO 3=03^3^^^1^30000 ■oivu l‘^ j rH 1-1 1-1 01 1-H 01 01 0! 01 " T-t •:'! i- CO 01 1-1 1-1 1-1 i-H 1-H i-H i-H 01 1-t 1-1 Depart¬ ment or in¬ depen¬ dent. 1 aoPiPiPPiftaap.p,AP-P,ao::i.PiPiP.asiPiP.a QQQQPQQQQQQQQGQQOQQQQQPPQ Principal. « A. W. Flaniken . C. A. Peterson . . T.D. Evans . J.W.DeShazo . . J.W. Minton . . . J.B. Hubbard . T. R. Day . N. E. All'll . Miss Addie Robert _ S.B. Maddox . . E. M. Braliey, supt _ S.D. Magers . . Charles Atherton _ Geo. A. Newton . J. A. Hilliard, A. B . John W. Clark . E. McMullen . . Thos. W. Elliott . C H. Humphreys . W F Whnrfnn R.W. Bennett . C. J. Maxwell . . A.N.McCallum,A.B.. 1 T. M. Smith . Name. High School . Graded School . High School . _ do . . . Sabine Valley Academy . High School _ _ High School . . . do . _ do . . _ do . . . do . . _ do . . . . High School (colored).. - High School . . do . . . _ do . . . . _ do . . do . . . rir. _ do . . . _ do . . do . Academy . State and post- ofiice. TEXAS— cont’d. Groesbeck . Hallettsville . Haskell . Hearne . Hemphill . . Hempstead . . Henderson . . Henrietta . . Hillsboro . Holland . Honeygrove . Houston . . do. . . . Hubbard . . Hughes Springs .. Huntsville . Hutto . . Iredell . Jefferson . Katemcy . Kaufman . . Kenedy . Kerens . oiooo3»oSoireoSio>Sio»o»oiS3>i3ioo»r5ioioo PUBLIC HIGH SCHOOLS. 2335 0 0 0 'O 0 0 CO c::- 0 0 AC- AC 0 0 0 aJc^fcoo 0 S g-SSSSS 0 -!f*00000 CO co'^-hcocTac gs w 0 AC )C CC3i-i OOOCCO ‘OOO^COOpOOO CO' 0000 'OOOICOOCO'SOCCO 00000 1 AC 0 r-^ 0 0 AC CO O' 0 0 Q 0 0 0^ g 500 1,000 1,000 1,.500 ;g ggg • 'CC 03 CO 0 jic*' r-TocoT ssg^§ COOr-i ,^^ iC 0 0 LO 0 OiL^ 03 13- ^ 40 ^ g g CO 03 '~' 0 CO ! iC ‘ 03 03 CO ot 03 AC 1 0 i CO ; ; : : ; : i ; i i i i i : i i i i ; i i ; 1 : i ; CO '^5 rc O-J CO -•}• 03 CO -Ti CO coco'll CO i'*<'i301 'HHO 0 03 ^ CO aC ‘ 0 0 0 a^C 0 -W 0 03 j AC 0 C2 CO jeo 03 OCO CC C'‘S ^ jo C<2C0 03 03 AC CO CO ‘ rH 03 03 0 iC 03 > CO r-i 1 0 1® j t- 0 0 AC 1 CO 0.0 ! o ot o o o o ; ■ O Oi? Q 3 ■ . o a p o o c? o o CO c: o o o o o c; o o o O' p » O' o c O -:(< 00 •ft O Oft ^ 1-^ I—1 1ft 1ft CNJ c : Cft i—i c: ift O C ( C-i r-l fti 1ft ' I — J — Cft 'O’ ; Cl Cl — H Cl ^ -H Cl ^O^ft < O O 1-i c: 00 O O ! I Oi 1— I 03 Oi O'! V 1 rH 03 r-i O'! 03 CO T ^+3+3-i-241'-l-=-P4-l -U -t) 411 +3 -JJ 411 -H> -11. -P -14 44-p 4 ft P P( Pi Pi P Pi P. ft ft ft ft ft ft ft ft ft ft ft ft — — CicDOOllU (BOJiBiXia) P[i: 02 o O ftO 2 P ft t/2 >-.2 ft' >9 2> 'flop o >lft P O ftPS'ftft ; :S.^ : :<5M o ' ft o ; ® O • CCft . 'b f2 *. CdK2 q 'bft'b ft fcfl ' OP ; o op ft o J»ft ft'^ OP o O. . w b ft 2 xft .-®r2 o o ft-mftftft rt.2® HP >>ft B o^ o ft^ ft "ft ft- r 1 ® .2- i<5P o o ® ft ooooop-'^oooo 'ft.1 ^-1 _ I i o pc ■ o ■ ; o ' ft ft J u Sjc oco ft _ ® Ol^ft c 12 ft T--) o OMO OOO^Pft'^O ft fjft -bHftb'2'p'2 '"‘'ft ft^'ft'ftftft pft tio be 2p . ^ PHf CC gcc ® o P72 ftftft g g-l^ft _be ft _bcH re .&c Po'PopPP c oft ft ® o ft-£ SJu ftP_ r2 O O CO O o •ftHW .2 ft ft ?; bebJD P ^PP ft ft ft ^ P ^p o > ® ® S Pi '"ft fH bejo H o ® ft p 5£ bo P P ft "'•rn O cb P Ci ^ bx)^ b ftft-CS ■„ P ft bo^ 2 o p K b-^.P O ® b P bjo o p , . „ b ^dftOH 2ft=i-ft CO ft b ft .2 "ft- ^ 2 P^ ft ft ! •:; ft : ® H •*' W'j <.\j VW WV ^ OJ U/ '1-^ r— 1 W i^ r-' . -, t_p ._p -. .__4 . I I I t I I I I t I ■ WHMHHPP PPHHPHHH^^g;2^r^iSr'HrC S) Ci-^ O '=ISgSg3|'= I ®P ^i c« t> > o3 lOOOOOOP .CO ft P.p p 3 PH iiOKbiooloSi'oP^Cl ) ic aO 1^5 O lO ACIO O iO 10 lO L^' O AC' I CO OG CO CO CO CO CO 00 00 a^C^Ci lC 00 IC; IC lO iO O O AC LO AO AC AC AC =i= Statistics of 1898-90. Table 42, — Statistic.^ of public high schools in the United States for the scholastic year 1800-1900 — Continued. 233G •sn^u.i'Bdd'B oypuoros pu'B ‘ojupu ; ^ -.inj ‘sSuipiT^q' 'spuuojjg jo ani^A ' EDUCATION KEUORT, 1899-1900. ggggg gSS8S8SSSSS 'SSEi?S8S 10:^0-! CO C !?1 O C C CC' O C C C 'OiOOTt '^ji xf- -fi c- icccc CC CC ^ CC CC -* CO College prepar¬ atory stu¬ dents in the class that gradu ated in 1900. •eiumoj cgj i H j C2 ; .-0 ; ;CO ;0 r-l0 02 C-t •OI^R 0: ■ ; i ; 1'^ i~ ,-HO'O r-l 02CO j Gradu¬ ates in 1900. •etnuioA I j 1C C CC -1 ^ ^ ^ Cb cc 0 0 0 C' 0 I-H 0 02 CC 'O 02 02 •OIUR 2 tH 0 1C C2 c> ^ c'i 0 0 0 O' c: O' 0 r-l 0 02 0 CO 02 CO ing for Bge. Scien¬ tific course. •oxuiiie^iT is 1 jo lo CCOOC20O0O : i(ti Jot-1 i ^ •OIUR S’? ; jl, .C^..,, = 2 = o jeo 1 1 |02C0 Prepar colli Classi¬ cal course. •opjuieA ei T:i i ^ I’”* ! I C'^ett'i io-i i 02 02 lu2 i ■Qivjz lo : i jo^^'O I joo r i Ele¬ men¬ tary stu¬ dents. •8[UinoA © 0^0^,, OOO^.COOOO^OOOgJOCOOO •8It3K © 1 0^000 OOO^-OOOOO-OOOg^OOOOO lO r-i CO O O IC ' •9p?raa^ K Ti A A o ^ r-* ^ o ^ o •31'KK i ^ 1 CO 02 -f LO lO 1 ac r-H lO 02 •eX’Buio^q ‘-t •Ql^TA I i f-ilA C P A ce A.S O r; p,2 P-S o rt 4J+Ci4j4J4J -+J+34Ci4i-ti4J4i4J4J ,4J-|J+3^4J+;+04J43 fACiAPtP, ftP,p.p.P.p.P.P. P,r_, P(P.p,aP,P,ftP.P, cDaja;ia)c; Oapgg PQQPQQPQPPGQQppfiQPQ ; ; ;P ; i i i ; i i : : : ! : ^ ; 'o3 ; 1 9 ; ; S ; : p : i i r* t> f-i CC Hl^l P Hudson. .Nix .... Warren Wood... Stephens Evans .. .Miller., l-famiiton ' pc^ 'J fl ' o“s2 • pi.^Prt iQi^pipPQpr^fcpqtjPcsM OdiAp 1 HP:- pw ' o2 ;e§- ■ti c« :^p- 2 ^ C o o O -rcjr-^r : ; ai'aop : ; ; be ^ ■ p. [cn } ce'^.' 5 nj f-< CO ^ _2 .S S?, = - iia« i ^ ^ O rH ^ * O ^ ^ ^ ^ .-^ o S,P © C rc! to • p.^ ©jAr! '5 Sp|-l2§^o-gA||§g§gppp ESG^5^Wc^p^«*f2{D3fdP3«P5P^£:i5^^;^ '55- Ci C> '-3; O o O ; ATT iit iit iC i • CO c;' O 1— I CO UO «o ) lit iO O O I lit irt o ic o i >OOOC . . ' '? kit lit lit O lit iO 10 10 lit lO . - - - 1 lit lit lit 1-0 lit PUBLIC HIGH SCHOOLS 2337 OOOQOOOOCOOOGOOCGOCGSOO OCOOOOOOOOOO'0:^OOOCOO CD 0 0 40 0 JO CO 0 0 40 0 40 0 0 40 0 0 of of f-T jo" C'f CO C/S " -h" jo" 0 of rH CO OJ rH 3,000 58, 100 10, 000 dOOO tOCCdCdi’ld'O ocoo OOO .0 SSSS :SS8SSsS’S SSS :S oi'cilC-iH' 'Ct'ciitfcOr-rcOO'-P' r-Ti-riito' litClO ’ dT Ci Ci I t-H -iv 7-Vr-l ,,H 009 fo OOT O' S Cl ^ 000 0 JO 00 Cl 0 0 400 OCl 0 0 0 0 0 0 Id' in (d' in 0 Id lit 0 Cl Id -jH i- i-n 00 d rl Cl Cl Oi 40000 OOQ0 40 0 ‘ »-H 0 JC 0 J.O 0 lO C » ^ ' CO 1-H t-H CO CO i i i i i i i i i ; i : ; 1 i : i i ; i i i i i 0> CO 01 1 CO Cr- coco CO CO CO CO CO eo Cl -H -i'i 't' -^< -SI CO -‘•i CO CO to -T’ -<1 -VI CO ^ -r< to tt -H -dH -|H Cd 0 0 * 0 CO O' rH 0 O' 0 Cl ; !oo I 0 coot- 01 C: 0> 0 L- rH O' CO O O O CO O' ’O cp O O O O C lO I lit O'! O O O CO O O O lO O IC ':H CC -o lit CO Pt I-S t'- CO CP O O IP O ip O CO <01 O O ^ O IP ’O <01 CO CO O PJ I— i CO CO Pi ■— I o rH CO lO Pt PI CO O CO I— I P> lit CO T-l GO — < CO 1—! Pi PI rM PI 01 CO r-i CO CO CO : o to o CP 1 CO rO O PI rH r ;■ 01 1— i C O CO ' 1 — < <£> oi CO _ _ ci_ <01-0 0 PI PI PI Cl PI -jl r-l Cl r +j+3+34i>-P-P4t> -(j-p-p-i-) , p, p, p. a p. p. pp^ppppppppppppp pppp Pci g .gsl s tn o §- OioPC5ptooHP4'oOE‘i E-iP Pcd p p « - to op^oo go m V •c^PoSO'- p.a« pp <01 I2I2S0 oCOo^'^ i'^ooooo OPpPoP o . p > a O i>id h'B as ^ "S be >1 ® ® aiaiaioioioiwoim&jOioiir>c^l ScO , o'p'^ o' -!.i^ aPiSo* d a r< o o_ -P o 1^0 ■PiPoi g be PP o o o o ool o o 0101 o o o o 01 pj o o 0)01 c3 O p d p d p orp.t^'PiPiS'P p 5 'd a g Sp ® •pPidpooitffappsSp ooooooocc P iP o <0 cd 'P 0! cq cd p- be bfl PP ;.p ® ill p prP „2§ o 2 ;b p ® © p-q-d-S g O 2 d op J ® P-gpp d is t^cd d M p-d-d-do o p BB o o t- CO <0 o rH PI CO -d lO o CO o ( f-< r-H rH O'-! c (M C'> CV£ 0> 0-1 o:! C 40 JO lO O iC LO irD i “ ■ 40 40 10 10 iO » ‘ ' ■ ■ ' Cl CO M-f »0 O t-> CC' O < ? 40 10 JO 40 40 JO 40 SO J-O 40 JO 40 ED 1900 — VOL II- CO CO CO CO 00 CO CO CO.'O 'iti V-,- --r - ■ -T’ -.r' m --:■ -.J — ^.' — ' ^ lO lO lit lit VO irt lit lO 10 lit in >i0 m m m o i.o m m i.o m in m «? -.o i “ “ lit 10 lit lit lit lO m v-o m m 10 lo lit vo vc m !0 i-t 10 1.0 10 _ aiij g-a-s-gs P P be d 'd PPO(lica »C JO JO JO JO * Statistics of 1898-99. Table 42.— Statistics of public high schools in the United States for the scholastic year Continued. 2388 EDUOATIOIT REPORT, 1899-1900. •sna'B.t'udd'B ogi:|.u3p3 puts ‘earaiu -.xvLj ‘hi.gnTp[iuq'‘sptmo.iS jo enx't?A :| i i iliiii 1 ;iii i 1 ^ 1 1 1 ^ rH » 1 ^ 1 ill Sf35 •A.i'B.iqi]; OTj:). ui saiiTixTOA jo .laqmiijq ; 5 1 iis liiiiisssap s ssm cf A •ppip ITT .laopiii'jsi; s i i i 2S ; i i i i : ; i ; ; i i i i i •s.reoA in GS.IUOO lo q:}gu9q Students. College prepar¬ atory stu¬ dents in the class that gradu¬ ated in 1900. 2 i I C''> I O' ^ C'D O ' rH r-J O' O' loo O 'tH j ■si'ER 5 ■ ).o j ^ 'M 1 r-i c? c; o 1 ci i-i —1 C’J I Gradu¬ ates in 1000. S •OTUJ^X S ' oicr.' i — A c; ~ w -M i-t e; Preparing for college. Scien¬ tific course. 2 Cl fo i c> — o c: Cl ~ ^ j o i c: '-H o 35 io ■dlV.J’l 2 = io >,= - Classi¬ cal course. •oinuiexj; 2 I O ■ O 1-H O O O rH loo 1 O O' o >1 If T— 1 1 CfJ < C' 1 ■ rH o X' O ' t-1 o * rH C't II It 55 9.5 Ele¬ men¬ tary stu¬ dents. © 7^ -o- o ogccoo ■orsK 1 §i OO- 00C-.-000~0g;0-^ O Second¬ ary stu¬ dents. •©Xiiaiej; Second¬ ary in- striic t- ovs. Cl CC T-H CM r-i O r-i rH -H c: CC ri r-l O O CO ~ 51 •opajc Cl^-^ ^CM.-1r-:C^r-. T-ii— 1— r-l r-IrH^l-Hr-H Depart ment or in¬ depen¬ dent. 1 -P 4J+J4J+J+J fc.p,n* ' 'CO 40 O ’40 ■ 0! ' 05 05 ' » 15, 000 4,000 30,000 O O O O « 0*1 CO o o o • o • • coo OGi • ,-H 1 • .1'* O 0 ‘ ' • t-H CO 1-H 1 1 • 500 4,500 11,000 3,000 = £Uq 88 t: cc 40 CO 01 O O I o . O O O 05 »0 O o 40 OO O ' 0> « lO 40 r-^ G\» O O 05 CO ; I r-^ -:h 05 05 O S iliis? i 0?S ^88 05 T-iT-i o 4.0 O 1 40 « 05 ; i i'^ ; ! i i i I i ; is? i i i i i i i i : M M 1 1 Cl CC-W -rH -efl C'C CC CO -1-: rrl ^ r*! -# r^l -rM riH 'Til ^ -rH Vfi r*: -ji ^1 r^i CO -+1 CO '# CO ^ ^CO^ j o c: f-H to 1^0 CO o i c: o c: ' o 0^ 40 i' CO 1— i C2 c":: CO CO 01 01 POO la,^ - i O OCO uo 'rHO' CTi-l ioooo I O' rH tO ^O O C: ’t;) o rH^O^ rH ,-i O- O C5 J 4C CO O '< CO i.-* O cr. I-H 1 H-! CO O O’! rH O -^CO lO C01— ( O'! o COOCOCO^r^^ 13C10 OO-OrHO j o o G> O'! to i- 05 t-H O CO T— i ^O CO O iO I— I O 05 Jt- O O O “",H r-j ,-.001 O^OCOOO ; CO I OO 13 O e® CO O O O O O O CO eo -rri Cl -13 O O O Cl C3 O O i O O r+l O O j r-H r-IO I ; o i i cc Cl rH O CO 0-5 O' O -H O T-t 1- 05 CO O rH 05 C5 05 CO tH O i T-HOiO O' 05 lo •tJH /— i 1 1 rH-.s : : C3 I I OO 1.3 O O O O O ClrHOO^eO ; 05 CO 0 0 0 0 Cl 1 :^o -..OOOC CO O I I T c* 0 O' o o o o O' -if; o CO 4f^ CO I OO C-O 0> O CO 13 ! Ic r-H ,-IC0e3OC! rH CO ■ | Cl oc: oi’OO oox'i'C: — o o o oo oo Cl oo c: c; c o cc o c: o '*:oo coo--ocico ccoo -o CC Ci ':i< rH lO i-i I-I 1— I '7' ca O OO OCCOO 0O~H-* C^ O Ci IC O C 1 Cl r-i ~ rH Cl t-I CO rC O O i— : rH r-< r-l O i-l -(J -tJ4^ ^J-|J+2+3 -p+S+34_l_t3,*J+3-(J^4:i4J_p^+3-H+3^+S-tJ+l~H4^+i+3 +2+1+J p, PhP, ftap,p, ftpftp,ppp,p,ap,pj.p ,Pg p.q ^/-^QcubXi . O ; [> p tB -: S8^ 0^1 o-aiqp^o Oplc ;h ft'prpcp ; cSrt P S &D ; 1 I O ■ M i O 1 ®C ■n ® r^ O q o tJ Pi-H ® o 2 ooojip'^'^o^^oodo -- Jnp'^-P'^pJ'pP^rP'Pl'P'PS'd p 5$ 'ojO I b/) bJO CD '■H oqq o p CO r-l M 'PiqPft •^coq o I bjO ;_p ■ ® 1^ o -q — ■ 0 02 - ^ O ®.2® qq ;§ ;k o o o p; Ui'^l : ; ;q S'So^l •2? p’o'Sd’o eS Pnpt^pj ®‘P ® P P P'S'2 O'^ ; S'o 'P o o ® qcc q^qqq qw i5 1 6 'JSricuiic ■ppSl'l ;2 2, ^So P g 2 ^I'll p pj prP^'S ' 2 3 8 5 I gL 'S 8 g g §:2.2 8 g ^2 I Ptlt^^e^S qqqqqqqqqqqo2a2a202cocot/2f>^^^^^ -S" CO fi fi ®q p ®p 1^ o p p'^.pqqq l=! - O 'rM -t^T-l ® t,02e| O p|§c§ •2|.a8 O f-i ® 'TpilS P ’ £CP : p 2 ®q0 s a ^ 2 fl p p p p p 'iCl><'p-p^ P:!rcoi> 'p-2'a5'qo ®®.^o 3 10 m 13 >ffl 13 la IQ lO »0 >0 >3 >3 O 3J 13 O 31 CO CO eg O Ig 'CO C£ O eg 1^ CO eo eg 10*0100 0000000000000000 10 0000000 000 _ O o --q^ qq o o ^ 40 0^^'-“ - - (M 'M 01 01 _ 00 c“ 10 O LC o o 4 * Statistics of 1898-90. Table 42.~-StatisUcs of public high schools in the United States for the seholastic year Continued. 2340 EDUCATIOlSr REPORT, 1899-1900. ■snq.'B.i'BcIcIu oyiij-uaios pu'B'oan^jTu -.inj ‘si^uTpIt^^q■‘epTino.^S 50 '.^.re.iqiiaTia msaranxoA jo .laqranj;^ | •npip m aequin^i ;Sgg§ ) ic O O >-0 I O o •s.it30X III os.tiloo JO qjSaoq; gi l=!| CO CO CO ^ .H ox CO CO -.d^ CO College prepar¬ atory stu¬ dents in the class that gradu¬ ated in 1900. •©[Uiuo^ ! Tj •si OOXOr-i joo j 1 0 ox 0 1 ■Q1'*^H j ^ 1 Ot-iC— I i I 0 C'^ 0 I Gradu¬ ates in 1900. •©lUUIO^ ^ 1 ■N 1 0 0 CO CG CO - ox j i-HCG a C 0 0 0 ox rH 0 •oinpi Si 00^0^ i ioXT-lOX 0 0 T-l C' ox 0 0 Preparing for college. Scien¬ tific course. •exninoj j 3l - : ioO’O 0 -dd ox 0 ox •©injAi 1 - 0 I jc ox.-) O'+.OX'^ii-) 5 . m 6 8 •©Xnui©^ j e? 1 I*® 1 0 ’>1. 0 to 0 1 ox T-d a CO -.d) ox •©XBW 1 I — 00 ox CO 0 t ox 0 CO CO cc C-l t-S )000* rc^fcTooT ®8g COO I A s.. I ^ A g 9 fH A S o n CO (X) ai A A o r“' f|i o cij ic •sX'Buia^ ■QVSM ■0X13 rnaj ■QISW c- c? CO o o 00 iro 01CN£.-(C-It ■ ■ex^tnej l_^J_ 1 « i ' O C: O O'! I CO 00 OX O 00 iC CO CO 05 10 O CO - )r<3w I ^ a S fi.d <»■ r & Q 3 iOOCOOOoOOt-I I OX .-I rH — ! rH OX T-l oj a xj Stg (B O 40 .4J4J1+J4-J+4+5+44414J i4O40 45)4J4O4J4O4->4O-i-545>-t5-U p,r_4 P,P,f0.ftpHp Q^gQGQQQQQP.P^QPQQQQQQQQQQQ t O t 5 ^ ' pisi * 5 n P-2 ^ ^ ^ ! Cj s.® ;p d ■g'd P! h .' pi SI2.I ^ o OPI G ® ^rf2 Or— ^ ® fcJ5?5 w6 n^. .fo a -'^co ®'';;;: X! 0 ■g^Tx) f. ,8 ClCr^ s ^ ; 2 Or— '-4 ®Jr— 000 I'St ® ^-g ^ ; ; ;;g ^ ^ I ^ I 1 p ^op5-^5oSphS io 'SS :pi 2 c ® •grd O O Pco o§^ ;rt '.p; 5 iSS fl g'^5,§| O 'pPflP.® WWPPfflfDOOQOQQOP iPPPPPfeOKKtrl : tio ; • • 2 O g +5 -p aA" xj PUBLIC HIGH SCHOOLS. 2341 0 0 xtO ^SS 000 CO x-o" 'Tj^ r-iCO ! 6, 000 0 s CO *0 ;§ pt-T 18,000 5,000 40, 000 20,000 8,000 1.500 2.500 60, 000 19,000 CD- 0 0 p 3 0 0 CC 0 0 5,000 sss C lO xo ■^'‘ co'' oi So I '' p 00 ' ‘O S® j jiS 0 lO 0 *0 0 ‘O S :°^'' 0 0 0 O' 0 01 • s xO' Cv 0 CO xO » ' T-^ O! CO ; ; 10 00 8S cr XT oococ: 0 0 0 e- 0> 'CO 0! 0: 0 CD 0 O' i ^ XO xO 1 CO ^ rn '01 ! O' 1 0 • 0 ' xO 1 1 ■ 1 1 • 0 1 I xo ooe^ lo 0 io 01 • 0 02 ‘r- :| '0005 'XOCO^ iOIxOt-h : ; i i i i i ; i ; i ; ; : i : ! 11! 1 1 1 1 ! I ! ! 1 CO CO C.O ^ -B CO CO CO o:j CO 'CO concoct 1 'i< ^ CO jrtfo 01 01 o> 0> 01 CD CO j 03 1010 0 0 CO 00 lo 0 3 ) ' CO ^ xo t 0 j 00 - 1 0 CO I t-H I 0 b- 1 Ico 0 0 0 0 o>co C: tH <0 01 T- ' j-^-^ 0 1 01 oi 'O jo Cl 1 01 I 0 r^ I Ic'i 0 ;oDC ■ 01 0 -+i 01 01 ^ r-l T—i rH 1 c: ; 0 a^ iD 0 O' 0 0 0 0 00 lO 01 1 0 L- 10 Ico 0 r- cc ' 01 r-H 03 =2 1 01^ ‘ 0 0 ra 0 0 0101 CO ’ 0 0 O'-H 01 CO jcor- 1 1- 1 01 ' 0 0 ; 0 ■0 CD jo 0 1 0 0 03 : < 1 0 ‘CO 1 t 1 joc j- j j Icot- 1 0 0 i 0 3 0 j'^CCCOrH 1 • IrH jO ' 0 hH i'- ; i 0 lo 4. ; 0 XOO CO jo O' 0 p 0 CO ' >00 i 0 0 • CO 1 i 0 CO h i i 0 ItH CD lo CO I 0 CO CO D7 ra -j< CD 0 I-D > 1 CO 01 I 01 0 joD^ loll >01 O O O O O C5 J't' O O CC O 0 00 0*^10^ O O' : OOO’OOOOOO OCrcCOOCt-t'C0OO'’^OO ^ O O O O ! CO CO o ca CO xr: 00 CO )0 o:i oi CO CO rH O'! O 01 CM CM r-i 0! i-H 001-000000 CC' lO O O'! O O O O r-i O'! lO 01 C C'iC'OO.-iOIC +3 4^ +:> 4:3 4-> -p p, a A & P. PU P. i- OO^O^DOCPCDC; o’b"’a3'd)'b’b'b’c;';ri'y CD 0 c; S o © d) oT o (X) QqiqpQqpQuShSQGQfiQ flGQQQ -i-' -p-' ^ -♦— I ^ .+-* pHap,ap,p,p,o.p,p^ftP!,p^ aaft ®P'^r‘^P >=S'S 0,« P ■ •g a tc a oj a 'T' C3p’ 86 1 J2 bs-d a.saojd|«.ife3:s.g 2! ; o o 5 o ;.^ ; i® oS^o .Ti O rQ O . Opj ,^2p:| ; o o -rr^a op^ O O oP^ O 8 g o.^.^rf.^f ;8.£? ; ;<^M ; :hpp m bo ; bR *g 1 > fH m © ® . 32 ; 'uc^ccc©© O’cg © "S P'S © ?H O §P«^ osi’ b£® oc M S o l^r? £■5 ■'d ' ' ' O 1 o ;«} 'rC|_( ; b]0 ' y ^ ^ 2 ■rS >>rS 'PrS ; o a o* © d'^'a'a-S'©S^n3 4J^r3r3 ^8 2® 1 B ^ ioP - 2^ © a © >3 ipp i'go^aaplsp f^g^gp cT m /Tv ^-1 „•. . C? /-s »-# w ^-2 lofl aW.S ;p 1 © . a ;o o o o a-s PPPP P . Oar S S a CS P © __ P c3 P C P ; P S PcctcoacQ .'Xcc O cC ; ©Pt o fl s O sif -spP p PPP -a +3 +i 4-3 -a -a -a -33 -a p,p. ftaaftftftp, ©©©©©©©©© ppppppppp s o a ;p : P • . • id© O Q K? M crj .rH cy © fH a°»£saig«5 pp'^f^dpH -P o ^S£ cS 0[? PEhP a .2 o'o 'a P © -33 d © III P c'^ 2 o P c/l' o ©cc Po >3 -a P ,0 ^ ^ .4 2^ g ap Sp^p^p g ©o‘^P©d©PP P©t>ced©doo 0 O xo 10 xo xo XC xc xo LO XO i.O xO xO O xO xO xo x© xO xO xO xo UO xO xO x.O xO xC ) S O O 5 o xo xro xo?-.co CO cc CO CO CO CO lO X.O' 10 J O Ol CO O CO ) O CCi CP 05 CO C5 o ‘•POCOCOCOOCOCO - ) xo xo X-O xo xo xo X.O xo xo xo X Statistics of 1898-99. Table 42. — Statistics of inihlic high schools in the United States for the scholastic year 1890-1900 — Continued. 28^J t2 EDUCATIO] •su^'B.i'edclTj o-gi^^nsps pn'S ‘aaiic^xu -.inj ‘•sSuippnq'ppiino.tS jo 9np^\ I JEPOET, 1899-1900. 1 > O 1 C O ^ O : ' o 1 1 c 2 o ' o ' o ' o -Ti c;; o ir; 'cT ''KT^S'-.d'cr 1— . ■ C-l Zi 1 C/j ' 1 000 ‘5 3^S : 0 Cl 0 ' cdocT 1 « 25,000 7, .500 2,500 20,000 10,000 •dau.iqTT 3xn tiT sauxnxoA jo 1 >?? -iS ~ O O O O IX O O O c: O O -CS O O O O 1 O CitJ T-i -ti o o Cl CO 1— 1 o in c-iiri — 1 2 o o o 1 la o i-< I-H -T< li —H '.U 12 T—i C-l C2 {-2 12 I— ! I-H 11 CO ' CO 11 >-( 'IXI.Tp iV.I'SX.ITT.ni tll .I9qitf!15[ e? 1 ; ; i : i : : i : 1 i i : ; i i i : i : i : i i •sjboA III esanco jo qxSTi9T; Si oi *-H -H CO C'’! cc '^> '*T< CO cc 0^ ci Studeuts. College prepar¬ atory stu¬ dents in the class that gradu¬ ated in 1900. d .-H ■ L- CO ~ 1 d d 0 -riH ; |d id ;-H •OTUpT t-H r-H j c CO id i lO d d 11 ; h h' Gradu¬ ates in IfiUO. •axuuiej W ^2 1 dcocoi^co^codcooiid^dccod^i-dcoiiioco •sxujt j r-^ 1> 1'. 11 CO d 11 d Cl O Cl d d d d 11 d d r.4 Cl 11 d CO 11 Preparing for college. Scien¬ tific course. •exniua^ 14 1 o j .l! 0 0 0 0 0 j i 1-1 i dO •9XX3IA ^ i 3 ■Jl 1 11 11 CO rH ill i 11 d ; I ;C0 Classi¬ cal course. •eXBxnoj 1 ■ 1-HO : ! Or-^,-^d i i 1 i •9XX3K s oiiot-'O dd 0 I CO i i 0 rH 0 D'i • • Ele¬ men¬ tary stu¬ dents. •eXuuiD^iX 2 j ddcoddd^ddddddddodcodddd © 1 T-JOOOOO^roOC^OOC^OOOOCOOOC^OOO Cl L-- Second- ary stu¬ dents. •oxBinoj X 1 CO CO o 1- o '’-C o:i i-i o o CO CO >-o — ( ci o co co >-0 o L0 00'^*THr“i r-i r-i -H CO CO L- tO OJ r-i CO 0 1 rH •giup- 1 CO CO- »0 *i0 G-1 O'! CO lO ^ CD ^ 1- -rJ-i O >0 >0 CO Cl O O'! CD t-* -rOECt-Hi-i OCOt^G'! T-iO! Ol— i Second¬ ary in- strnct- ors. •oxume^q © d^r-illllOddd.-!ddClClllll^T-id^.-c;a)G^ QftfifiQQC5:qQCGfiQQQQaQQQC!QQiq Princiijal. « W. M. Brock . . . Philip Brady . 1 P. M. McCulJy . . Miss Emma 8. Yule _ . . W.J. Hughes . T'J n SViowaltei* _ : c : C ic Arthur T. Williams . . . P. A. Williams _ A AT nnilAv- s ■"S 0) d1 .LA. Lee ...3'.'.’ G. H. Roust . George E. Craig . P. B. HaM''es.-. . Mrs. Ellen McKinzie.. H. C. Benbow . . Sam Treby _ . . . W m. H. Thompson _ Miss Ada. A. Dresbach 0. H. Knapx) . W. D. Bruton . Name. ^ High School . . _ do . . . do . . . do . . . . : ^ !r2,22 lO c > c 0 0 0 c j'd'd'd'dd . do . . . . do . . Central High School _ High School . . . . do . . . do . . . do . % \ ^ O 1 3^ 1 -4.5 1 ai - i 1 ; : : : : ! : ; ; : : S S ' : ' : : rt g S .« ■ 'ofl ; p, o ^.2 '0,2 2 ' £ 0 Ck ej) /T\ ^ ‘X*** 5 8 2 i - 2 E5 9 0 o.s ^ oUgi > c; c2 osHqqq 3 2 Elamilton _ Hoquiam _ Kent _ Montesano _ New Whatcom . . . North Yakima _ Oakesdale . Olymiiux . Ortinp- Paiouse . Pomeroy . . Port Angeles . Port Townsend... Puyallup . Ritzville . Roslyn . CO ci O' c ' iO O t- 00 O O T 1 TUBLlG HIGH SCHOOLS. 2343 ; coaT 'Cr loi O'! '— ( 1C t > isss JC o o j>ric choice? 2 S22 O CD O tO' lO cioico'' ooo Ovfo -tjT 0 ;S~ 5 ~ 3 0 O i CO S S CD » o o 4, 000 :^, 750 80,000 15, 000 ;^5,000 16, 000 is si koo' cTo' ill 8g| OOOOOlO oo O IC O O lO O! O O 1— t CO CO ^ CO 00 T— 1 CDOOlOCDCDCD ICO OOOCO O O O oo O O O '01 Oi-O O 'li' CC r-i CD 01 OllCO O ; CO I-O CD Pi CO III S8S|g II O 1 o ! r 1 i o> i ! ' I • J • 1 j |C0 ; 1 |JC j ; 1 ; : i i i ; i ! : i i-i O'! ^ -tH on CO o:i CO ^ 00 CO CO cc; CO cc cc CO ^ ^ co -# 'iH CO oo CO CO CO CO 01 'Iji -IH t- O 01 ^ 1 1 o oo O jcDOlOO ; jo C051CO,-. -- CO OCO jo! j |co co-o o i i^ 01 o (Z '71 1 tH t joi COOC-0 CO "'ic o 01 c; oi 01 iO CO >o c o 1.0 CO lO cc 01 r-j cc » ci o o » co 'f' ^ -V ;:4 1 T-l c: O 0^ if-OOlO OJ 'ir c: 01 ac t-H 01 O C. 01 -~ CD 1-^ Cr r-l -tH CO — ■ CO CO CO 51 CD CD 01 01 '71(71 T-l CO O r-: 1-0 ^ I CO CO ,-i^,-(0 1 1 COO'^^ T— 1 ; 1 1 IcD -!*< loCD O 01 i i i j o rH O r-l ' 1 -^030 I ;0 1 ' I ^ CO 1 o 01 CO • i 01 o co^ i J.o O o CO O : ^^co^ CO S5:J ; i CO 1-iOl '; t-CDCCCO ; r-- 01 LO CC lO ; oooooooooc^oooo oooooooocrooo oooooo oo zo r~i ^ ao ^ in coojoco^'icooo-f'ir-'Ti^co coc^T-l^-aoa> od-m O T-Hr-'=^^'>> Or-ir-H — C''^ OS^^CCr-l^-r^^t-lT^ 0^^-:r-ir-<'>>i::-:T-tMrHT-H r-^T-H '^v* <- ^ r-t O O O t- c: T-* -H o r-t o O O rH -H o cr. O' T— : r-: r-1- cr O O T-i -H O.r-H ^>T-SOOrHO T-HOOOrHO OL- P4C:iP4jl,Pbo©ociOO0OO CfiQQfiaQQQQQQQQ < 4^ ^ ^ ^ ^ ^ p4p4pM^iO* PiP* PtCLp^CLp. CLl'P^PaP^', a/CD©ooa>a)ooa;a>c a)©0©o.. . _ . QQQQQQQQPQQQ QQQQfidPpqPaQ QPQQQQ oS CD O d O ^ g d ij3 d .^.r-, CCCCCC32a3CCC/2Fi&^>!>l>l^S^ C'>CC^iOcrM:-OOC:»OT-«2‘^CO'^»A C'i C'i C\» (,\l <7--^ Q^t CO Ct CO CO CO CO tdc »0 O O O IC iO iiO lO iO t:0 1-0 i-- t- 5>- t- t— I lO O IC JO lO *C lO lO' lO uo < iO t- CO C5 CO CO O CO CO ) jC uo jO iO IC j * Statistics of 1898-09. Table 42. — Staiistics of public high schools in the United States for the scholastic year 1899-lDOO — Continued. 2344 EDUCATION REPOKT, 1899-1900. •su:ji3J«dd'8 oyi^natos pu'B‘8Jiv;m -.inj ‘sSuipnuq'spiiuo.iS jo i e? S2 OIOOO COCSOQ 'OOOOt o o • cr o o o • o o o < S cc o o « o c: o • o c: CO o < ^SS8?? ) CO >X5 o C5 A.i'B.iqq 8q^ ni seaiiixoA jo .loqian nj; ! ft' I'- CD CO fO S'? C*i O 1— I IC tl ' CO -cri 01 — I to CO »0 f qXT'ip ni .loquinx •s.i'boA III 8S.IUOO JO qjSiie'q ■i CO CO CO ->11 ' I -t- 'H-I CO CO 'Cf< CO h • -2 2 05 4^ .2 ci .9 “-3 W Pi PI 13 5;; +C1' CCfj ■oXiane^q •OII3K CCCOCOCO 'rHOOlr-1 I 'O 'OOCOCO o 'C;o1 P is r2 (D fH ^ H 3 2 CO a)aja)(Dii;aJO1® &c« o s swljop ^ o q o o ''.c_i ; -I o ;.2i-p -I © -O} ' ' ‘ ' OO^'^^OOOOCOC ■qcq iP tq 03 oq cq 0:1 'p os ipM q o o d o o o p Px a p © 'p'ppi i I g I fel-lllltg 11^ SI S=S S £ Ills assSsstE .'gsslllgsis&silogs r o | of o o ; o OOOO (COO oof 6, 0(10 5,000 52,000 4,000 40, 000 22,000 40,000 9, 000 30,000 41,0IJ0 25. 000 35,000 20, 0(H) 1,200 35,000 5. 000 10, 000 15,000 35,000 6,200 5, 000 i 2, 500 ciooy^o-^iooo'ooooooooooo’oocoo O? O O OJ 0> O C0 LO Cip oi I-H CO'' S GC SS 0i:0 40r-l 1,200 1,200 1 750 1 500 400 700 500 150 800 800 300 2.057 8(K) 3.50 2,500 575 1, 600 660 320 200 i i i ; i i i ; i i : i i i : i i ; ; ; i ; i ; MM 1 I I 1 ' ! I 1 1 ' '^■'r^^y^ccy^'^'y^coy^y^coco^cO'^coy^coy^y^y^y^■y'■roy'co■y^y-:-^'yy'■y^y^'^co^-fi*^'rHy^ CO -rH CO CO t-<,-h,-h CO 'tHt— loooi I I loi I CO 01 o o < C5 IC C 1-H O ;i^r-; ; :.C5-5C5 1 1 O 05 05 .-1 CO O C O o o oi * o:! CO 01 ! o> I— I o o T— ! ! J I o I 0 01 O 1 M jt^^ j ;:CG5C5 ; 00^0 o ^ o 01 1- o o o 40 40 01 CO 01 ! oi o :o CO -e T-i CO ii- 1- ^ 'X 1-1 o O' 40 CO 01 c: o o ^ i.'- o- CO i- 01 o c: o 01 o rH 1 01 1-H i-» CJ T-1 i-< Oi CO 0 iC 0> CO CO iC CO 05 CO CO 0 i 05 O '^r r-i O t- C' IC IC 1C 05 IC 'JC CO 05 CO CO 05 iC 05 05 Oi 05 O i 05 co 1- O iC 1*— It-H lOIrHi— ^ » '01O «i— Ji— 1 ■ I » 'CO '+00 1 ■■£■ c c: => i I j I j C: CO X O 4n O * <01 I O C: C: j 1 X • 01 CO ' ' 01 O ' T— 1 40 1 1 1 1 xcoo I OI r-i 01 O 1 I 1 1 1 4iCi o X r-i ' T-i ■ X o <— i I 1 1 01 ’ ' CO 01 • • CO O 1 ' » « 1 1 1 • I i < I II 1 1 4 1 1 1 ( i II II It 1 1 e r 1 1 1 • C -^.o i cc^ jo r-!CC 'OI ' • I- ‘X ' « CO ' 01 ' I X C) » ! 1 • t 1 1 » • 1 1 i ) 1 1 1 40 ^ O I ^o jo — 1 C5 i CO i O OC O i 1 < 01 1 j 01 0 J j oc:c;ooc:'00'-o^~ooooc:oogc;c:o 40 40 01 1—! 01 01 01 T-l 01 01 o CO 'TT 1— < CO 40 40 CO 40 01 40 CO ’C: r— t-h -ri'! ^ CO :cc yi CO CO CO O T— 1 01 f— i 01 CO O 01 01 i-- 40 CO CO X O' CO 40 O I-J lO CO O 1— ' O O X 40 5>» O O X O CO X O X CO CO '-H CO X 01 O O 0? O o t— i X r-i X >0 01 01 01 Ol Ol X X T-( r-i Oi 01 O-i rH CO CO 0 J X Oi Oi ^ 01 X CO — i ^ OD Oi O 0> i— i CO X Oi Oi lO 01 O! i— i 01 4.0 f-e i— ( P^P^PspH!ri,P,p.O-PipH^iiftP,PHpHpHP.AP^O-P.pHpHftD-PiPH^i-pHAP,&l^l4P*PiPi;tl,P,C^aCl.^i.;Ci^P.;Il^P< O(i)«i)ci>o)'(i)a)0o:)(i;c:)O^; r- ® W S s; S5 1.| Sl|| g s| i|S llil s||l|“ is «|g|s|| § = i g bc-s a > iHf PPpHQ ^HP^^IpP^ ^ ? I S |p aMO^H^'’cPSP3«;'pQ “ a ■poPO(Po a o >, _ _ ,PP O^SHP(Pc^c3c3^'e® (PPPPPPO’O O ppcSffl®0®OPc3ci3 cS t3 PpppppppMWOOOOOOOOOOOOOOOOOQPQQflMDHMMKiMM o ^ t>M S o corf4.^:! bDlc P tiij;§ P p ce .a p '^-+:j!>rfO MMfeP ■ M 8^ Sr- s§ pp fl O-P pS S P p’x a o o 6'p CO O O i- 00 O O i-H Ol CO O’ O’ O 0:00100000 I O'! CO y-t O O O ?>• CO o o CO lO t ijO »C iiO iC O lO O O O O O O O O O O O ^ . 1^ ^ A -H T~! ^ ^ 0> OI Oi Oi 0> on 01 Ol CO CO CO CO CO OC CO CO CO CO 56cccoMoccooococooocococoooco."/DoccocoaccD<»cC;c»GCCoco»cot»Kco:o«':r;co^ccoo co lO o ic ic; lo iO lo lo IQ lO ic uo lO ir; lo i-c lii Ip ic 1C to o o la o o ic k*~ ic >o lO ir; ido lO ic ir; »q Tv O ^ « ISS-S Statistics of 1898-99. Table 42. — Statisfdcs of high schools in the United States for the scholastic year 1S99-190C — Continued. 2340 EDUCATIOIT ESPORT, 1899-1900. ■siiq.TJ.i'BddB OTjx^^naps pti'B ‘ejii^iu -jnj ‘sSuip];itiq’‘spunoj;S jo oti:|3_^\ ek $1,625 8,800 15,000 00,000 0,000 50, 000 18,000 18, 000 5,000 15,000 30,000 ;8SSS • o o CO 8 :s :s O 'to ‘O g \'i •AxBjqq aqi m ssuinxoA jo .laquiuisr i 1 r-HOk4^oc:ck-^c:oooot--omoooo xrj io iO kC kcs C't o »o >C L- rH liC c^» o o ::c o r-i lO lO T“( O ^ r-l >?i-: CO O ^ w >o+J>- rH |i8g8 05' •pT.ip i^.iTj^niTn ITT .laqiira^ © ek : ; i i ; ■sjtVQA ui asAixoo lo naSueT; 2 CC -f’' CO ^ ^ ^ -tI CC 'JH CC CO '+1 i- -+< ^ -*( 1 II m i j i College prepar¬ atory [ stu¬ dents I in the ! class that gradu- lated in 1 1900. ■exnuio^ 2 1 COUOCO^J. OJOOl 1 O O T-I O O t-h as o w 05 05 •9FK 1 ^. 1 ^ OOCJ.Ar-..:D 05 C 0-1 "J< 0-1 1-1 o o o -x a. 2 • no o a 5 •©Tnuio^ 1 55 1 ^ •OTUK 2 j O ^ CO O '— . W lO T-^ 0 ! c: CO ^ 'i'nO! t- CO 05 CO W O c; X i- Preparing for college. Scien¬ tific course. •QpJIZI-O^ ! ^ 1 r-i - X i ^ j o i c: --H 1 O CO CO o CO CC' C'i ■ t- •einpir 2 1 0> CO ^. ■ 01 ' O 1 05 -o I O C: CO i?"! CO -tH 1 X Classi- Cfil course. •Oiruisj ! 2 ■ocoo ;01-0 ; i O O 05 i ®oco jx ■3FK i wH :-coo ; 1 O ~ 05 i 05 O O 1 O Ele¬ men¬ tary stu¬ dents. j -ai^nuia^ g 1 OJSOOOOCOOI-OCO-OOOCOOOCOC.OO^O •eiupi oocoocooooj^o-ooooc-ogoooooo j Tj j 'lO ^ *^5 -h C'l CC O O kC- C C'i C^2 CC O C i O CC cc: CO CQ r iccCOr-( ^ 72 O rH O IT ^ o (D ;2 4^ CC 73 ■ai'Bpf I ce g-i »?= A'- p^ap^^Zl^;:l,AP^.pH^:lp4p^o^p4a^:;4^I^p.p4ptP-ftpHQ-pH O0O33<^ t> (5 ^ ^ % fe 'c! ® d r, 5 a g gr§ s a-^ ^. . liA “ 2 S ® ! 5^ 9 ^ ^2 'or:^. OOOO^O S cs c3 cs cs-S ^H o a a ® © c3 a Hi a rt o CO -+ tO t-- 00 Cj o * HH »r5 O CO CV O — H 'M CO o '*Tn ’'V' “Tf '•^ *i -J .C iO iC lO *-C '.w '■O ooooofjc»oo*coc«aooooo-xoDcr,s&aococ£;»»c»cowico gss :ss§88 £oo |OOOocc loci' o' '0''ad'oc'"q I— 1 r-l -iji I CO CJ !— 1 50, 000 10,000 36,009 PUBLIC HIGH SCHOOLS, 8888888 : iSSS ;S 8 8 8 tOOOOOOO * 'OtOO «o o o o ^'8l3¥ss¥ i is 1 § ^'' 2347 OOOOOO lOOOOOOOO OOOOOO *00000000 O O O GO uo O ' to O O O O O O O to iO 00 (^^^^^0 ' ofo OifOLO Go'o'o rHrH rH •rHOi'^Oi 01 tQ CDOw'O .oooooooop l^kCCdO lOi-O^t^iOtOOOO O avj O to ' CD wOO T-l CO ‘:0 GO o rH ; CO t-T ^88oS8spoiosS8»8 8 S S 00 00 CO 'Sf -=r< O 1— 1 O O O 1-1 sOt- Cl O CO LO q co"" cf Cl 1'- O O ' O O O O O 00 o o o p CO 05 C5 • O O O O O'u OJ o o o o CO r-^ —1 1 to CO C?-i O CO GO *0 1 tH rH 1 : ! 1 1 1 ! I 1 1 I I 1 1 ] ' ' ' ' ; i i i ; i ; 1 i : i M i i Or-IrH-b^lO irHClO Ir-iOO i I O C i O ^ rH CO O 'C'"! CO ' t 00 ' I 1 * • • Oi • CO • ' ' O O'J CO 'CO ' '-C’l O O O i-'- i-i'=HCCOSC5 jorMO |CS>C^CO I t 01 dD »-0 t-H to O 0^ 7-i I-H 1 ! ^ I Cl i i I c 1— . cc i Cl 1 CO >o o o o tj T-i X' CO S'! T-iift o « o la >a o la CO I- c; ^ o CO ^ CD o o r-iC5ir5tO!S'0>c5 5'>cscccocRJ>-cr.i-^1 00 so L- CO o o O ' iClClCOO isOO Cl CO O CO o Cl I O I CO o o O CO -sH I O OOOOOOCOOOOO OOOOOO 0 00 0-00000000 o o o COOOCtOOCOOOOOOOOCOO '*?r' OOOOOsO to 0000 0000-0 00000000 0 O' ooo o O ooo-oooooooooo«©o 00 GO O 0> ^ rH o tO CC CO rH O to O O CO O tO O O CO O CO O O CO 01 GO GO CD r-< 05 05 ^ 05 CO CO r-i rH O ilO '05 CO to X< -H Oi 05 01 O 01 CO fH 1—1 01 CO O Cl — i sc O Cl CC 50 I-Si-I L- Cl Cl O Cl cc i.- so O Cl -fl 1— 1 Cl CO t- © cl -tI o; Co rH CC lO to O O CO O GO C5 ?>• O CO — ^ 01 L-^ 01 i--- tO CO CO ■“jO t— 1 lO GO tO ^£5 GO GO i-H tCi 01 ^ CO CO O r-H 01 1“I ^ Cl c:0 OO 01 CO CO 01 Oi 05 GC5 O ^ ^ ^ 8 361 01 '■I'i O CD to GC5 CO O 50 01 GO ' CO CO GO to 01 to Oi r-- CO iO rH CO tc Ol — : ^ l-Hi-lOClClCOOClOr-ICrC.— lOClOrHCl— lT-IClrHClCC-#0— T-HC1C5 C5 to Cl 1-1 cc O Cl C: 1-i 1-1 CO cc 1-1 1~( Cl 1-1 O Cl Cl Cl i-< CC Cl i-H d r-i 1-1 1-i 1-1 'S'- T-l ’=j^ '^h- 1-J 1-1 Cl Cl CC rM Cl 1-H ^ i-( I-H r-( i-l 1-1 3i GO 01 1-1 01 ^ r-H rH rH rH rH i-i tH 0> 01 r-1 1-J. Cl 01 +3-ti+0+J+3+0^J+3+i^^,U+04O-(-34O-lJJ-S-(J4SS-(J4O-Si+i-J0>^+040JJ p,PHp©Ci OCQQfiQqQqQQQQQQQGQQQQGP,QGQQn-.q © CJ +3 a -SCI M S a ® I I’f ?J 4^ 4^ 4:>4:5 43 4:54^4.-5^04^^4:S40- Ph p, p,p,p:,PHP-;::^P^P.AP^;:^Puc^ap.p.o. CD CD CDCDQ'D^DC^CDOCDCDCDcDCDCDQOO Q Q QQQGQQPapCiQQflQQQQ I a|l||ltll§S .oil le J gllsISl M P P I 03 t-l .s ,gP V o 0^8 OOOOOCOOOO . . ;q m ^ ^ CD fa p pq p ® ^ 2 - - <1^ p Prp g g; > 5=2 p o-E’sq £«»§§ ?^lil?i|l§|i||ii&|'8"" p p i o o S J3 4J 1? P o P.T' P o 2q|q CD o.;5: - H 2 pq org plqqq'o o g1appp|8gq^^^Sl q^2i2v2>2s25^2 ^2 ®^2 ®i2^ p O CO i.-- i:^ i--* lO O CO C5 O T _ _ _ KO CO CO Ci O rH (M C>t) >0 _ . _ . . _ - - <^i-oi2GOGOcoc>DccGocooococ:c:>ocio:>a; 'COcX/COCOCOCOGCOOCOCOCOCOGCOOOO'JOCOGOCOCOCOCOGOOOCOCO ‘ “ " - " ■ ■ “uCJiOiCiCiOiOlOiOlOiOiOiOlOOiOOiOO X)C;o» ZTj o:) O c ^ (? •■> CO ^ I Cj O:) o CD cc O O : -D <0i O O CD C . > lO lO tc lO iO O iC i ^ ^ ci ct) c;- ov 05 CD cc C5 ' '' -t: kO iC to xo 40 lo to * Statistics of 1898-99. Table 42. — Sfafistics of p^iblic high schools in the United States for the scholastic year lS99-1900~CoYi\iii\\Qd, 2348 EDUCATIOIT RSFOET, 1899-1900. •yn^'U.i'adclt? oiii:ju9ios pu'G -.inj ‘■sguipi;Tnq’'spiino.i^3 jo suI'ba ! iiii Ip.iii [ 4,000 1 18,400 .28, 000 35.000 9,000 8,000 27,732 12. 000 10,000 20,000 65,000 8,500 ■A.i'B.iqpeq:), iiiS0tiii\{OA jo joqtiiiix SoociooSSooScS^o CC liTS T-i 00 CO 0 lO IC 1 Preparing for college. Scien- tiiic course. •0X131110^ ; po i ioc. : ico 0 lO i 0 CO CO-iHrH •ainpi [ T-1 1 *00 • jcc T--0 '(Z>^ <>5 0 Classi¬ cal course. 1 _ 1 •0[nui0^ 2 I rH T-1 Cl loo • i-H i < 00 •oiniy 'r—Ol P 1'=^ ^ ■ 0^1 > * '-dH 1— i 00 ■ COM Ele¬ men¬ tary stu¬ dents. ■0pc3uiajX © vra j ooc:o = o;^j^oc:ooc:ooooooooooo ■01UT\[ © 1 o-coo^ 0^00000000 0 00000000 iSecond- ary stu¬ dents. •01'BUIOJ i IC ^ Oi' :0 Ci CO O CO O t-h o O O iO O ^ L-- 00 ^ CO 1 CO 0 > CO OJ g 01 -h- Cst rH Oi lO to CX T-1 rH CM CO rH rH o Oi 1 CO L- O CO i- IC o: O to 01 CO to 00 CO O .0' r-: t-H r-l O'! t-H .-H O-J r-l 01 .-1 — 1 -i 01 01 r-( 01 01 00 1-1 1 Depai't- ment , or in¬ depen- ; dent. 1 ^ P4C, P^Q.^^1P,P4P.P.,P^P1P^P.P^P^PC)'i/CDO'l>CDC;O“l X 8 o iO JO 3,000 5,000 .50,000 12,000 20, 000 38,000 800 75, 000 25,000 30,000 iiii ooo>^^OI-^ooo•xoo 1-4" 1-4:0 rH 8888^S8S Cl C5 t- ^ X X xo O i>*0 oooot-oooo cc o ^ O O O O O xo xO Xfl Cl X X ^ O X i-* 160 225 800 700 900 2,000 800 1,200 300 800 1,100 MM : M ; i M i M i i M M M i : i M M M i M i M i CC O CO T-S Ir-I Jo < Ct CO CC ' ooco c^oo O O^ CO O I- CO ^ O -+* O CO - ^^ -+| O CO O ^ CO : O CO J:- 1-1 O O :0 •* l-COCOOOOOOCQOCO ^ CO o 0^ o x; c OOtJrHO >1- o o o • Oi O X O X o ^ O O O 01 O c: O' O C- ’OO-OOOOOir-O OOOOOOO : iO O O O O' O C OOOO'OOOQOOOOOOOOOOOOOOO'OOOOOO O'OOOOOOO'OOOOOOOOOOOOO O X O CO >0 O 01 O O- O ^ X CO 01 01 S-' O O O O CO X O CO O X O lO iC X iO X 'O 01 O O ^ O O 01 ^ xc O O 'O HH CO 01 XO CO 01 r-4 r-J X X CO O f-H 01 T-1 T—i 1“1 1>> Cfi O T— ( -O CO r-l xQ 01 ^ 01 01 01 t~1 rH t-i 01 CO xC X O xO I- X O 01 01 rH T-l r^ ? ) O O CO 01 ^ X O 01 01 T-l 01 O CO 01 O 01 01 o o o < ^ 01 xo xro 01 CO xo oi 01 H 01 T~. 01 01 oi I 01 01 01 1-H CO rH 01 r !^ftpi,ap,&aftp,ftp,p,ap,p,ftp.p,i:iftftp,ap4ftaaaa fflMP OMP|PPPo«r:4^^PK|P(^feodEH -ai d <1 p s ‘ 2 S' S'^ d gj ^podogs>>^P'S^ S ©>^43 'CcoOmxlO®-^- . . . .. ffl®-2ooG>23 !S>3CgcS®®®. -S *9 P d ® ® ^a xi 43 ^ rd p o o d< d.4^ ^ +j 4J +3 0 |3 (i^KpffiP^PPPcococococococococBcoajaDcocDfZicocofficoaico •S® .. f^*• > OO CO iTt o iiiii •piAp ^.ts;i[iui UI .laquinx i ‘S.isSiJ UI ©sjtiioo TO 2 1 -4^ CO 1 -1*1 ^ CO CO ^ C-1^ CO N 4ii rH College prepar¬ atory stu¬ dents in the class that gradu¬ ated in 1990. •aisuia^^ 2 1 i ' i ^ CO'jH o ; ft o i ■arm 1 i r i"’ ■ i CO iO ft ji-H r-H I p,5 . '2 cc S ■5XSIU9^ 2 1 11 /) : [ 40 OJ ft 01 CO 1- CO ft ^ Oi 'O A 2 1 CO 01 CO ^ O -i- ICO -.Oft -3 4f( ft T-H CO ft CC -P 03 p o 4-1 A ^ 5 O CO O.' W-H .-4 j -exyuie^q i2 o I r.:> * c: ; ! o 01 j CO i j SilOP p fcfl •pH d) Sci til con i’ •eispj |2 " i“ r i i ft O r ft '. Oi ■ i P3 -p (Jl P •P ® W3r-t W !4 •otsai9j 1 1 ! A - i“=” jftftft |oi ;h Oh « o s o 8 •01SH O i CO T-l o Jftftft ; ft 1 CO j rt ® § b 2 ^ •etsuie^ j O o o o c : ft X‘ ft O ft ft ^ 8 ~ 5> U sisi^ ® •axsj^i 1 aoaooc : C: ■tIi 3 O ft ft ftftftft^ 1 b^l •0[SUI9^i3 U ! a.' OT cc ft CO CO j Ot' 6t Ot ^ : 1-0 X X CO : r-i rH T— C:^ CO<3 rH CO o 21^1 CO •0ISK 1 1 OC - - t- t- OC OT. ft OT 1- 1 C-i 0 1 -CO r- 1- l-H r-H r4 1-1 rH S 00 uo t- 3 01 'S ^ "o ■0|UUT0^ 1 c-:! O' 0! c: Lf: ft HH 0^ ft r-H 01 ft \ I 8 o O p -t-^ CO ^ •9[SK 1 ^01 1 aa aaaftft 0) o C d) 03 QQ OQfiQG 8g^«l ^.2.^0 204 Js fT*’ CO ^ 03 ^ ^ CS-P 3 P ® OD K K M >“-'p±2 p£ S ffl ffl o p paft-PP! c ' o_ : 2 ® trP O ’ “rP !» JD o c.S^'oo ft! -p p5 p; '-ft :04P4 l|i|i 2^2®!=! >■ ® oifti p Ci o r-i co ’-‘‘$1^^: 8 S 8 Q S c ;atistics of 1898-99. 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 20 27 28 29 30 31 32 33 31 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 2 EDUCATIOJS- BEPOET, 1899-1900. Table 43. — Statistics of private high schools, encloiced academies, seminaries, State and post-office. Name. Principal. t 3 AI.1ABAMA. St. Clair College . . . L. A. Smith . . G. W. Duncan . Barfield High School . W. A. Speer . Bevill . . Pelham High School . W. F. Cooper. . Pollock-Stephens Institute =■= _ The Taylor School . . Mrs. E. T. Taliaferro . do . William Pirrie Taylor, A. B. Rev. J.H.B. Hall . . . _ do . P. R. Smith . L. V. Rosser Edward Young McMorris .. J. 0. Brown . J. M. Walton . Cullman . Polytechnic College and Ladies’ Institute (Preparatory De¬ partment). Marengo Female institute . Marengo Military Institute . Florence K. Eel ter . . r)e7nopouS-_ . . . J. B. Ca.ssid;iy . . _ do . . W. A. McLeod . Elkmont.. . - . Elkmont High School . . . E. I. Luna . . Eayette - _ . . Fayette Collegiate Academy.... Plomaton High School . ■ - Munroe Ploinatou _ _ _ _ J. W. Agnew . . . Port Pavne . North Alabama College . . J. L. Ruffin . (xa.ylesviile _ _ Gaylesville High School . E. J. Chestnut, C. E., presi¬ dent, W. G. Ready . (rreenshovo .. . Greensboro Female College * . _ . Grove Hill Male and Female Grove Hill . M. B. Du Bose . . Gurley. . Academy.* Robert Donnell High School _ H. L. Walker, A . B . Healing Springs . . Healing Springs Industrial Rev. W. J. David . Huntsville . Academy.* Huntsville Academy . Frank Piiryear _ _ Joppa . . . . 1 Industrial Normal and Collegi¬ ate Institute.* Rev. W. H. Kelley . Kee7'ier . . . > Wills Valley Institute* . S. C. McDaniel . Leighton . . Male and Female Academy _ C. W. Smalling . Lincoln . . Lincoln High School _ _ _ E. D. Acker, A. B., LL. B _ Lower Peach Tree . Lov/er Peach Tree Male and J.B. Miller . Marion . Female High School. Ms'rion Military Tnstitnte James Thom. Murfee, LL. D I G. R.Hall . . . . Midway . Midway High School * . Mobile . . . . Academy ot' the Visitation Sr. M. Ligonei Fox . _ do . •- . Hunter’s (Miss) School Miss 8. E\ Flunter . . St. Mary's Select School . Sister Aloysia _ _ Monroeville . Monroe Male and Female Insti¬ W.G. Hix . . . . Montgomery . . . . . tute. St. Marys of Loretto Academy. . Sister M. Borromeo . . Montgomery (.504 Dexter University School (Boysj . . J. M. and S. C. Starke . . ave). Nat . . . Green .Acn.demy A . D TiUetho, A . M Newton . . Baptist Cohegiade Pistitute . . A. AV.Tate . . . . . do . . . District HiMi School J. 0. Atkins . . do . Marianna High School * R. J. Holston . Opelika . . . OpeliJja High School * . Rev. I. T. Simpson . . . Pineville . Pineville Academy * W. N. Dale. . Pisgah . . . Pisgah Male amd Female Acad¬ J. W. Simpson . Roanoke . emy. Roanoke Normal College . R. M. Crawford, president .. Robert McPheeters, sr . Rockford . Rockford High School . Springville . Sprinp- Tvolre Colle.o'e W. C. Griggs, A. B . Talladega . . . . . Talladega. College Geo. W. Andrews . . Trinity . North Alabama Collegiate In- Rev. Joseph Shackelford — stitu-te. * Statistics of 1898-99. STATISTICS OF PEIVATE SECOKDAEY SCHOOLS, and other private secondary schools for the scholastic year 1S99~1900. 2353- Religious denomina¬ tion. Sec¬ ond¬ ary in- ■ struct- ors. Second¬ ary s til¬ de nts. Ele¬ men¬ tary stu¬ dents. Students. Preparing for college. Gradu¬ ates in 1900. College prepar¬ atory students in the class that gradu¬ ated in 1900. Length of course in years. Number in military drill. Number of volumes in library. , Value of grounds, buildings, furniture, and scientific appa¬ ratus. Clas¬ sical course. Scien¬ tific course. 6 © g £ 6 Is d g © d r2 S A ci c5 3 © d .2 a © ptH A Is .2 a © p^ 2 'oi § 'cS a © 4 5 6 7 s © 11 IS 14 17 IS 19 39 31 22 1 30 20 40 30 0 40 81,000 I' Nonsect--- 1 2 15 25 30 40 10 is 15 0 0 4 0 2 3 200 6, 000 2/- 1 i 13 19 48 3 4 1 9 2 4 2 4 4 1,200 3 ■ Nonsect- -- 1 0 0 10 9 0 0 3 1,000 4 Nonsect--- 0 7 0 90 0 95 0 10 0 0 "o 12 G 5 5 1.50 20, 000 5 Nonsect--- 1 2 21 9 14 10 7 3 8 0 1 1 1 1 4 1,500 i . . 6 Nonsect--- 1 1 10 12 20 22 4 1,200 1,000 7 1 0 10 15 90 1 g 4 '0 10, 000 s 1 0 2 28 30 o 0 3 0 3 3 2, .500 1 O' Nonsect- -- 1 1 19 15 10 14 6 14 9 4 0 100 3,000 10 2 1 3,S 48 64 34 lb 12 6 4 6 4 2 0 400 3, 000 ! 11 3 1 30 25 0 0 0 0 4 0 1,200 150, 000 : 12 iNonsect--- J 1 IB 18 28 20 1 2 1 3 4 7 4 4 0 1,000 5,000 I IS- Nonsect--. 0 5 0 38 5 60 0 30 0 8 0 0 0 0 5 0 1,800 2, 000 IL. Non sect _ 1 1 37 0 20 0 16 0 5 0 1 . 5 28 10, 000 15 Nonsect. -- 1 0 27 12 86 36 4 2 4 1 1 1 1 j 1 4 0 700 16 Nonseet _ 1 2 45 60 5 15 10 12 8 6 4 0 5, 000 17 Nonsect - -- 1 0 3 11 11 11 0 0 i 0 0 0 0 600 13- Nonsect _ 3 0 30 22 51 42 15 8 0 0 1 2 ”4 0 ' 19 Nonsect _ 2 1 28 36 21 10 900 1,800 20- Nonsect _ 1 2 2 16 11 34 0 2 o 2 3 200 3,500 21 Nonsect _ 1 i 6 17 25 16 22' Cum.Presb 3 g 70 63 30 25 3 5 6 5 5 2 5 2 4 40 20 12,800 23- Rq.p!. ] 0 4 16 14 2, 000 24 Nonsect _ 1 2 15 11 2 o 4 0 260 25 ('^ong 1 1 45 57 1 0 1 0 0 0 0 0 200 2,500 26 Nonsect _ 1 24 12 21 18 0 0 0 0 1, 000 27 Nonsect _ 1 1 20 20 39 34 9 4 9 4 2 2 2 2 2 2,000' 2S Nonsect- -- 1 1 12 10 27 22 3 2 0 0 0 0 0 1,.500| 29f'' Nons8Ct--- 1 1 11 17 12 9 1 3 0 0 3 0 3 0 2,000 30 Nonsect..- 5 0 Hi 0 0 0 no 0 10 0 4 111 Looo GO, 000 31 Bapt 1 1 15 10 20 4 4 0 2 "’o 2,500 3.2' R. C 0 4 0 22 ~0 21 3 3 4 3, 650 S3- Non sect 0 2 0 30 0 15 20 0 . 10 4 10,000 34 R C 0 2 (1 30 0 147 0 o 4 35 Nonsect-.. 1 2 27 24 28 23 6 7 6 7 0 0 0 0 0 0 1,000 86 R.C . 0 4 0 14 0 no 0 7 0 7 0 1 0 1 4 0 1, 000 50, 000 37’ N onsect _ 3 0 59 0 13 0 1 0 41 0 1 0 0 0 9,000 SS- Con O’ 1 1 14 11 26 19 1 1 1 0 0 0 4 0 700 2,650 33 Bapt . 1 1 20 17 60 50 0 0 3 2 0 1 0 0 4 0 0 1,800 40 Meth : . 1 0 10 12 30 32 4 6 2 1 0 0 Oj 0 0 0 2,000 41 M.E.So--- 1 2 32 20 20 20 20 17 5 7 4 2,500 42 Miss. Bapt 1 2 12 38 53 2 1 1 2 2 1 2 1 g 2, 000 43 Nonsect _ 1 0 17 13 8 5 1 3 250 44 Nonsect... 1 1 4 8 28 30 3 5 0 2 0 0 0 0 3 0 1,200 45 Nonsect. - . 3 5 43 35 94 83 6 3 4 0 400 20,000 46 Nonsect.. - 1 1 25 25 15 20 2 1 1 1 0 0 0 0 4 0 0 1,000 47 j-jo^sect _ 2 0 40 20 110 55 0 0 20 10 4 0 150 600 48 Cons? 6 4 63 47 192 305 2 1 14 4 1 5 1 5 4 0 134, 000 49 ...... Bapt . 2 0 15 10 1 16 2 0 0 0 0 0 2 0 800 50 ED 1900 — VOL II- ■68 51 53 53 51 55 56 57 58 59 60 61 63 63 64 65 66 67 68 69 70 71 73 73 74 75 76 77 78 79 80 81 63 83 84 85 86 87 88 89 90 91 93 93 94 95 4 EDITCATIOI^ EEPOKT, 1899“1900. Table 43. — Statistics of privade high schools, endoired academies, seyninaries. State and post-office. Name. 1 2 A I., ABAM A —continued. Truss viile . . Town Creek . Tuskaloosa . ! TuscumBia . i White Plains . Trussville Academy . Town Creek Normal Institute. . Verner’s School . . Deshler Female Institute . Talladega District High School * ARIZONA. Prescot Tucson St. Joseph’s Academy . . _ do . - . . ARKANSAS. Amits^ - - Barren Fork . . Belleville . jBerry viile . . . Carrollton . . . Fordyce . _ _ .... G-entry . Helena . . Holly Springs _ Little Rock _ _ Montieello . . . . Okolona _ _ _ Paragould . . Pea Ridge... . Philadelphia . . Rogers . . Searcy . Southland _ Spielerville . . Wilmar . Witcherville . C.4LIFORN1A. Amity High School . Mount Pleasant Academy . Belleville Normal College . Clarke's Academy . Carrollton Academy . . Training School for Youths . Orchard I. Hendrix Academy... Sacred Heart Academy . . Judsoa Baptist High School - Arkansas Baptist College . Hinemon's University School.. . Okolona High School . . Thompson’s Classical Institute . Pea Ridge Normal College . Philadelphia High School . Rogers Academy . Speers-Langford Military In¬ stitute. * Southland College and Normal Institute. * New Suhiaco College . . Brew Normal Institute . . Buckner College . . Alameda. . Belmont . Berkeley . . - do . Crescent City East Oakland. Grass Valley . Notre Dame Academy’ . Belmont School . . . . Boone’s University School . Head’s (Miss) Preparatory School. Cx’escent City Academ:/ . Our Lady of Lourde’s Academy . Mount St. Mary’s Academy . Healdsburg. . . . . Irvington (530 Railroad ave. ). Lakeport . . . . Lordsburg . Los Angeles (317 South Broadv/ay). Los Angeles (416 W est 10th st.). Los Angeles . . . . Los Angeles (p. o. box 193) . Los Angeles (885 Yf est 33d St. ) . Marysville . . . Healdsbni-g College . . . University Academy . Lakeport Academy . Lordsburg College . . Eton Academy for Boys . Girls Collegiate Institute . . The Harvard Military School... Los Angeles Military Academy. Marlborough School for Girls and Ladies. College of Notre Dame . * Statistics of 1898-99. Principal. 8 J. L. McKenney ... J. T. Stricklen _ V7. B. Verner _ _ Mrs. R. P. Foote . . Geo. P. McCiurkin I Sisters of St. Jorseph . j Sister Elizabeth . . . \ Samuel M. Samson . R. L. Keathly . D. F. Montgomery _ _ Isaac A. Clarke . . . H. H. Davis . J. D. Clary . . . Rev. J.JII. Hughey, A. M . Sister HiVangoiista . . R. A. Watson, A. B . Jos. A. Booker . . J. E. Erwin . T. E. Greene . . . . E. S. Thompson _ B. H. Caldwell, nresident _ J. W. C. Gardnei- . Morrison Woimer . . G. T. Storey and E. B. Wil¬ lis. Duff G. Phillips . . Rt. Rev. Abbot Ignatius _ J. L. Spence . . V/. A. Hill . Sister of N otre Dame . W. T. Reid . P. R. Boone . . A^nna Head, A. B . . Walter F. Jones . . Sister M. Fidelis _ Sister Mary Baptist O’Con¬ nor. M. E. Cady . . W. W. Anderson . John Overholser . Wm.I. T. Hoover.. . . Horace A. Brown . A. K. Parsons, J. W. Dennen. Gren viile C. Emery . Sanford A. Hooper . Mrs. G. A. Caswell . Sister Mary Loretto . STATISTICS OF PRIVATE SECOIIEASY SCHOOLS, 2355 and other private seconda'i'y schools for the scholastic year 1899-1900— Coni' d. 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, buildings, furniture, and scientific appa¬ ratus. i Second¬ ary stu¬ dents. Ele¬ men¬ tary stu¬ dents. Preparing for college. Gradu¬ ates in 1900. College prepar¬ atory students in the class that gra,du- ated in 1900. Clas¬ sical course. Scien¬ tific course. g o 6 r2 g 01 d d g ® 6 d g ® d S '15 g ® d 15 r2 15 g © 'ci d g © Ps 4 5 8 9 ai 13 14 15 16 17 1§ 1© SO 31 33 Nonsect-. . O 3 33 19 31 23 6 5 3 1 0 0 0 0 3 0 $3,500 i 1 83 73 31 311 8 K 8 5 0 3, 500 3 0 50 0 50 0 20 0 10 0 0 1, 000 10, 000 0 1 0 13 3 30 17 20, 000 M.E.So 1 3 33 14 83 64 3 2 3 1 4 3, 000 R.C - . 0 1 0 0 34 0 4 R. C . - . 1 1 10 18 -35 5 35, 000 Nonsect... 3 O 63 53 41 53 0 0 37 26 0 0 0 0 4 48 350 9, 000 Nonsect... 3 0 17 9 43 38 3 3 4 2 0 0 0 0 3 0 47 3,500 Noiisect _ 1 i 33 35 75 80 0 0 4 0 3 0 65 3, 500 Nonsect _ 3 1 38 34 2 1 g 2 3 3 4 0 700 5,000 Nonsect _ 1 2 33 40 70 80 4 0 9 7 0 0 3, 000 M E. So 2 1 40 34 SO 17 15 15 0 4 '"'6 4 4 0 500 8,600 M.E.So... 3 o' 33 18 39 34 4 0 1,400 11,000 R.C . 0 1 2 15 30 18 0 1 0 1 3 700 Miss. Bapt. 1 1 58 40 45 20 14 16 0 0 0 1 0 1 3 ”'0 100 3, 000 Bapt _ 2 2 23 17 59 40 Non sect _ 2 3 30 36 6 4 is 43 0 0 4 0 140 6,000 Nonsect _ 2 2 43 41 33 19 4 0, .500 Nonsect _ 2 2 60 55 30 15 2 0 0 1 0 0 4. 0 300 3,400 Nonsect- -. 4 1 84 40 75 65 33 10 3 9 ] g 1 4 0 400 4,000 Nonsect. -- J 0 14 11 31 39 0 0 •0 0 0 0 0 0 - 0 30 600 Cong - ... 3 2 34 56 15 33 1 3 4 1,600 15, 000 Nonsect _ 5 0 55 0 18 0 20 0 55 1,500 40, 000 Friends _ 1 2 29 37 34 45 0 0 2 6 9 4 0 1 4 20, GOO R C 3 0 30 0 10 0 33 n 8 0 6 0 000 Nonsect _ A. 0 60 45 100 95 5 u 9 30 25 4 75 300 7, 000 Rapt - 1 1 15 17 60 40 4 15, 000 R.C 0 4 0 35 20 160 0 10 0 4 700 Nousect... Q 0 115 0 5i 0 6 0 48 0 33 0 2i 0 4 ai5 1,300 150, 000 Nonsect... 6 0 48 0 o 0 2 0 46 0 13 0 12 0 4 0 3,000 20. OfiO Nonsect... 3 9 0 65 10 50 0 20 0 10 0 6 0 4 4 0 3, 000 40, 000 Nonsect... 1 0 7 3 9 4 4 3 0 0 4 s: 2 1 4' 0 365 3,000 R C 0 4 0 35 40 1 75 0 31.... 3 0 500 R.C . 0 5 30 8 50 107 0 0 0 3 0 0 0 350 50,000 7 Day Adv 5 .5 40 4.'> 113 53 10 8 15 10 7 6 1.400 40,000 PI onsect _ 2 1 53 1 i7 0 19 0 35 0 16 0 14 0 4 Nonsect... 1 1 4 16 0 0 1 1 3 3 1 3 1 2 4 0 300 5,000 Ger. Bapt . 4 2 35 13 0 0 2 5 0 0 4 0 175 20, m Nonsect _ 1 9 31 0 29 0 8 0 8 0 4 0 400 Nonsect _ 1 0 35 6 35 0 6 0 5 0 8 5 0 800 3,500 Cliristian 4 c 14 0 36 0 9 0 1 0 4 14 1, 100 27,000 Nonsect... 5 0 44 0 32 0 13 0 8 0 0 0 0 0 I 44 3,578 1.50,000 N onsect _ 0 8 0 75 0 40 0 5 0 2 0 0 2 1 R.C . 0 5 0 30 30 130 0 9 0 13 0 1 0 1 ! 150 51 53 53 54 55 56 57 58 59 60 61 '63 m 64 65 66 67 68 69 70 71 73 73 74 75 73 77 78 79 80 81 83 83 84 85 86 87 88 89 90 91 93 93 94 95 96 97 98 99 100 iOl 102 106 lOi 105 100 107 108 109 110 111 112 113 111 115 110 117 118 119 120 121 122 123 121 125 120 127 128 129 130 131 132 133 EDUCATION EEPOET, 1899-1900. Cable 43. — Statistics of ijrivate high schools, endowed academies, seminaries, State and post-office. Name. Principal. 1 2 3 CALIFORNIA— continued. Menlo Park . . do . . Nordhoff . Oakland . . Ontario . Palo Alto (319 Kingsley ave. ) Palo Alto . Pasadena (49 South Euclid ave.). Pasadena (124 South Eu¬ clid ave.). Petaluma . Red Bluif . Redwood City . Rio Vista . Sacramento (1126 K st.).-. Sacramento . . San Diego . . . . San Francisco (925 Frank¬ lin st.). San Francisco (Dolores, het. l6th and 17th sts,). San Francisco (18-49 Jack- son st.). San Francisco (2126 Cali¬ fornia st.). San Francisco (2234 Pa¬ cific ave.). San Francisco (Fremont and Harrison sts. i. San Francisco (1901 PoAveil st. ). San Francisco (s. e. corner of Eddy and Larkin sts. ). San Francisco (16:13 Broad¬ way st.). San Francisco (24th and Alabama sts.). San Francisco (671 Mis¬ sion st.). San I'raucisco (33ft9 W ash- in gton st. ). San Francisco (165 Devine st.). San Francisco (2014 Van Ness ave.). San Jose . . San Leander . . San Luis Obispo . San Mateo . . do . . San Rafael. . . do . . do . . Santa Barbara . . . . Hoitfs School for Boys . St. Patrick’s Seminary . . Thacher’s School (Casa de Piedra Ranch). Convmnt of Our Lady of the Sacred Heart. Chaifey College . . “Castillya Hall,” Boarding and Day School for Girls. ” Maiizanita Hall,” Preparatory School for Boys. Classical School for Boys . English Cla-ssical 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. Academj" of the Sacred Heart .. College of Notre Dame _ Hamlin School and Van Ness Seminary. Irving Institute _ _ _ Miss Murison’s School _ _ _ Our Lady of Mercy’s Academy. Presentation Convent. . Sacred Heart College... . . St. Brigids Convent School* _ St. Peter’s School (Girls) - St. Vincent’s School _ Trinity School . . . . . The 'Washburn School . West’s (Miss) School for Girls . . St. Joseph’s School . . 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 Insti¬ tute. Ira G. Hoitt . Rev. A. J. B.Vinbert . Sherman D.Thacher . Mother Delphine . Wm. T. Randall, dean. . Mrs. Anne E. Peck . . Frank Cramer.. . Stephen Cutter Clark . Anna B. Orton . Rev. Father Clearey _ Sister M. Helena . Sister Mary Cecilia . . . . Sister Mary Camillus . Brother Veliesian . Sister of Mercy . . Sisters of St. Joseph . . Madame Gorman . Sister Mary Bernardine _ Sarah D. Hand in . . . Rev. Edwards B. Church, A.M. E. L. Mui’ison _ _ Sisters of Mercy . . . Sister Mary Josephine. . Brother Florinus... . Sister Superior _ _ Sister Mary O’Brien . Sister Gertrude . . Rev. E. B. Spalding _ _ Arthur Washburn _ Miss Mary B. West. . Rev. M. Gleeson, S. J . Sister Mary Conception .... Miss M. E. Arnold . Rev. W. A. Brewer . Mother Louis . Rev. Charles Hitchcock - Arthur Crosby . T. H. McCune, M. A . * Statistics of 1898-99. STATISTICS OF PRIVATE SECONDARY SCHOOLS 2357 and other private secondary schools for the scholastic year 1899-1900 — Cont’d. Religious denomina¬ tion. Sec¬ ond¬ ary in- Stl'UCfc- ors. Students. 1 Length of course in years. Number in military drill. Number of volumes in library. Value of grounds, buildings, furniture, and scientific appa¬ ratus. Second¬ ary stu¬ dents. Ele¬ men¬ tary stu¬ dents. Preparing for coJiege. Gradu¬ ates in 1900. College prepar¬ atory students in the class that gradu¬ ated in 1900. Clas¬ sical course. Scien¬ tific course. 6 a © 6 r2 a A 6 a 6 "3 CD Is a OJ 6 6 a CD 6 r2 a 1 "ci a A 0 1,200 R. C . 0 3 0 30 70 50 300 10,000 R C 0 0 8 0 35 0 30 3 1,000 R C 3 0 35 5 25 0 8 0 0 0 5 R C 0 4 0 46 0 59 0 39 0 7 0 7 450 50,000 R. G - . 5 0 81 0 184 0 40 0 36 0 5 0 2 0 4 0 1,500 20, 000 E. C . 0 10 0 175 0 75 0 6 0 0 20,000 r' n . 3 0 30 48 130 0 0 0 Oi 0 3 0 0 4 R r, 0 10 3 35 0 45 0 0 0 0 0 6 0 0 4 R C 0 6 0 40 43 233 0 30 0 8 0 8 3,0:0 Nonsect. -- 0 4 0 59 5 37 0 0 0 15 0 6 0 3 4 0 3, 136 5, 000 P P, y 10 0 55 10 65 0 10 0 15 0 10 0 5 4 0 1,.500 Nonsect. - _ 0 9 0 45 0 30 0 2 0 1 0 3 0 0 5 1 i » 600 R n 0 2 0 13 0 368 3 (; R, n 0 1 0 13 350 i 438 0 0 i 3, 0 30,000 R. c _ 8 0 100 0 350 0 25 0 15 0' 19 0 19 0 3,000 300, 000 Ti n ' 0 4 0 30 180 250 0 0 0 10 0 10 5 3 3 R. n 0 8 0 13 75 393 0 12 0 8 0 3 3 400 E C 0 2 3 60 846 414 3 33 0 6 3 0 3 3,500 53,000 Nonsect-. . 7 0 46 0 33 0 4 0 0 0 8 0 6 0 4 0 Nonsect -.- 2 6 31 37 36 34 2 0 29 37 8 4 8 4 4 0 600 7.500 Nonsect--- 0 0 63 30 50 0 10 0 5 0 2 0 2 4 0 500 40,000 R. n 4 0 140 0 0 0 10, 000 c ! 4 0 15 20 '95 0 3 R 0 1 3 0 10 90 4 1,000 TTt^ici Q 1 5 ' 0 18 0 0 0 2 J.JI0 ««>.•-- - Epis . . s 1 0 1 90 60 ( 4 0 > 30 0 6 0 5 0 4 90 100 R c 1 8 1 0 40 0 1 35 0 3 0 0 4 8,000 100,000 Nonsect _ i C 1 22 0 26 i (j 2 c 1 23 0 3 0 3 0 1 5 "'0 250 23, 000 Presb . t 1 C 1 53 0 29 ^ C 0 0 1 15 0 1 5 0 5 0 1 _ 53 45, 000 Nonsect... 3 C 1 ) 16 1 15 . 16 1 c 2 c 1 8 2 i 6 2 1 4 1 4 0 350 7,000 a See University table for statistics of Chaifey College. 96 97 98 99 100 101 103 103 104 105 106 107 108 109 110 111 113 113 114 115 116 117 118 119 130 121 133 133 134 125 136 137 128 129 130 131 133 133 2358 EDUCATION EEPOET, 1899-1900. Table A.a.— -Statistics of private high schools, eiicloiced academies, seminaries, 134 135 136 137 138 139 140 141 1X2 143 144 145 146 147 148 149 150 151 153 153 154 155 156 157 158 159 160 161 163 163 164 165 106 167 168 169 170 171 173 173 174 175 State and post-oface. Name. Principal. 1 .’1 CALIFORNIA— COnt’d. Sister Louis de Gonzaque... School of the Holj^ Cross . Santa Sosa . - Ursuline Academy of the Sacred Sister Agatha Reynolds _ Heart. Academy of the Holy Names (Ramona Convent). Sister Superior.... . Chfl.rles A ill Vallejo . - St. Vincent’s Convent School ... st. M. Agnes . Holy Rosary Academy . Sister Barbara . . . . COLORADO. SLster M. Marguerite .. Canon Citv . Mount St. Scholastica’s Acad¬ Sister M. Callista, O. S. B _ Del Norte . emy. The Presbyterian College of the Rev. J. E. W eir , president . . . Denver . . . . Southwest. Wolfe Fall . Lucia Ocott Streeter . Leadville _ St. Mary’s School . _ . Sister M.Eva.ngelist Montclair . . . Jarvis Hall Military Academy .. Rev. H. K. Coleman, M. A .... CONNECTICUT. Baltic _ - . Academy of the Holy Family... Black Hall School for Boys Mother 7vT. Aloysio _ _ Black Had Charles G Ba.rtlett Bridfjenort (363 Golden Courtland School for Girls * Frances A. Marble, Mary J. Hill).' Miner. Bridgeport (688 Park ave. ) Bridgeport (416 Fairfield ave.). Park Avenue Institute . . Seth B. Jones . The University School . Vincent C. Peck _ Brookfield Center . . Curtis School for Boys _ _ Frederick S. Curtis . Chesliii’e . . Episcopal Academy of Connect¬ icut. Morgan Schoool.. . . . E. D. W ondbnry Clinton . George E. Eliot, jr . . Cornwall . The Cornwall School . . F.M. McGaw . . . Easton . . . . . . Easton Academy . . . Wm.M. Gallup Essex Pratt Hip'll Sclmnl .T Pi'a.ncis Allison Fairfield . Falrfie d Academv . Framfis H. Brewer . Farmington . PorterKMiss ) and” Dow’s (Mrs. ) Miss Sarah Porter and Mrs. School. M. E.Dow. Greenwicli . Greenwich Academy’'’ . . . J. H. Root . do _ _ _ _ Rosemary Hall . . . _ Caroline Runtz-Rees. .. . Hamden . _ _ Hamden Hall . Win. C. Raymond . Hartford . . . Mount St. Joseph’s Seminary... Sister M. Cecilia. Hartford (,1304 Asylum Vvoodside Seminary . Sara J. Smith . — ave. ). Lakeview . The Hotchkiss School _ _ _ Edward G. Coy . _ do . The Tatonic School for Girls _ Eliza Hardy Lord . . Lvme . Tile Boxwood School . . Mrs. Richard Sill Griswold . Milford . . Simpson's (Mrs.) School _ L. Simpson . Mystic . Mystic Valley English and Clas¬ sical Institute. Booth Preparatory School . . John Knight Bucklyn . Now Haven . George A. Booth . New Haven (18 Insurance Building). Gile Gramma, r School Theo. B. Willson . . . New Haven (7 College st.). New Haven (97 Whitney Hopkin’s Grammar School . George L.Fox.. . Johnstone’s (Miss) School . Marv'Sibvl Johnstone . ave.). New Haven (57 Elm st.) School of Miss Orton and Miss Miss R. Orton, Miss E. R. Nichols. Nichols. Statistics of 1898-99. 2359 STATISTICS OF PEIYATE SECO]TI)AEY SCHOOLS. and other private secondary schools for the scholastic year 1899-1900— Cont'd. Religious denomina¬ tion. Sec¬ ond¬ ary in- strnct- ors. Students. 1 Length of course in years. I Number in military drill. Number of volumes iu library. Value of grounds, buildings, furniture, and scientific appa¬ ratus. Second¬ ary stu¬ dents. Ele¬ men¬ tary stu¬ dents. Preparing for college. Gradu¬ ates in 1900. College prepar¬ atory stud.ents in the class that gradu¬ ated in 1900. Clas¬ sical course. Scien¬ tific course. CD I 1 Female. | 1 Female. Male. I Female. Male. 1 Female. 1 Male. Female. Male. Female. Female. 4 5 7 8 9 ai 1-^ as 14 15 145 17 1§ 1 19 29 ‘J1 33 R. n 0 4 0 55 0 150 0 3 0 5 0 8 0 8 0 0 600 134 R C, 4 0 20 0 0 0 0 5 0 o 4 0 600 S50, 000 135 R n 0 3 0 10 0 29 0 1 136 R n 0 5 0 20 6 40 0 10 0 2 4 0 675 137 R n 0 3 0 30 34 306 0 7 4 138 R. n 1 0 17 0 133 0 0 0 0 0 4 0 0 0 3 0 139 R n 0 10 9 32 192 209 2 8 3 41 140 R, r. 0 4 0 34 0 51 0 4 0 2 0 o 4 800 141 R.C . 0 2 14 29 33 48 0 0 0 2 4 10 0 o 4 0 300 40,025: 142 R.C . 0 5 0 20 0 58 0 0 0 0 0 0; 0 0 4 0 300 30,000 143 Presb . 3 1 29 14 2 2 11 5 5 4 1 l' 1 1 1 4 .... 8 0 C'f 14,200 144 2 11 1 32 7 75 0 1 3 0 1 145 R C 0 11 14 28 386 249 6 0 0 0 0 0 4 i 0 286 2.i48 146 Epis. _ _ 4 1 18 0 19 0 3 0 8 0 2 0 2 0 4 18 250 200,000 147 R, n 0 7 1 35 0 38 0 15 0 1 4 800 148 Epis 5 1 28 0 6 0 4 0 16 0 12 0 9 0 4 '”6 1,800 149 "NT 0 0 41 1 51 0 0 0 6 0 1 5 450 Nonsect .. 2 0 40 0 30 0 15 0 12 0 20 0 8 0 4 0 2,500 25,000 151 Nonsect .. 3 1 35 0 25 15 13 0 17 0 5 0 5 0 5 0 1,000 42,500 152 ^ onsGC t g 2 12 0 13 0 12 0 0 450 153 IliplS- _ - - - . 5 1 46 0 7 0 0 20 0 8 0 5 0 4 46 600 60,000 154 Nonsect .. 3 21 31 39 101 110 8 10 9 6 5 9 3 5 4 0 2, 000 100. 155 Nonsect .. 3 2 9 4 9 2 4 0 3 0 0 0 0 0 4 0 200 42, fiOO 156 Nonsect 1 0 2 7 6 7 1 0 0 0 0 0 0 0 4 0 325 157 1 1 9 12 0 0 0 0 4 11 2 1 0 0 4 0 50 158 - J^TOIlS0Ct 1 3 5 6 IG 10 2,000 1.59 ^^^onsGCt 2 10 0 78 0 0 0 180 T'J' "n c! p if" 3 2 10 28 9 5 3 1 4 1 1 4 161 "RpiR 0 0 35 0 0 4 0 2 0 2 0 4 400 13,000 162 2 0 9 3 8 11 0 0 3 0 3 ”5 50 6, 000 163 As O _ _ R.C . 0 6 0 54 0 58' 0 2 0 0 0 9 0 2 4 0 3,800 100,000 164 2 5 0 25 0 0 0 0 0 0 0 5 0 0 1,200 135 Nonsect 10 0 156 0 0 0 106 0 50 0 0 29 0 4 0 1,000 500, 000 163 IST onsoct 0 6 0 14 Q 15 0 4 4 0 300 20, 705 167 IToiisoct/ 1 6 ( 25 0 0 168 T^'K»r\f'PC!4*Q 71 0 1 9 0 0 1 0 4 2 1 0 0 169 A i 1 V-/0 Lcli-L TO" nn 25P‘r*‘f‘. 2 1 3 10 7 2 0 2 0 3 0 '”4 8 50!J 10,000 170 OHSGCb - - 1 3 5C 5 48 67 2 0 30 0 32 19 21 0 3 : 0 171 -L 4 1 17 2 in 9 0 0 i 0 0 i 60 172 AN C/Aiot3S./ U -- ^N'onsocij -- 3 Q 70 (1 12 0 15 ' C 15 . 0 4 c "M 071 C;P-PT 2 10 ( 43 12' 103 0 g C 11 4 : C 9,00G ! 174 ANUU.b'^Ol/ -- Nonsect .. 0 4 16 0 3 0 i . 1 " c 2 ‘ C 1 2 C 1 c 5 i C 1 ...0.. 175 176 177 178 179 180 181 18:3 183 184 185 18G 187 188 ISO ]90 101 193 103 194 105 196 197 193 190 200 201 203 203 204 305 2(l'J 307 308 209 210 211 212 213 214 215 218 217 ;0 EDUCATION BEPORT, 1899-1900. Table 43. — Siatisfics of private high schools, endoived academies, seminaries. State and i)ost-office. Name. Principal. 3 a 3 CONNECTICUT— COnt'd. Mrs. and Miss CadA^ a ve. ) . New Haven (:33'Wall st.)-- Whedon's (Miss) School for Susan H. AA'hodou . . New Haven (08 Mansfield Girls and Boys. AVillard’s (Miss; School . . Miss Charlotte A. ANillard .. st.). Bulkeley School . . . AValter A.Towne Willmms Memorial Institute _ Colin S. Buell.. Ingieside School . Mrs. AVm.D. Black . H. E.Tajdor .. Rev. Henry Upson H. B. M acFarl.s.nd Norfolk . - - . Howard W. Ca,rter Susie M. Tjind.sey Norwalk . Baird’s (Miss) Institute ''' _ Mrs. Cornelia F. Baird do . . . Norwalk Univer.sity School . , W. G. Chase _ Norwalk (Hillside) . Norwich . . Young Ladies’ Seminarv . All’s. IVIellville E ATe.n.d Norwich Free Academy* . . Robert P. Keep. Pli. D Pomfret _ Pomfret School - . . . AA^ra. Beach Olmsted . Putnam . - Notre Dame de Bon Secours Sister Af. Gonzap’a, 1 Reddinsf . . Academy. Hill Academv* . . Fred J. Perrino Say brook _ _ Shepard’s (3Iiss) Private School McLean Seminary . Miss F. C. Shepard . . . Simsbury .T. B. Af(',Tiean Southport . . - . Seaside Seminary . Augusta. Smith- Stamford . . . The Catharine Aiken* . . Airs. H. B. S. Devan . do - - . . Bett.s’s Academy . Wm..T. Betts . _ do _ --- _ The King School . . . Hiram TJ. King Stamford (5 and 7 5Villow Low’s (Miss) Boarding and Day Misses Lovf and Hey wood.. st.). SufiSeld . . School for Girls. Connecticut Literary Institu¬ tion. The Gunnei’y . ITarrv Tj.Tiiompson Washington - . . .Tobn C. Bi’insmade Waterbury . Academy of the Congregation de Notre Dame. Gerard School . . Sister St. Stanislaes . do . - . Isabel C. T/awton - do Aliss Mary R. Hillavd Watertown . . Taft's School for Boys . . Hoi’ace D. Taft . Westport _ _ - Staples High School _ Bessie R. Taylor . Wilton _ _ Wilton Educational School . Cliarles W. Avbitlock AVinsted - . Gilbert School _ _ _ _ John E. Clark, Ph. D Woodstock . Woodsto(!k Academy. E.R.Hail . . . PELAWAUE. Dover _ _ AY i 1 m i n g t o 11 C o n f e i- e n c c Academy. Friends School.. . . . . A'aughan S. Collins W ilmingt on ( 4th and W est Herschel A. Morris, A. M _ sts. ). Wilmington (Pennsyl¬ Hebb’s (Misses) Schoolfor Girls. Mis.ses Hebb (E. A. and E. P.) vania ave. and Franklin st. ). Wilmington . AYilmington Military Academy. AV m. H. Morrison and Tlios. A. Blackford. DISTEICT OF COLUMBIA. Washington . . Academy of the Visitation . Sister AI. Loretto Brooks... Washington (8th st. and Academy of the Sacred Heart Alother AI. Clemintine, Maryland ave. SW j. of Mary. O.S.D. Washington (1515 H st. NW.). The Berkeley School . . . Charles W. Fisher . * Statistics of 1898-99. STATISTICS OF PEIVATE SECONDARY SCHOOLS, 2361 and other private secondary schools for the scholastic year 1899-1900 — Cont’d. Relii^ious denoraina- 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, buildings, furniture, and scientific appa¬ ratus. Second¬ ary stu¬ dents. Ele¬ men¬ tary stu¬ dents. Preparing for college. du- 3 in )0. College prepar¬ atory students in the class that gradu¬ ated in 1900. Clas¬ sical course. 1 Scien¬ tific course. Gra atef 19( 6 6 a Oh 6 6 a St 0 0 65 0 30 0 8 0 14 0 176 1 7 14 1 23 0 4 0 177 0 4 0 25 0 9 0 20 0 0 178 4 0 lf)8 0 0 0 43 0 69 0 19 0 3 0 500 $60, 000 179 Nonsect .. 1 8 0 153 0 0 0 14 0 0 0 26 0 2 4 850 125, 000 180 0 10 0 70 0 0 0 16 0 0 5 100, 000 181 9 1 9 0 3 0 4 0 4 0 1 0 1 0 4 0 800 182 0 10 2 4 0 4 2 0 0 5 2 4 2 4 0 350 183 0 1 21 23 12 1 2 3 3 1 6 0 2 4 0 5,000 184 Nonsect 2 1 18 9 0 0 3 0 8 0 4 2 4 0 4 o! .500 35, 000 185 Nonsect 0 1 3 14 6 4 4 7 0 0 2 7 1 0 3 0 205 40,000 186 Epis 0 6 0 28 0 20 0 6 187 Nonsect 4 0 22 0 13 0 11 0 4 0 i! 0 1 0 4 6 500 4, 000 188 Nonsect 0 91 O' 28 2 12 0 10 1 o| 2 4 2,000 30,000 189 Nonsect .. 6 71 1181 152 0 0 43 23 14 5 12 30 8 6 4 .... 11,000 190 Epis . 10 0 901 0 0 0 10 0 1 9 0 9 0 0 0 0 ::::i 900 100, 000 191 R.C . 0 5 0 15 0! 4.5 0 1 0 1 4 0 192 Nonsect 1 0 10 3 5 0 2,000 193 Nonsect .. 0 1 6 9 0 0 0 2 0 0 6 9 0 0 4 0 2(X) 194 Nonsect... 0 1 0 33 0 6 0 6 0 4 0 5 0 3 4 1,300 195 Cong' , 0 1 4 6 0 2 0 2 3 300 10,000 196 Nonsect _ 0 4 0 17 0 43 0 2 0 Q 4 197 Nonsect-. . 7 2 44 0 1 o 0 13 0 21 0 0 11 0 5 0 50, 000 ' 198 Nonsect... 5 0 27 0 28 0 10 0 7 0 1 0 1 0 4 0 200 25, 00(J 199 Epis _ 0 9 0 60 0 12 0 3 0 3 0 6 0 1 4 200 Bapt ...... 5 0 : 51 I 44 0 10 6 2 5 3 0 0 4 0 2, 000 100,000 1 201 Nonsect fi 4 1 ' 35 7 19 5 11 4 16 0 .5 0 5 0 5 0 800 . 202 R.C 0 5 ' 0 60 0 158 0 15 0 9 4 6, 425 75, 000 ' 203 Nonsect... 0 2 1 6 4 30 30 6 4 0 0 0 0 0 0 2 0 100 0 1 204 ft’, pis 13 0 1 10 0 0 63 0 13 0 0 15 0 3 5 0 1 205 Nonsect- 0 77 (] 0 0 32 i “J 26 ”’6 23 0 21 0 5 0 46ft 30,000 f 206 Nonsect _ 0 2 ’ 21 2' 1*2 12 0 3 4 3,000 ! ,207 Nonsect- -- 2 0 1 2o 6 25 0 4 ' 0 7 0 9 0 2 0 1 .... 20, 000 ^ 208 Nousect--- 2 5 45 76 0 0 7 14 6 0 10 11 4 6 4 0 5, 000 85,000 , 209 Nonsect... 1 2 ; 32 18 7 5 2 3 2 0 6 1 4 0 4 0 3, 000 25^000 210 M. E . 4 5 78 68 2 3 5 1 6 4 12 9 4 0 4 .... 3,000 90,000 211 Friends ... 4 3 35 30 69 50 3 5 15 15 12 5 6 4 4 0 716 50, 000 212 !N'OD.SGCtf _ 0 . 0 48 (j 0 0 1 0 10 0 2 213 Nonsect. 5 1 44 0 0 0 14 0 6 0 4 0 4 0 4 44 1,000 40,000 214 ■R, n 0 10 0 90 0 30 0 0 0 0 0 0 0 0 0 215 R, C 0 0 28 6 49 0 0 0 0 0 2 0 0 4 0 900 216 Nonsect... 4 0 40 0 0 0 1 0 0 3 0 5 ' 0 1 1-'-- 0 217 2362 EDUCATIOI." EEPOET, 1899-1900. Table 4:d,~Stafi!itics of private high schools, endoived academies, seminaries. 218 219 220 221 222 223 22-1 225 226 227 228 229 230 231 232 233 234 236 2B; 238 239 210 211 212 213 211 215 216 217 218 219 250 251 252 253 254 255 256 257 Btace and nost-office. Name. Pi-incipal. DISTRICT OF COLUMBIA- coiitinued. Washington " (1312 Ver¬ mont ave. and Iowa circle). Washington (2703 11th st.) Washington Odl 11th st. ) - ’Washington (2701 11th st.) Washington (1811 I st. NW.). Washington (1109 Mass, ave.). Washington (1312 Mass, ave.). Vv^ashington (1305 17th st. NW.). Washington (1100 M st. NWL). Washington ("822 Connect¬ icut ave. N W.). Washington (North Capi¬ tol and K sts. ). V5 ashington (1208 ISth st. ) . Washington (1109 Corco¬ ran st. ). W a.shington (601 East Capitol st.). Washington (1310 ISth st. NW.). V/ashington (3d and T sts. NE.). Washington (1850 Wyo¬ ming ave.). West Washington . Chenoweth Institute Columhian Seminary (Boys)* Emerson Instituto _ _ Fairmount Seminary (Girls) ... Friends Select School . Gunston In.stitute for Girls . Holy Cross Academy . McDonald Ellis School . . Mount Vernon Seminars^ . National Capital University.... Notre Dame Academy . . Olney Institute . . Putnam’s English and Classical School for Boys. St. Cecilia’s Academi" . The Univer.sitj^ School for Boys. Washington College for Young Ladies. W ashington Heights School - The Linthicum Institute . Miss Mary D. Chenoweth. .. Arthur T. Ramsay . . Charles B. Young . Arthur T. Ramsay _ ^ - Thomas W. Sid well . . Beverley R. Mason . . Sister Angelica _ _ Edwin R. Lewis . . . Mrs. Elizabeth J. Somers ... Warren W.Phelin . . Sister Mary Euphrasia . Virginia Ma,son Dorsey . William H. Putnam . Mother M. Augusta . . Robert L. Preston . Flournoy Menefee . Florence Martin . . R. C. Balinger, curator . FLORIDA. Gainesville . . Jacksonville . _ do . . do . . .....do . Key West . . St. Augustine - Tampa _ _ San Antonio . GEORGIA. Arabi ... Athens . .....do ... _ do... Atlanta . . do... Auburn . Augusta _ do ... - do ... . do... - do . .. Buford . Boarding and Day Sciiool . Cookman Institute . . Edward Waters College . . Florida Baptist College . St. Joseph’s Academy . . Convent of Mary Immacuiate .. St. Joseph’s Acad8m3^ . . . Convent of the Ploly Names .... Holy Name Academy . Miss Teheau . H. R. Bankerd . A. St. George Richardson. . . Nathan W. Collier . . Sister M.de Sales . Sister Mary Florentine, su¬ perior. Sister M. Agatha . Sister Mary Winifred. . Sister Catherine . Houston High School . Home School for Young Ladie-s*. Jernel Academy . Knox Institute . Speiinan Seminary . . Washington Seminary . Perry-Rainey College* . . Academy of Richmond County The Paine Institute . St. Mary’s Academy . . . Summerville Academy . Walker Baptist Institute . . Belle wood Academy . Law, son E. Brown . Miss So.snowski . John H. Brown . L. S. Clark, A. M . Miss Harriet E. Giles . Mrs. Wm. T. Chandler . J. C. Flanigan. . Charles H. Withrow . Geo. Wms. Walker, D. D - Sister Mary Peter . Arthur G-rabowskia, Ph. D. . N. W. Curtright . Henry D. Capers . * Statistics of 1893-99, STATISTICS OF PKIYATE SECOITBARY SCHOOLS 2363 and other private secondary schools for the scholastic year 1899-1900 — Cont’d. Students. Religious denomina¬ tion. Sec¬ ond¬ ary in¬ struct¬ ors. Second¬ ary stu¬ dents. Ele¬ men¬ tary stu¬ dents. Preparing for college. Gradu¬ ates in 1800. College prepar¬ atory students in the class that gradu¬ ated in 1900. Ijength of course in years. Number in military drill. Number of volumes in librai Clas¬ sical course. Scien¬ tific course. 6 6 a 6 6 "ce s 0 6 "ci 6 a 27 0 0 0 0 0 500 10,000 1 ] 35 24 16 8 0 10 10 4 2 4 2 ”4 5,000 Nonsect .. 1 0 20 0 10 0 0 0 10 0 0 0 0 0 4 0 150 Nonsect .. 1 1 25 11 20 30 450 Presb _ 5 12 0 59 0 184 u 39 5 6 0 6| 4 0 1,300 120, 000 Presb _ 2 0 25 0 50 0 25 0 25 6 2 0 3 0 700 10, 000 Nonsect .. 2 0 27 8 0 0 4 1 3 0 60 1,500 Nonsect .. 2 0 22 28 70 77 8 17 o 8 0 5 .... 3 5,500 M.E.So... 1 2 70 70 53 47 f) 0 0 2 2 1 .... o' 4! j.... 5, 000 Nonsect 1 4' 55 50 85 65 10 12 2 5 2 3 5 55 800 12, 000 Nonsect .. 1 0 20 33 53 44 20 33 0 0 1 0 1 0 3 0 50 3, 000 Nonsect .. 1 1 30 24 13 27 16 3, 000 Nonsect 1 1 4 7 31 38 1 9 1 0 1 0 3 300 1, 500 Non sect .. 1 1: 4 7 48 41 4 3 0 0 1,500 Nonsect .. 2 2, 79 77 126 131 79 77 4 300 Bapt _ _ 0 ol 0 185 0 0 ”’o 200 1,000 Nonsect .. i 0 10 15 12 20 0 0 1 6 1 0 0 500 Non sect .. 2 i! 40 50 15 50 25 30 2 3 1 1 1 i 4 0 600 20, 000 Nonsect 1 1 50 25 50 50 0 8 1 0 0 0 0 0 3 0 0 10, 000 Nonsect .. i 0 43 0 40 0 10 0 0 0 0 0 4 43 0 1,500 Nonsect 1 1 15 19 36 39 0 0 0 0 3 500 5, 000 Cong . 1 3 26 20 1591 176 3 0 0 0 4 2 3 0 5 "'6 700 8,000 Melh . 1 4 30 35 120 130 4 1 0 0 1 1 1 1 5 700 20, COO Cong . 1 3 20 56 120 323 1 0 0 0 1 6 0 0 5 "’0 2, 000 40, 000 Bapt . o 0 5 13 63 69 12 20 3 1 0 0 0 0 4 0 40 15, 090 R. C 3 0 19 0 0 0 19 0 0 0 0 0 0 0 g 0 5,000 Nonsect 2 0 49 56 182 191 Nonsect .. 1 ■ 1 14 31 36 19 M.E . o 0 30 25 82 84 9 3 9 1 3 25 4, 000 Nonsect -.1 1 1 8 37 23 0 4(4) Nonsect ,-1 2 2 20 1.5 20 33 3 4 4 25 100 3, 000 Nonsect --i 1 2 19 17 52 63 3 5 1 2 7 1 9 4 0 200 3, 000 Metli. (So.)! 2 1 35 35 115 142 4 1 25 25 0 400 10, 000 Nonsect _ 1 1 0 24 15 70 85 4 3 4 3 5, 000 Cong . ... 1 1 9 34 96 181 2 4 3 10 0 0 2 0 .500 5, 000 Nonsect... li 0 9 0 21 0 5 0 4 0 1 0 1 0 4 0 500; 12, 000 Nonsect _ li 0 20 18 40 30 0 3 7 0 5 4 1,200 Nonsect.. - 1! 2 33 40 42 60 6 4 2 1 2 3 2 3 4 .... 300 3, 000 NoilS6Ct- - 2 21 17 ^0 27 2 0 1 0 2 1 2 1 5,000 Nonscct _ 0 1 17 27 42 53 Nonsect... 1 1 11 18 100 112 5 6 0 0 7 7 4 1 3 0 450 12, 000 N onsect _ 1 3 30 20 55 30 30 20 30 20 9 2 4 0 200 30, 000 Nonsect _ 1 3 40 40 116 109 10 10 5 0 4 0 100 2,000 Nonsect 1 1 8 11 2 2 2 2 2 150 4, 000 R.C - . 0 4 0 30 0 45 0 io 0 10 0 6 0 6 4 '■'0 500 12, 000 Nonsect _ 2 0 17 19 25 20 9 1 1 0 1 0 0 0 1,500 Meth . 1 1 13 18 50 46 8 9 1 0 1 0 ■"3 0 350 3,000 258 259 260 261 262 263 264 265 266 267 268 269 270 271 272 273 274 275 276 277 278 279 280 281 282 283 284 285 286 287 288 289 290 291 292 203 294 295 296 297 298 299 3C0 301 302 303 304 305 303 307 308 309 310 311 2366 EDUCATION EEPORT, 1899-1900. Table 43. — Statistics of i:,rivate high schools, endoicecl acacleinies, seminaries, State and post-office. Name. Principal. 1 3 IDAHO. 312 Sister M. Frances Clare 313 Caldwell - tV'iTi B<^orio 314 P.RV T\T Mover, S. J . * 315 Bear Lake Stake Academy . V/. W. Biliings . . . 316 Allen H. Cutter ILLINOIS. 317 Aurora- . . . Aurora College and Prepara- J. H. Farrell, M. A . . tory School. 818 _ do . . Young Woman's School (Jen- Lucy Rider Meyer, A. M., nings Seminary). M. D. 319 Southern Collegiate Institute _ Frai'k B. Hines.. . _ 320 Alton Util .st.)- . - Ursuiine Academy of Holy Mother Theresa Gillespie .. Family. 321 Alton - . . _ W^ellesley Private School. Julia Davenijort Randall 322 Aiina . . Union Academy of Southern Thaddeus H. Rhodes . Illinois. 323 ! Belleville . Academy of the Immacula1;e Sister M. Magdalen, supe¬ Conception. rior. 324 1 Bonrbonnais . Notre Dame Academy . Sister Mary . . 325 ' Bnnkerllill . - Bunker Hill Military Academy . S L Stiver, Ph.D . . ..' 326 Cairo . . . . St. Joseph's ]*^emale Academy Sistei* hlary Thomas . . 327 Chicago (95th and Throop Academy of Our Lady of the Mother M. F. Seraphica - sts. ) . Sacred Heart. 328 Chicago (1844 Briar place) - Anable's (Misses) School for Miss Sara Anable . Girls.* 329 Chicago (4746 Madison Aschani Hail . . . - F^ate B. Ma.rtin ave. ). 330 Chicago (2141 Calumet Dearborn Seminary . Mrs. Martha Foote Crow . . . ave. ). 331 Chicago (Wabash ave. and De La Salle Institute . . Brother Peter. . 35th st. ) . 332 Chicago (4670 Lake ave.).. The Harvard School . John .1. Schobinger . . _ ■ 333 Chicago (40 East 47th st.). Kenwood Institute . . . Annice E. Bradford Butts ..| 334 Chicao-o (40 Scott st.) Kirkland School . .. . . Fmiria S. Adan'is ... i 335 Chicago (2535 Prairie ave. ) . The Loriug School . . . Mrs. Stella Dyer Loriug _ | 33>6 Chicago - . . St. Stanislaus College . . Rev. John Kruszynski, C. R. 3o7 Chicago (2834 Wabash St. Francis Xavier Female Sister Mary Genevieve j ave.). Academy. Granger. Sob Chicago (3912 Vincennes Starretfs (Mrs.) School for Mrs. Helen E.Starrett . i ave.). Girls. 339 Chicago (485 West Taylor oE \ Seminary of the Sacred Heart *. Madame V. Van Dyke . 340 ; . Chicago (22 Lake Shore University School . . . Misses Hain and Mitchell: drive). Miss Rebecca 8. Rice. 341 Coff'een . . . . Coffeen Normal School a.nd Jacob L. '^fi’aylor . . Academy. 342 Crab Orchard . Crab Orchard Academy . . James C. Blizzard . . 343 Creal Springs . _ _ Crea.1 Springs College _ _ Mrs. G. B. J-Iurrah, pres _ 344 Dcikota . . . . College of Northern Illinois _ Rev. H. L. Beam, A. M . . ! ll.ecs.tnr St. Theresaj's Academy . _ Rev. J. Murphy . . 346 Dixon . . - Stein mann College and Dixon Charles A. Steinmann . Business U niversity . 347 Elp'in Elgin Academy * .. ....... George N. Sleight . . . 348 Evanston. . Convent of Visitation . . Sisters of the Visitation _ 349 Geneseo . . Geneseo Collegiate Institute . J. P. Case beer. . 350 Godfrey . . . . . Monticello Ladies’ Seminary _ Harriet N e well Hs.skell . ... 351 •Tolipt. Si.stei* M. Stanislas Droesler. 352 ! . do ' - - St. Mai*3"'s Academy . Mother M. Angels. . 353 I K’fl.nkp.kpo St Joseph’s Seminad’y* . Sister Zephyrina . . . 354 ' K eTiil worth Pucby School _ W. R. Trowbridge, F. King 1 Cooke. "'Statistics 1898-99. STATISTICS' OF PEIYATE SEGOITDABY SCHOOLS, 2367 G.nd other private secondary schools for the scholastic year lS99-1900~ConV(X. Eeiigious denomina¬ tion. Sec¬ ond¬ ary in¬ struct ors. Students. Length of course in years. Number in military drill. Number of volumes in librarj^. Value of grounds, buildings, furniture, and scientific appa¬ ratus. Second¬ ary stu¬ dents. Ele¬ men¬ tary stu¬ dents. Preparing for college. Gradu¬ ates in 1900. College prepar¬ atory students in the class that gradu¬ ated in 1990. Clas¬ sical course. Scien¬ tific course. 6 s o fa 6 ,2 fa .2 'rt r2 s fa 6 A g o fa 6 (D IS a 0! fa A a a5 ,A g (D fa 4 5 €5 7 8 t© 11 IS 14 3 5 16 18 1 19 21 R.C . r 6 0 30 30 60 0 0 0 0 0 4 r 4 9 300 $12, .500 312 Presb . 2 _ 2 2.5 35 0 0 4 3 6 10 6 10 4 ! 0 2,000 5, 000 1 313 R. G . . ] 0 22 0 3 0 1 0 1 0 300 1 314 L.D.S _ 9 0 30 5 ,39 5 125 20, 000 315 L.D.S . a 1 11 19 60 54 4 0 316 Ronsect--- 3 1 11 13 3 3 0 1,.500 1 |3ir M. E . 0 5 0 44 0 0 4 0 9 4 0 318 Cong. 6 c 40 25 100 25 5 2 11 7 1 2 1 0 0 1,3.50 2,000 ' 319 R.c t 3 ( 24 0 46 0 24 0 3 '"'4 0 500 ! 320 ITonsect... 0 4 3 11 5 4 9 ! i 321 Preb . 0 1 27 12 20 10 4 2 7 3 3 1 3 1 4 0 200 50,000 322 R.C . 0 7 0 24 0 0 0 0 0 0 0 0 0 0 3.23 R.C. . 0 6 0 10 0 1.50 4 800 25, 000 324 Nonsect- -- 2 2 19 0 20 0 4 0 7 0 2 o 2 2 "io 500 20, COO ! 325 R.C _ 0 1 0 9 78 87 ' 0 3 ’”4 360 14,000 326 R.C . 1 8 0 27 0 113 0 0 0 20 0 1 4 2, 000 1 327 Nonsect-. - 0 3 0 7 18 26 0 4 500 30,0.00 ’ 8.S Nonsect_._ 0 4 0 50 20 35 0 10 0 10 0 5 0 5 4 400 329 Nonsect. -- 0 8 0 33 0 22 0 6 0 0 0 0 1 4 0 100 1,000 1 330 R.C . 5 0 150 0 126 0 24 0 24 0 24 0 0 0 3 C', 4,000^ 185,000 331 Nonsect... 7, 1 75 0 75 0 50 0 25 0 11 0 11 0 4 0* ' .300 332 Nonsect... 4i Hi 0 144 20 56 0 43 0 23 0 12 4 01 1,000 33:3 Nonsect... Oi 8 0 68 15 67 0 16 0 1 0 0 4 r. 0 50,000 3;34 Nonsect... 0 14 0 90 20 40 0 10 0 2 0 5 0 2 4 . 1 335 R. C . 8 9 90 0 10 0 11 0 5 01 1,000 100, 000 336 R.C . 0 17 0 70 0 180 0 50 0 10 4 0' 6, 000 337 Protestant 0 8 0 40 0 ’2 0 20 0 0 4 0 1,000 338 R.C . . 0 5 0 0 50 0 5 4 2, 000 300,000 339 Nonsect ... 0 12’ 0 41 12 77 0 3 0 24 0 8 0 8 4 0 3, 500 340 Nonsect _ 1 1 16 20 10 10 4 5 3 4 200 2,000 .341 M. E . 1 85 40 15 10 0 0 30 10 9 9 3 4 3 0 50 3,000 342 Bapt . 2 3 40 35 7 8 20 20 12, 000 343 Reformed. 1 1 12 5 0 0 0 0 3 3 1 1 4 0 500 5,000 344 R. C . 0 1 4 20 116 160 3 345 Nonsect.. - 9 4 30 20 .50 75 3 2 4 4 15 10 4 3 10 1,200 50,000 346 Nonsect..- 3 . 2 45 36 61 34 3 1 2 0 6 8 3 1 4 100 70,000 347 R.C . 0 2 0 22 0 0 4 ”0 348 Pre.sb _ 2 2 35 40 3-5 48 2 1 1 1 8 9 3 0 200 35,000 349 Nonsect 0 8 0 100 0 20 0 12 3,000 500, 000 350 R. C 6 1 0 5 0 71 0 0 4 0 351 R. G .. 0 5 0 50 0 120 0 50 0 10 0 0 4 0 600 352 R.C . 0 5 0 23 0 281 0 1 4 700 40,280 353 Nonsect .. 5 0 40 15 13 0 0 2 0 1 0 5 ■■'6 2,000 20,000 354 355 S56 357 3o8 359 3G0 361 362 363 361 385 366 367 368 369 370 371 372 373 371 375 376 378 379 380 381 382 383 381 385 386 387 388 389 390 391 392 393 391 395 338 397 398 399 400 401 402 403 401 405 406 407 1 8 EDUCATION EEPORT, 1899-1900. Table 43. — Statistics of private high schools, endowed academies, seminaries. State and post-office. Name. 1 3 ILLINOIS— coat'd. rlncipal. 3 Knoxville . . La Harpe _ - Media . - . Mendota . . . . Morris . . . - . . Mount Carroll . . . - . Mount Morris . . Nauvoo . . - Onarga . . . . Ottawa - . . . _ do . . . - . Peoria - Port Byron _ _ Prince ville . . . Quincy _ _ _ Pose ville _ _ Springfield - _ do . . - . . _ do . . . . . do . . Sycamore . . . Toulon . - . . Upper Alton . . . Vermilion Grove . Warren . . Waynes ville . . INDIANA. Bloomingdado . . . Borden . . Bourbon . . . . . College ville . . . Culver - - - Elkhart . . .. Fairmount . . Ferdinand . . . Fort Wayne . . . Indianapolis . . . . do . . _ do . Lafayette. . La Porte . Lima. . . Michigan City _ _ North Manchester _ Notre Dame.. . . Oakland City . Oldenburg . . . . . Plainfield . . . . do . . St. Mary's . . South Bend... . . Spiceland . — Vincennes . . . Westfield . . . . St. Albans School . . . . Gittings Seminary. . Wever-Media Academy . . Mendota College . . St. Angela’s Academy . . . Frances Shimer Academy of the University of Chicago. Mount Morris College . St. Mary’s Academy . . . Grand Prairie Seminary . . . Pleasant View Luther College.. St. Francis Xavier’s Academy . . Academy of Our Lady of the Sacred' Heart. Port Byron Academy . . Princeville Academy . St. Mary's Institute.. . . Eoseviiie High School . Academy of Our Lady of the Sacred Heart. Bettie Stuart Institute. . . Concordia Seminary _ S_t. Agatha’s School _ Waterman Hall . . . . Toulon Academy _ Western MilitaiV Academy _ Vermilion Academy... . . Warren Academy _ Waynesville Academy . Friends Bloomingdale Academy Borden Institute . Bourbon College * _ _ St. Joseph’s College _ _ Culver Military Academy . Elkhart Institute... _ _ Fairmount Academy and Nor¬ mal School. Academy of the Immaculate Conception. St. Augustine’s Acad.emy . . Classical School for Girls . . Knickerbocker Hall . . St. A gnes’ Academy . . . St. Ignatius Academy . . St. Rose’s Academy . Howe School * . . St. Mary’s Academ3^ . . . North Manchester College . St. Mary’s Academy . Oakland City College =•= . . lmma,culate Conception Acad¬ emy. Central Academy . Sugar Grove A.cademy . St. Mary's Academic Institute.. St. Joseph’s Academy . Spiceland Academy . St. Rose’s Academy . Union High School . A. H. No\’es . . Willard Roy Stone . . H. W. Bowersmith . M. L. Gordon, president _ Sister M. Jerome . . Rev. Yi m. Parker McKee _ J. G. Royer, president _ Mother M. Ottilia, O. S. B _ Fred C.Demorest _ L. A. Vigness _ _ _ Sister Mary LIrsula _ Sister M. Alexandrine _ I H^rj^ A. Ruger . . J. E. Armstrong, A. B _ Mother M. Boniface _ W.N. Brown _ Mother Mary Agnes _ Mrs. A. M. Brooks . Reinhold Pieper, A. B _ Phoebe Hamilton Seabrook. Rev. B. F. Fleetwood, D. D .. Lewis A. Morrow . . . A.lbert M. Jackson . . Geo. H. Moore . . . Henrv P. Smith _ W. H. Smith . . Irving King . . . H. A. Buerk . . . J. E. Marshall _ B. Boebner, C. P.P. S _ A. F. Fleet _ _ N.E. Byers . . . W. E. Schoonover _ _ Sister M. Veronica. . . Sister St. Loui.se _ _ Mrs. May W right Sewall _ Mary Helen Yerkes . . Sister .Mary Raphael . . Sister of Providence _ Sisters of the Holy Cross . .. Rev. J. H. McKenzie _ Sister M. Aquiuata . H.P. Albaugh . . Mother M. Pauline . . W. P. Hearing _ Sister M. Veronica . . J. Freeman Cox . Benjamin J. Thomas _ Sisters of Holy Cross. . . Murray S.Wildman... . Sister St. Cyrilla . J. E. Roberts . STATISTICS OF PRIVATE SEOOHDARY SCHOOLS, 2369' and other private secondary schools for the scholastic year lSOO-1900 — Confd. Religious denomina¬ tion. Sec¬ ond¬ ary in¬ struct¬ ors. Students. Length of course in years. 1 Number in military drill. Number of volumes in library. Value of grounds, buildings, furniture, and scientific appa¬ ratus. Second¬ ary stu¬ dents. Ele¬ men¬ tary stu¬ dents. Preparing for college. Gradu¬ ates in 1900. College prepar¬ atory students in the class that gradti- ated in 1900. Clas¬ sical course. Scien¬ tific course. C • 32 f ) 0 1 0 5 i .... Friends 1 1 .1 15 1 15 1C > 15 . 9 ii 1 8 ; i 2 1 4! C 50( ) . ED 1900 — VOL II - 69 355'. 355 357 358 359^ 365' 361 363 3uA 364 365- 366 36T 3G&- 309 370- 371 37Sr 373- 374. 375- 376- 377 378- 379 380-- 381' 383: 383 384. 385- 386- 387 3SS 389 390- 391. 39:3 393- 394- 395 396- 400 401 402- - 403- 404 405- 406- 407- -' 23^ 408 409 410 411 412 413 414 415 416 417 418 419 4:30 4:31 422 423 4:34 425 4:36 427 428 429 4330 431 432 433 434 4:35 43i3 437 438 439 440 441 442 443 444 445 440 447 448 449 450 451 452 453 454 455 456 457 0 EDUCATION- KEPOKT, 1899-19(X). Table 43. — Statistics of private high schools, endowed academies, seminaries, State and post-ofiice. Name. Principal. 1 3 ••5 INDIAN TERRITORY. •T T .Tohnsou E. H. Rishel Cameron Presbyterian Institute T. M. Wilson . Thos. Tj P.a.tcK McAiester . . . James A. Ljuin . . Pryor Creek Collegiate Institute Ryan Educational In.stitute .... H. S. Bruce Ryan. . S. W. Hayes . Willie-IIalsell College Rev. Theodore F. Brewer, A. M. W. A. Caldwell . . do . - . - Mrs. Phoebe Lincoln . . Wlntefield . . . B. Ti. Pliipps IOWA. 1 ! Aciiwortli . - . Aekworth Academy . Lutheran High . Ada Ellis . ... Bode. . Rev. J. E. Jorgensen . ' Boone . . . . Sacred Heart Schoo' . . . Sistei' Superioi’ . Buriragton . . P.urlinp'ton Tn.stitute ,T.R.. Peutuft, D. D Cedar Rapids . St. Joseph's Academy Clinton . Mount St. Clare Academy _ Mother Magdalen, O. S. F . . . 1 Sister Mary Justa do ___ _ _ St. Mcry'p, School Corning' . . . Corning Academy Rev. F. D. Ewing, D. D . . Council Bluifs . . St. Francis Academy Sister M. Chionia _ Davenport . St. Ambrose College. . Rev. J. T. A.Flanuagan. ... Decorali _ _ Dccora.h Institute. ,L Breckenridge _ _ . Denmark _ _ _ Denmark Academy Leonard Wing . . Des Moines . Clarke’s (Miss) School . Miss Rachael C. Clarke, A.M J R. R. Vestergaard - do . Granr! View Collep’e, . Dubuque . Emmettsburg . Convent of the Visitation ='= . St. Marv's Collep’e Sister M. Alphonsa Monta¬ gue. Sisters of Charity . . . Epworth . . Epworth Seminary . ... Frank G. Barnes . . . Fort Dodge . Tobin College . filonk and Findlay . . Grand Junction . St. Mary's School . . . Sister Mars'- Berchmans _ Hull . . Hull Educational Institute Rev. James B. Chase . Towa City . . . . Iowa City Academy . V»h A. Willis . . Iveokuk _ . - . . St Vincent’s Academy Sister Irene _ _ _ _ Jewel! . Jewell T uM'pra.n Colie.o’e V. 'll. fiegstrom, Ph. D., pre.sident. E.H. Colvin . Le Grand . Frieurls AcadeTuy New Providence . New Providence Academy J.H. Hadley . . . Orange City . Northwestern Classical Acad¬ Rev. Matthew Kolyn, A. M.. Osage . . emy. Cedar Valley Seminary . Alonzo Abernethy, A. M., Ph.D. Barclay C. Winslow, A. B . .. Pleasant Plain . Pleasant Plain Academy _ St. Ansgar _ _ St. Ansgar Seminary and Insti¬ tute. Whittier College High School. .. Segurd Olsen . . . Salem . ...A. . W.N. Halsey . . . Vinton . . Tilford Collegiate Academy .... Thomas Francis Tobin, A. M. Wa.p.hinp'tmi . _ Wasliiup'tou Aca.demy C. M. Grumbling . Waukon _ Sacred Heart Convent * . Sister M. Agatha . West Branch . . . Scattergood Seminary . Walter J. Edgerton . . Wilton Junction . _ _ Wilton Germau-Engli'sh College. J . F. Grove . . . . KANSAS. Concordia . . . Nazareth Academy ... _ _ Mother Antoinette . Eureka . . . . Southern Kansas Academy _ Haviland Academy . Rev. J. W. Scroggs . TTa.vila.nd Earl J. Harold . Hiawatha . Hiawatha Academy . Leland E. Tupper, A. M . * Statistics of 1898-99. STATISTICS OF PEIVATS SECOJSTDAEY SCHOOLS 2371 and other private secondary schools for the scholastic year 1899-1900 — Cont'd. Religious deiioraina- tion. Sec¬ ond¬ ary in- stru?t- ors. Students. Length of course in years. Number in military drill. Number of volumes in library. Value of grounds, buildings, furniture, and scientific appa¬ ratus. Second¬ ary stu¬ dents. Ele¬ men¬ tary stu¬ dents. Preparing college. for Gradu¬ ates in 1900. College prepar¬ atory students in the class that gradu¬ ated in 1900. Clas¬ sical course. Scien¬ tific course. a5 Is a © r® "3 a o 12 13 14 15 If 17 1§ 19 39 31 S3 1 24 20 0 0 1 1 1 1 4 0 6,000 $3, 500 R.C . f 5 0 35 0 15 0 3 4 6 2 63 40 162 111 8 0 32 20 21 13 3 2,000 50, 000 2 62 25 0 0 7 1 5 1 3 "6 1, IfKJ 125. 000 1 1 6 5 11 10 2 0 2 0 3 0 225 2, 000 6 0 51 0 10 0 6 0 ; 12 0 1 0 4 51 500 75, 000 Nonsect--. 1 0 9 12 4 0 3 2 j 1 0 4 2 4 2 4 0 331 3,000 3 0 If 10 40 45 2 0 1 0 3 0 500 4, 000 R C 0 0 20 0 45 4 800 Presb . 5 3 70 85 61 62 28 12 ■ 12 16 5 5 5 2 4 '"6 800 90,000 Bapt 1 0 22 30 64 3 i 5 100 1,200 Noiisect--- 2 4 7 6 14 5 2 0, 0 0 2 0 0 4 5 1,000 8,000 Cum. Presb 1 1 22 15 42 32 5 4 17 11 1 3 1 2 4 0 10,000 Miss. Bapt 2 1 25 18 22 35 5 400 10, 000 Nonsect... 1 1 12 21 33 52 1 1 1 0 8 6 3 5 4 0 167 3,000 Nonsect.. - 2 2 22 10 30 10 10 5 5 0 2 1 2 1 4 32 1,500 14,000 Presb - 1 0 11 8 20 17 0 0 6 3 0 0 0 0 0 0 0 2,000 Nonsect ... 0 2 0 16 12 24 1 6 1 6 0 1 0 0 4 0 2,000 Nonsect _ 4 2 75 70 75 60 5 2 5 2 4 80 2,000 Presb . 1 0 13 50 46 7 13 0 2 4 '”6 15,000 Non sect... 2 0 13 8 12 16 4 3 Nonsect _ 1 2 16 16 28 21 10 8 1 3 3 0 175 4,505 PreslD _ 2 1 45 54 16 17 3 1 0 1 s 1 3 1 5 0 Metb . 1 2 15 20 50 80 1 5 0 300 4,000 Nonsect _ 0 2 0 38 6 16 4 0 4 0 100 4,000 R.C . . 1 3 33 35 4 8 4 8 8 3 Bapt . 3 5 35 45 15 20 0 0 4 1,01X) 30, 000 M. E. So... 9 2 28 21 75 50 20 15 0 0 6 ’"6 500 1.600 Nonsect... 1 1 15 14 0 0 8 7 7 7 5 4 3 1 2 0 10 5, GOO R. C . 0 7 0 25 58 67 1 0 1 0 0 2 0 0 4 Nousect _ 1 2 20 10 14 6 1 0 9 3 1 1 1 1 4 36 Nonsect... 1 1 30 12 20 15 10 6 15 0 L... 0 800 3,000 Nonsect _ 1 1 6 10 18 10 3 6 3 4 Nonsect... 5 0 25 0 15 0 7 0 15 0 5 0 5 0 4 25 1,0(X) 3,000 Presb _ 2 2 25 20 30 20 2 3 1 0 0 1 0 1 4 0 100 20,000 M. E. So... 3 0 44 8 0 0 3 0 2 0 4 1,500 33,000 Nonsect _ 1 0 32 0 8 0 16 0 g 2,000 R.C 0 2 0 23 0 52 4 Nonsect.. - 4 0 60 0 9 0 40 0 10 0 4 0 4 6 60 250 i4, 000 Nonsect _ 1 1 40 26 50 65 6 5 0 0 0 0 '”() 6, GOO R.C . 4 0 .52 0 45 0 0 0 4 0 0 400 Nonsect... 3 1 11 3 13 0 1 5 2 0 0 0 0 4 ■"5 400 10, 000 Bapt . 2 2 22 29 15 14 2 5 7 10 1 5 4 600 10, 000 Presb . 2 0 12 8 68 62 0 0 0 1 0 1 3 0 200 6,000 Nonsect 2 2 27 22 28 15 4 3 10 5 0 0 0 0 4 0 Nonsect .. 3 2 61 40 60 7'2 11 5 4 0 300 15, 000 Christian . 3 1 46 23 40 50 4 0 2 4 2 1 3 0 5, 500 Nonsect .. 1 3 0 20 0 15 0 5 0 0 0 6 0 0 4 0 400 3,000 Nonsect .. 1 0 4 7 187 92 0 0 0 0 10 3 0 0 0 2, 800 Nonsect .. 4 0 40 28 150 135 2 1 5 3 10 0 2 0 ’"4 0 1,250 12,000 Nonsect .. 1 0 40 0 0 0 Dis. Christ 1 1 10 12 25 3 0 1 0 1 10, GOO Presb . 2 1 8 3 68 62 8 3 500 3,000 458 459 460 461 462 463 464 463 463 467 468 469 470 471 472 473 474 475 476 477 478 m 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 23' 511 513 513 514 515 516 517 518 519 530 531 533 533 534 53o 536 537 538 539 530 531 5S2 533 534 535 536 537 538 539 540 541 543 543 544 545 546 547 548 549 550 551 553 553 554 555 556 557 558 559 4 Table EDUCATION EEPOET, 1899-1900. 43. — Stat istics of private high schools, endo wed academies, seminaries. State and post-office. Name. Principal. 1 3 KENTUCKY— continued. C. V. Lucy . . Jett . Eudora Lindsay South . Jackson . . . S. P. Lee’s Collegiate Institute .. William Diuwiddie, presi¬ Lebanon . St. Augustine’s Academy . dent. Sister M. Kevin (Coffey) _ J. N. Brown _ . Lexington . . St. Catherine’s Academy . .' ! Sister Mary Vincent _ J. C. Lewis . Louisvilie . Academy of Our Lady of Mercy. Sister Margaret Mary Car- Louisville (1071 3d ave.l... Allmond’s University School... roll. Marcus B. Allmond, A. M., LL. D. Sister Evangelista . . Louisvilie (310 N. Ormsby Flexner’s School for Boys . A. Flexner . . ave.). Louis \dlle . . . ' Hamilton College . . . Mrs. L.D. Hampton Cowling. . do . . Kentucky Home School for Girls.* Pt esen ta ti on A ca.d cm y Miss Belle S. Peers . Louisville (cor. 4tli and 1 Sister Eutropia .. Breckinridge sts. ). i Louisville (113 Y7 . Broad¬ way). St. Xavier’s College . ' Brother Bernardino.. . i Louisville (1.335-1337 4th Semple Collegiate School* . Patty B. Semple . ' ave.). Louisville (713 W. Ken¬ State University . C. L. Puree, D.D.,.. . . tucky sfc.) Lyndon . . Kentucky Military Institute.... C.W. Fowler, superintendent Mackville . . . Mackville High School . . W. J. Rumlev . Madison ville . Shacklett Academy . . . . R. P. Shacklett . Maysville . . Hays wood Female Seminary _ Middlesboro University School . idiss Fannie L. Hays . l Middlesboro-- . . J. R. Sterrett . i Millersburg . . Millersburg Training School _ C.M.Best,C.E . ..i Miilerstown _ _ Miilerstown Seminary* W. F. Nichols . Morganfieid . . St. Vincent’s Academy * Sister Mary David . Morgantown . Morgantown Seminary * . J. Elmer Turner . . . 1 Mount Sterling . . . Goodwin’s High School . M.J. Goodwin . .| Mount Vernon . Mount Vernon Collegiate Insti¬ A. E. Ewers, M. A . Kazareth . . tute. Nazareth Literary and Benevo¬ Mother M. Cleophas Mills... Kerin X lent Institution. Loretto Literary and Benevo¬ lent Institution. Sister M. Eosine . . TSTewport- . . . Mount St. Martin’s Seminary. .. Kentucky Classical, English, and Business College.* Owenton High School* . Motlier Maria . . North Middletown . M. G. Thomson _ _ Owenton . Miss Martha Holbrook _ Paris Tipton’s (Miss) Select School... Yerkes, W. L. , Private School . . . Villa Ridge School . Miss M. S. Tipton . . . . do .. . . W. L. Yerkes. . . Pewee Valley . Miss Fannie Craig . Pikeviiie . Fikeville Collegiate Institute ... Princeton Collegiate Institute .. Rev. Jas. F. Record . Princeton . John M. Richmond, D. D ... Providence . Male and Female Academy . J. Y. Brown . . Richmond _ _ _ _ Madison Female Institute . Miss Alice Lloyd . Scottsville Scottsville Seminary * . J. Virgil Chapman . Sharpsburg _ _ _ Male and Female College . . Mrs. Fannie B. Talbot . Shelby ville ... Science Hill School _ _ _ Mrs. VV. T. Poynter . St. Joseph . . Moiint St. Joseph Academy . St. Vincent . . . St. Vincent’s Academy . Stanford Male Academy . . Fairmount College . . Sister Mary David . . Stanford J. H. McAllister . Sulph\ir . B. F. Turner . Taylorsville . . . Spencer Institute . . Rev. G. C. Overstreet . Vanceburg. . Riverside Seminary . . 1 Lawrence Rolfe . * Statistics of 189S-99. STATISTICS OF PEIYATE SECONDAEY SCHOOLS, 2375 and other private secondary schools for the scholastic year 1899-1900 — Cont'd. Religious denomina¬ tion. Sec¬ ond¬ ary in¬ struct¬ ors. Students. Length of course in years. 1 Number in military drill. Number of volumes in library. Value of grounds, buildings, furniture, and scientific appa¬ ratus. Second¬ ary stu¬ dents. Ele- - men- tary stu¬ dents. Preparing for college. Gradu¬ ates in 1900. College prepar- *atory students in the class that gradu¬ ated in 1 1900. Clas¬ sical course. Scien¬ tific course. 'cS "3 a a Is a A r2 a © 'll a (D 0 3 a a a; 31 33 0 1 18 19 4 9 2 g 1 1 0 4 0 400 S20, 000 j i 601 Cong - 2 1 31 33 0 0 4 5 5 0 1 9 1 3 4 0 500 8, 000 602 2 1 6 0 0 6 0 3, 000 603 Nonsect-.- 1 3 32 46 0 0 5 0 0 1 2 7 1 0 4 0 509 4,200 604 Nonsect--- 1 3 29 39 8 11 8 12 4 ‘ 6 4 6 2 2 4 0 800 17,000 605 2 1 40 98 0 0 3 2 2 1 2 1 4 0 535 5, 000 606 Bapt . 2 4 74 142 0 0 20 4 5 4 7 16 6 3 4 0 1,000 60,000 607 Cong . . 0 1 18 24 11 14 4 3 5 7 5 5 1 1 4 0 300 2,800 608 1 1 22 0 0 0 2 2 1 4 100 2,00'0 609 Nonsect-.. 2 2 43 44 2 3 9 6 3 0 3 2 i 0 4 ’”0 350 12,000 610 0 g 5 12 1 1 0 1 0 5 0 2 0 2 4 0 611 Nonsect-.- 1 1 35 31 0 0 8 4 2 0 3 2 1 4 i, (355 612 Nonsect-.. 2 2 50 35 0 0 25 2 20 5 9 7 9 2 4 ■■'o 1,525 11,000 613 0 2 8 8 2 5 1 4 0 c 4 0 390 614 Free Bapt- 2 5 72 85 0 0 8 2 5 2 9 6 1 0 0 800 30, 000 615 R. C . 0 6 0 85 0 0 0 10 4 616 Nonsect... 3 6 81 91 0 0 20 9 4 0 19 15 7 1 4' 0 3,000 38,360 617 Nonsect _ 1 2 7 14 4 5 4 0 3 g 2 0 4 6, 0{]0 618 Nonsect _ 2 -2 45 41 0 0 5 5 4 5 2 1 4 0 75 70,000 619 Non sect _ i o 20, 22 15 18 2 3 4 0 3.5i 620 Friends --. 2 2 34 -34 6 6 4 2 1 0 12 11 4 1, 000 40,000 621 Bapt - 3 8 75 73 0 0 54 37 8 21 19 18 10 4 '”6 2, 380 65, 000 622 Nonsect- -- 2 3 40 30 0 0 17 9 4 C 6 7 3 3 4 0 730 15, 650 623 R. C - -- 0 .5 0 14 0 21 0 1 3 624 Nonsect-. - 1 3 12 21 4 1 7 3 o ■■'o 1 4 1 2 4 0 2,300 17, 000 625 R. C . 1 10 0 70 0 60 0 15 0 1 4 626 Nonsect _ 0 14 0 90 0 82 0 90 0 8 0 8 1,300 627 Nonsect... 9 0 90 0 10 0 55 0 10 0 8 0 0 6 0 500 40, OGO 628 R.C . 6 0 84 0 83 0 84 0 11 0 4, 990 175, 000 629 Nonsect _ 8 0 45 0 27 0 32 0 13 0 6 0 300 25, 000 630 N onsect _ 8 0 55 0 20 0 35 0 20 0 15 0 Ic 0 4 15, 000 631 R.C . 0 40 0 0 0 40 0 5 0 0 5 632 Friends - .. 4 6 23 30 73 76 3 6 4 0 2 6 2 2 4 0 42, 000 633 M. E . 1 12 0 225 0 0 — 103 0 102 0 58 0 46 ---. 0 1,226 175, 000 634 Nonsect _ 1 1 25 20 100 65 2 1 3 2 0 2,850 55, 000 635 Nonsect. .. 4 0 38 0 0 0 8 0 3 0 5 0 0 633 R.C . 6 0 31 0 85 0 24 0 6 0 3 0 0 4 0 6,100 150, 000 637 Cliristian 2 8 0 47 0 60 0 20 0 8 4 0 638 R.C 0 5 0 45 0 20 0 0 639 Nonsect .. 1 11 0 77 0 16 0 5 4 640 Nonsect _ 10 0 las 0 20 0 1 35 0 28 0 6 0 200 6.5,000 641 Nonsect _ 1 8 0 35 9 7 0 0 3 0 3 5 500 642 Nonsect _ 1 1 16 5 2 2 3 0 5 1 0 4 0 9, 000 643 N onsect 4 0 30 13 28 44 3 1 01 3.20 5,000 644 R.C . . 0 9 0 41 0 33 0 1 4 i . 645 m m 648 649 650 651 G52 6.;3 654 655 656 Go 7 658 659 660 661 CG3 663 664 665 666 667 668 669 070 671 673 673 674 675 676 677 678 679 680 681 68.2 683 684 685 686 687 688 689 690 691 693 EDUCATION EEPOKT, 1899-1900. Table 43. — Statistics of jirimfe high schools, endoirecl academies, serninaries. State and post-ofiice. Name. Principal. 1 8 3 MAKYLAXD— continued. Charlotte Hall . . do . . . Chevy Chase . Col ora . Darnestown . Emmitsburg- . . Forest Glen . . . Frederick . Hagerstown . Hyattsville . Leonard town . McDoncgh . . Miliersville . Mount Washington . . do . . . Port Deposit- . Reisterstow'n . Rising Sun . Rockville . St. George . St. Marys City. . Sandy Springs. .. . . Sykesviiie . . Taney town . . V7ashington Grove . Charlotte Hall School . Gay Hill Female School _ Chevy Chase French and Eng¬ lish School for Girls. West Nottingham Academy .... Andrew Small Academy . St. Joseph’s Academy . . National Park Seminary . Frederick College . . St.John’s Literary Institution . Bacon’s (Miss) Home and Day School for Girls. * Melrose Institute . St. Mary's Academy . . McDonogh Institute. . . Anne Ai’undei County Academy Mount St. Agnes’ College . . Mount Washington Seminary for Boys. The Jacob Tome Institute _ The Hannah More Academy.... Friends’ School* . . Rockville Academy . . St. George’s Hall for Boys . St. Mary’s Feina,]e Seminary _ Sherwood Friends School . Warfield College School* . Milton Academy . Fair View Seminary . . . George M. Thomas, A. M _ Edward T. Briscoe . Miss Bouligny . John G. Conner, A. M . J. David Jaquette . . Sister Henrietta Whelan ... John A. I. Cassedy _ _ E.E. Cates... . Rev. J . F. X. Coleman, S. J . . . S. Josephine Bacon . Misses Lewin. . Sisters of Charity . Sidney T. Moreland . . Vv m. H. Thompson . . . Sisters of Mercy _ _ _ Sister Mary Bonaventure Middleton. Rev. James C. Mackenzie, Ph.D. Rev. Joseph Fletcher . Miss Mary Rodney . W.P. Mason . : . . James C. Kenear, A. M _ L. R. Langley . Elizabeth P. M. Thom. . C. W. Stryker . . . Henry Meier, B. S . . . Chas. H. Waters, M. D . MASSACHUSETTS. Amherst . Andover . _ do . . . do . Ashburnham Billerica _ Boston (^Back Bay ) Mount Pleasant Institute , Abbot Academy . . Phillips Academy . . Punchard Free School _ Cushing Academy . . . Howe School . Academy of Notre Dame. Boston (353 Common¬ wealth ave.). Boston (458 Boylston st.).. Chamberlayne's (Miss) School for Girls. Chauncy Hall Private School.. . Boston (97 Beacon st.) _ Classical School _ _ Boston (334 Common- -wealth ave.). Boston (35 Chestnut st.) .. Boston (618 Massachusetts ave.). Boston (19 Chestnut st. ) .. Boston (434Mas.sachusetts ave. ). Boston (86 Beacon st.) . Boston (Chestnut st. ) . Boston (353 Marlboro st.).. Boston (331 Marlboro st. ) . . Boston (95 Beacon st.) . Bradford . The Commonwealth Avenue School. * The Delatield-Colvin School _ Female Academy of the Sacred Heart. Folsom’s (Miss) School for Girls. The Fryo Private School for Boys and Girls. Hale's Private School for Boys.. Hopkinson School . . . . Private Home School for Girls.. Weeks (Miss) and Lougee’s (Miss) School for Girls. Winsor’s (Miss) School.. . Bradford Academy . "Wm. K. Is ash, A. M . Miss Emily A. Means . Cecil F. P. Bancroft. . . Frai;;k O. Baldwin. . H. S. Cowell. A. M . EarlC. Darris . Sister Frances of the Sacred Heart. Catharine J. Chamberlayne . Me.S5rs. Taylor, De Meritte, and Hagar. G. W. C. Noble and J. J. Greenough. Misses Gilman . . Mrs. Mary M. Colvin _ Madame F. Malloy, superior. Miss Ellen M. Folsom . . Ellen C. Frye . R. F. Curtis . John P. Hopkinson . . Miss Caroline N. Bynner — Emily Weeks and Susan C. Lougee. Mary Pickard Winsor . . Ida C. Allen . * Statistics of 1898-99. STATISTICS OF PEIVATE SECONDAEY SCHOOLS 2381 and other private secondary schools for the scholastic year 1S99-1000 — ContTl. Religions denomina¬ tion. Sec¬ ond¬ ary In¬ struct¬ ors. Students. Length of course in years. N umber in military drill. Number of volumes in library. Value of grounds, bnildings, furniture, and scientific appa¬ ratus. Second¬ ary stu¬ dents. Ele¬ men¬ tary stu¬ dents. Preparing for college. Gradu¬ ates in lOl'O. College prepar¬ atory students in tlie class that gradu¬ ated in 1900. Clas- sica.l course. Scien¬ tific course. d IS 6 s r2 "ci .2 'rt a o 5s 6 13 S 6 Is a S 0) s 5^ rS 6 a o 2 6 a 0 19 0 14 0 6 0 3 65 1,300 1 $20, 000 646 Nonsect.-- 1 2 1 6 1 i 6 4 0 647 0 7 0 12 0 18 0 500 75, 000 648 Nonsect. -- 1 32 13 1 1 4. 4 n 0 1 1 1 1 4 0 250 10, 000 649 Nonsect. -. 9, 0 26 18 8 4 8 4 4 150 10, OfJO 650 R.C _ 0 8 0 0 0 25 0 11 4 351 Nonsect- .. 6 18 0 188 0 5 6 6 0 () ol 20 0 1,,500 100, 000 652 Nonsect... 2 1 32 0 10 0 13 0 1 0 5 0 5 (• 6 32 6, 000 1.5.000 653 R.C . 9 1 12 0 0 3 0 1 0 3 0 3 0 12 25, OCO 654 0 4 0 19 0 14 '■"4 655 0 3 0 17 15 18 0 10 0 10 0 0 0 4 650 R.C . 0 1 19 12 18 0 4 0 0 0 2 5 500 6, 000 657 Nonsect... 6 0 46 0 120 0 0 0 2 0 8 0 1 0 '46 4, 000 200, 000 658 Nonsect .. 1 i 9 8 5 0 1 2 0 0 2 1 0 0 4 6.59 R.C . 0 10 0 50 0 40 0 10 0 30 0 4 0 4 4 0 1,050 660 R.C . . 2 0 8 0 22 0 661 Nonsect- -- 22 0 53 0 0 0 10 0 30 0 0 0 3 0 4 0 6,000 200, COO 662 P. E . . 0 3 0 78 0 16 0 1 0 11 0 1 3 600 50, 000 663 Friends . . . 1 2 9 10 3 6 3 6 3 35 1,000 664 Nonsect- -. 1 1 21 16 16 0 665 Epis . 3 0 15 0 0 0 0 0 9 0 0 501 12,000 666 Nonsect - - . 0 0 40 0 11 0 ! 3 500 667 Friends , . . 0 5 8 5 24 35 0 3 0 608 P. E . 3 0 15 0 5 0 5 (I 2 0 2 0 4 669 Nonsect.. - 1 16 12 6 14 4 3 3 0 4 6 2 1 4 0 500 2, SGO 670 Nonsect.. . i 2 6 16 4 19 4 671 Nonsect... 0 9 0 5 0 0 2 0 0 0 0 0 3 500 20,000 672 Nonsect- -- 0 10 0 100 0 9 0 13 0 1 0 IS 0 8 ""6 4, SOJ 152,000 673 Nonsect... 20 0 431 0 0 0 233 0 181 0 4 0 166, 000 674 Nonsect- 2 2 35 58 i 0 0 0 4 2 6 3 ”io "2 4 0 500 .50,000 675 Nonsect _ 6 11 101 9li 0 0 20 5 15 16 10 13 4 0 1.200 127, 396 676 Nonsect... 1 1 23 21i 0 0 2 3 3 4 4 5 2 2 0 100 10,000 677 R.C . 0 6 0 35. 0 105 0 35 0 35 0 1 0 0 4^ 0 5,000 . 678 Nonsect _ 4 13 0 ,80 n 0 0 6 0 0 0 0 0 3, 000 <^79 Nonsect _ 4 4 47 i 39’ 98 12 10 5 14 8 24 4 5 3 4 500 6S0 Nonsect - - 6 0 90 0 1 83 0 78 0 12 0 15 0 15 0 0 08I Nonsect _ 0 3 0 30 ' 0 10 0 6 0 J 0 1 632 Epis . . 3 8 0 35 ' 0 0 0 2 0 14 0 3 500 683 R.C - . 0 9 0 38 0 20 1,350 70, 000 684 Nonsect... 1 9 0 58 0 0 0 5 0 5 0 17 0 4 4 500 685 Nonsect.. - 3 o 33 1 1 3 13 1 10 0 15 1 15 1 4 "'6 100 500 686 •Nonsect--- 3 0 28 C 0 0 5 0 5 0 8 0 8 0 4 0 300 687 Nonsect _ 1 150 0 0 0 150 0 50 0 50 0 g 0 1,000 688 N onsect _ 0 6 0 27 0 3 0 4 0 0 3 4 6S9 Nonsect. 0 8 0 42 0 8 0 5 0 0 4 0 200 200 690 Nonsect... 0 0 69 1 0 29 0 5 0 5 0 iO 0 5 •4 700 691 Cong . 0 10 0 58 ' 0 0 0 4 .... .... 0 17 0 2 5 "'0 5,000 150, 006 692 2382 EDUCATION REPOET, 1899-1900. Table 43. — Statistics of privaJe Idgli schools, encloivecl academies, seminaries, State and post-office. Name, Principal. G93 691 695 696 697 698 699 700 701 703 703 701 705 706 707 708 7(J9 710 711 713 713 711 715 716 717 718 719 730 731 733 733 734 735 736 737 738 739 730 731 733 733 734 735 733 737 738 739 740 M A SS A C H LI S ET T S — con t ’ d . Bradford . Brighton. Brimfield . . . . i Cambridge (7 Garden st.) ! Cambridge (34 and 36 Con- Carleton School for Young Men and Boys. Mount St. Joseph’s Academy and Boarding School. Hitchcock Free Academy . . Browne and Nichols School for Boys. The Cambridge School for Girls. Isaac N. Carleton, Ph. D _ Sisters of St. Joseph . . AYellington Hodgkins . Geo. IP Browne, A. M., Ed¬ gar II. Nichols, A. B. Arthur Gilman, A. M . Cambridge (9 Channing st. ). Cambridge (13 Bucking¬ ham st). The Lee School . . . Miss M. L. Kelly . Private School for Boys and Girls.* Miss K. V. Smith _ Mis.s Sa.ra.h Y7. Ame.^ W m . C. 1 ja,?i e^d on . A . M Concord . . . . Concord Home School . James S. Ga.T’land _ do . . . White’s (Miss) Home School.... Flora J. White Danvers . . . - 1 The Willard Hall School . . Eleanor J. Dawson . . Deerfield . . . Deerfield Academy and Dickin¬ son High School.* Nichols A'-ademy and Dudley High School. The Alden School for Girls . David F. Cai’penter _ i Diidlej^ . . . Alfred G. Collins . 1 Du y bury .. . . Mar’y M. Fannin p* 1 _ do . - Partridge Academy * . Herbert E. Walker i _ do . . i Powder Point School . F. B. Knapp . . i Easthainpton _ Willision Semina,ry . . . . Joseph H. Sav/yer. M. A . i East Northfi eld . . Northfield Seminary . . Miss Evelvn s. Rail 1 Everett . . Home School . . . . Mrs. A. P. Potter Academy La Ste. Union des Sucre’s Coeurs. Dean Academy . . Sistei’ Mary Aidan. 1 Fall River . . . 1 Franklin . . Arthur W. Peirce, A. B . Edward J. Va.n T,enneo Great Ba.i'ringtoii , Sedgwick Institute Greenfield . . Prospect Hill School for Yoixng Ida F. Foster and Caroline Women. R. Clark. Groton . . . Groton School . Rev. Endicott Peabody . Hadley .. .. .. .. Hopkins Academy . . Chester M. Grover Harvard . . . Bromfleid School . . . Lilia Frost Hatfield . Smith Ac.ademy* . Howa.rd W. Dickinson Hingham . Derby Academy . . . Mabel Gary Hawes . T.eicftster Leicester Academy Wiliifim F;. Cn.te Lowell . . . The Rogers Hall School for Elisa P. Underhill . . Marion . Girls.* Tabor Academy . Dana M. Dustan . Merrimac . . Whittier Home School . Annie B. Russell . . . . Milton . . . . Milton Academy . , . Harrison O. Apthorp . Monsoii . Monson Academy _ _ James F. Butterworth . ; Mount Hermon . Mount Hermon Boys’ School ... Walnut Hill School (Girls) . Henry F. Cutler . 1 Natick . . . Charlotte H. Conant, B. A., Florence Bigelow, M. A. Thomas H. Echfeldt. . . ' New Bedford . Friends’ Academy . . . . do . School for Boys and Girls (Col¬ lege Preparatory). Putnam Free School* . Charles E, E. Mosher . Newburvport . , Geo. A. Dickey . Now Dorche.stor Shawmut School . Ella G. Ives . Newton . . . . Newton Private School for Girls Amna M. Goodmon . . _ do . . Preparatory School for Boys . . . The Mary A. Burnham School for Girls. Edward H. Cutler, A. M . Northamutoii . Miss B. T. Capen . Norton . Wheaton Female Seminary _ Rev. Samuel V. Cole, D. D. .. Pittsfield. . . The Berkshire School . . Arthur J. Clough, A. M _ _ do . . . . . Hall’s (Miss) School for Girls* .. Adams Academy . . . Mira H. Hall . . . Quincy . Wm. Everett, LL.D . * Statistics of 1898-99. STATISTICS OF PSIVATE SECONDARY SCHOOLS, 2383 and other private secondary schools for the scholastic year 1899-1900 — Cont‘d. Eeligious 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, buildings, fui’niture, and scientific appa¬ ratus. Second¬ ary stu¬ dents. Ele¬ men¬ tary stu¬ dents. Preparing for college. Gradu¬ ates in 1900. College prepar¬ atory students in the class that gradu¬ ated in 1900. Classi¬ cal course. Scien¬ tific course. A a o r® 6 3 CD 6 3 0 0 S B 0 0 CD a ® A A A a ai le A 'c3 g 4 5 7 8 9 11 IS 14 15 1(S ' as m 21 1 ] 3 0 0 1 0 0 500 $15,000 R.C . 0 6 0 35 0 63 0 0 0 1 0 2 0 1 4 1,585 130,035 Nonsect. .. o 2 33 36 0 0 5 5 3 3 3 8 1 0 4 0 3,000 9,000 Nonsect... 7 0 56 0 23 0 47 0 7 0 15 0 14 0 5 0 45,000 0 13 0 69 0 0 0 0 1 0 5 0 13 0 0 2 0 3 30,000 0 3 5 9 2 3 2 3 0 9 1 3 1 4 0 4 0 10 4 10 4 Epis . 3 1 6 3 0 0 4 0 1 G 1 0 0 500 Nonsect _ 3 0 9 0 2 0 0 0 3 0 0 1,000 25, 000 Nonsect.. - 0 6 7 5 3 1 3 0 0 0 10, 000 Nonsect..- 0 4 0 6 0 3 0 0 0 0 0 0 0 0 350 30, 000 Nonsect... 1 1 9 8 0 0 IS, UOU Nonsect... 3 3 38 31 0 0 6 4 4 1 6 6 2 3 4 0 3,400 60,009 Nonsect _ Q 1 0 7 0 0 0 0 0 0 0 0 0 0 Nonsect. .. 1 1 14 35 7 8 0 1 1 0 o 3 0 0 3 7,000 Nonsect _ 5 0 36 0 5 0 6 0 15 0 6 0 6 0 4 5 Gon£f _ _ 8 0 131 6 0 0 30 2\ 30 4 1 0 3, 500 150, 000 Nonsect. __ 0 33 0 198 0 206 0 0 0 46 0 28 4 : 0 5, 707 375, 000 Bpopt 0 8 0 35 0 10 0 10 0 5 0 2 0 2 4 300 R.C . 0 3 0 34 13 30 4 250 Univer _ 6 6 44 46 0 0 35 23 8 0 9 9 8 4 4 0 2,000 133,000 Nonsect... 4 3 19 0 8 0 4 0 10 0 5 0 4 0 4 0 30,000 Nonsect _ 3 7 0 33 9 5 0 1 0 o 0 1 4 i 0 Epis 14 0 150 0 0 0 145 0 5 0 20 0 18' 0 6 ! 0 Nonsect _ 1 1 15 30 0 0 1 1 i 4 0 1 4. 0 300 Nonsect... 0 4 7 13 0 0 0 3 3 0 2 3 0 0 4 0 3,000 300, 000 Nonsect... 1 3 36 37 0 0 1 0 0 0 2 6 1 1 4 700 34. 743 Unitarian. 0 3 3 8 13 16 0 1 0 0 0 0 0 o! 4 ■'‘o 5, 101) Nonsect... 1 3 30 38 0 0 2 2 0 0 3 3 0 1 4 0 100 Noiisect... 3 10 0 36 0 13 0 1 0 34 0 9 0 5 86 300 50, 000 N onsect _ 2 3 43 30 38 0 0 14 13 6 3 6 10 4 16, 490 N onsect _ 0 3 0 0 0 0 3 0 3 2 4 Non sect... 9 1 88 10 10 7 11 0 3 0 13 0 13 0 4 0 1,978 301 », 000 Nonsect... o 6 43 63 0 0 4 7 2 0 6 11 1 3 4 0 3,230 Nonsect :.. 13 7 S‘43 0 250 0 160 0 35 0 36 0 23 0 4 0 5, 689 436, 083 Non sect... 1 14 0 45 0 0 0 3 0 33 0 12 0 13 4 0 1,500 39, 000 Non sect _ 1 6 6 19 8 13 3 O 0 0 0 0 4 1,200 35, 000 Nonsect.. - 1 4 14 18 11 5 0 1 4 i I 5 8 4 5 ”'5 SOO Nonsect--. 1 3 30 40 0 0 1 2 13 0 5 5 3 3 4 0 35,000 Noiiscct, 0 5 0 18 0 6 u 3 0 o 0 2 4 No21S6C1}_ -- 0 4 5 9 4 16 4 0 Nonsect. -. 1 3 17 10 9 5 11 4 9 I 1 1 i 1 5 0 N'OliSBCt _ 0 13 0 103 0 72 0 38 0 38 4 0 5, 000 Cong . 3 11 0 86 0 0 0 *2 0 0 9 0 2 4 0 5, 737 100, 000 Nonsect--. 1 4 10 8 7 3 3 0| 1 ^ 0 0 ! 1 0 1 4 0 600 30, 000 N onsBcti 0 7 0 36 13 18 0- 0 lO 0 25 5 659 49, 601 Nonsect - .. 3 ' 0 43 0 1 1 i:::: 693 694 695 696 697 698 699 700 701 703 703 704 705 706 707 708 709 710 711 713 713 714 715 716 717 718 719 730 731 733 733 734 735 736 7'37 738 739 730 731 733 733 7a4 735 733 737 738 739 23 711 743 74:i 744 745 740 747 748 749 750 751 753 753 754 755 756 757 758 759 760 761 763 763 764 705 766 767 768 769 770 771 773 773 774 775 776 777 778 779 780 781 783 783 784 785 786 EDUCATION EEPOET, 1899-1900. Table 43. — Statistics of x>rivate high schools, endowed academies, seminaries, state and post-office. Name. Principal. 1 2 3 MASSACHUSETTS— COnt’d. Woodward Institute (Girls)* ... Notre Dame Academy . Roxbury Latin School . Miss Carrie E. Small Sister Julia . . do . Wm. C. Collar, A. M . C. A. Holbrook Sawin Academy and Dowse High School. St. Mark’s School . Charles S. Webb Soutliboro . . Rev. Wm. Greenough Thay¬ er, M. A. Wm. Gallagher, Ph. D South Braintree . Thayer Aca,demy . South Byfield. . . Dummer Academy . Perley Leonard Horne South Lancaster. . . . Sou.th Lancaster Academy . Frederick Griggs . South Worthington . The Conwell Academy . . .'. . Miss Martha Henry. Springfield . The “Elms” Homo “and Day Miss Charlotte W. Porter .. ... do . School for Girls. Mo.cDuffie School . .lohn MacDuffie,Ph.D Taunton . . . Bristol Academy . . Alfred Bowman Mages Waban . . The W aban School . . J. H.Pillsbury . . ^ .. Waltham . Waltham Nev/ Church School .. Benj. Worcester ... . Wellesley . Da,na Hall School*. . Julia A. Eastman . . do. . . . Wellesley School for Boys . Helen Temple Cook West Boxford . . Barker Free School . . N. B. Sargent . West Bridgewater . . Howard Seminary. . . . Sarah E. Laughton . Westford . Westford Academy . . William E. Frost . West Newton .. English and Classical School.... Weslevan Academy . F. H. Wood,Ph.D VN^ilbraham . William Rice Newiiall, D. D Frederic W. Plummer . Winchendon . . . Murdock School . . . V/ollaston . . Quincy Mansion School Horace Mann Willard Worcester . The Dalzell School for Boys and Girls. Highland Military Academy.... The Home School . George A. Stearns . . do . Joseph Alden Shaw . do.... . ! El len . Kimball . . do . . . Worcester Academy _ _ Daniel Webstei’ Abercrom¬ bie, LL. D. MICHIGAN. Ann Arbor . . . j St. Thomas’ School Sister M. Magdalino Benton Harbor . Benton Harbor College.. .. Geo. G. Edgeumbe, A. M., Ph.D. J. Frank Jackson Benzonia, . . Benzonia Academ3’’ . . . Clarksville . Michigan Normal Academy and Business College. Academy of the Sacred Heart .. Chas. J. Transue . Detroit (333 Jefferson Mother Anna Hutton . . ave. ). Detroit(73 Stimson place) . The Detroit Home and Day Miss Ella M. Liggett _ .... Detroit (36 Putnam st. )... School. The Detroit School for Boys*... Mrs. M. E. Whitton . . Detroit (643-645 Jefferson Detroit Seminary . Mrs. E. F. Hammond and ave. ). Escanaba (713 Hale st.) - St. Joseph’s High School.. . Miss L. C. Browning. Father Bede Oldegeering, Grand Haven CWashing- Akeley Institute for Girls. . O.F.M. Miss Margaretta Cheyuey.. ton st. ). Grand Rapids (76 Jeffer¬ son ave. ). Powell’s School for Boys . Rev. I. P. Powell . Grossepoint . Academy of the Sacred Heart .. I. C. Gavin, R. S. H . Kalamazoo . . Michigan Female Seminary . Elizabeth Eastman . . Laurium . .... Sacred Heart Academy _ _ Rev. Peter Welling, O. F. M. Sister M. Agnes . Marquette . . . St. Joseph’s Academy . St. Mary's Academy . . Monroe . . . . Mother M. Justina . . Orchard Lake . Sagina.w, W. S . Michigan Military Academy _ St. Andrew’s Academy . W.F. Edwards . . . Sister Mary Matthew . * Statistics 1888-99. 2385 \ STATISTICS OF PRIVATE SECONDARY SCHOOLS. and other private secondary schools for the scholastic year 1899-1900 — Cont’d. Religious denomina¬ tion. Sec¬ ond¬ ary in¬ struct¬ ors. Students. Length of coni’se in years. Number in military drill. Number of volumes in library. Value of grounds, buildings, furniture, and scientific appa¬ ratus. Second¬ ary stu¬ dents. Ele¬ men¬ tary stu¬ dents. Preparing for college. Gradu¬ ates in 1900. College prepar¬ atory students in the class that gradu¬ ated in 1900. Clas¬ sical course. Scien¬ tific course. 6 % H a; r? 6 g a; 6 r2 g 6 S a 3 21 35 40 48 6 4 2 4' 4 1 500 18,500 Nonsect. -. 3 4 40 37 5 6 1 2 8 5 1 3 i i 2 4 "40 i 800 10, coo' M. E. So ... 2 (1 16 20 24 40 2' 1 1 3 0 1 250 Nonsect-. . 2 1 42 C 5 0 2 0 2 0 3 0 li 0 4 42 ' 500 10, 000| Christian . 0 10 0 109 0 0 0 8 0 5 0 18 0 7 4 1,200 25, OCOi Presb . 3 1 33 10 51 44 3 J 5 0 1 5 1 0 0 1,000 30, 000 R. 0 4 0 20 0 40 0 2 0 2 0 0 0 0 ■■'4 0 84 M. E. So ___ 6 1 48 62 12 15 4 5 4 0 300 20,000 NonsGct _ 1 1 16 16 20 21 1 1 4 30, 100 3,000 Nonsect.. - 3 1 30 0 10 0 3 0 10 0 3 0 3 0 4 21; 1,000 10,000 R n 14 ( 57 0 0 0 r. 0 300 Ev. Luth . . ^4 0 40 0 0 0 20 0 20 0 7 0 7 0 3 0 600 2i),005 Nonsect _ 2 0 13 12 30 35 4 4 4 4 4 0 400 3,500 onsGct 1 2 0 20 0 14 2 8 0 0 0 2 400 5, 000 M.E . 6 3 63 44 0 0 21 13 4 g 2 0 900 2, 500! pf. 2 ] 30 22 10 12 2 0 4 Q ”'4 50 10, 000: M. E. So 3 3 60 50 10 15 2 0 2 4 0 4 1,200 30, 000| Ctiris tiB-n 0 3 0 CO 0 77 0 17 0 28 0 15 40,000, Bapt . 6 60 60 30 40 35 40 20 19 6 5 5 5 4 0 2,000 35, 000^ R n 4 0 45 0 0 0 "NT riTt 2 ■0 22 20 20 10 4 1 8 10 2, OGO; J.> U J.J U - R. C . 0 18 26 53 0 5 4 505 . ...J 837 838 839 840 841 843 843 844 845 848 847 848 849 850 851 853 853 854 855 858 857 858 859 8G0 881 863 883 864 865 866 887 868 869 870 871 873 873 874 875 876 877 878 879 880 881 883 883 884 885 886 239 i 887 888 880 880 881 893 883 894 895 88(5 897 898 899 900 901 903 903 SOI 905 900 907 908 809 910 911 913 913 914 915 916 917 918 919 930 921 932 933 924 935 936 927 928 928 830 831 932 933 934 935 936 937 938 EDUCATION REPORT, 1899-1900. lBLE —Statistics of private high schools, endowed academies, seminaries, State and post-office. ISTame, Pi’iacipal. Jii 1 2 3 ssouRi— continued. Humphreys . . . H^eria . - . Independence . . . Jackson . . Joplin . . . Kansas City . .... Kidder . . Kirkwood . . Lahaddie . . . Laddonia . Lexington . . . Macon . . . Marion ville . . Marshall . . . Maryville.. . Mechanics ville . . . M.iddle Grove . . . . Moberly . . Mound ville . . . Mount Vernon . . O’Fallon . . Fierce City . . . . Pilot Grove . Platte City . Plattsbnrg . . Powersville . . . Kensselaer . . ‘Eiciimond . . St. Charles . St. Joseph . St. Louis . St. Louis (1607-17 Comp¬ ton ave. j. St. Louis (4296 Washing- toii st.). St. Louis (3345 Pine st.) ... St. Louis . . . St. Louis (3817 Clive st.) ._ St. Louis (W ash i n g t on ave. and 19tli st. 1. St. Louis (South 12th st.) . St. Louis (1033 South 8th st.) Salisbury . Sedalia . . South St. Louis . Springfield . . Spring Garden . . Sweet Springs . Troy . . . Weaubleau . . Webb City . . . West Plains . MONTANA. Deerlodge . . Missoula . . . Helena . . . Humphreys Academy and Busi¬ ness College. Iberia Aca,demy . . . W oodland College . . . . Carlisle Training School '*'■ . Institute of our Lady of Mercy. St. Tereisa's Academy _ _ _ Kidcer Institute. . . . Kirkwood Military Academy and Glendale Institute. Lal)addie Academy =*= . Collins Seminary . . Wentworth Military Academy . Blees Military Academy . Mariouville Collegiate Institute. St. Sa.vior’s Academy . Maryville Seminary . Howeli Institute.. . Middle Grove College - St. Mary’s Academy of the Sis¬ ters of Loretto. Cooper College.. . . Mouiit Vernon Academy^ . Woodlawn Institute . . . Pierce City Baptist College _ Hiclielberger Academy . Gaylord Institute * . Plattsbiirg College . . . . York Seminary . Van Rensselaer Academy . . V/oodson Institute . . . Academy of the Sacred Heart . . _ do . . . . . Academy of the Visitation _ Eibhop Robertson Hall . Hosmer Hall . . . Loretto Academ3' . The Mary Institute . Rugby Academy"’ . . Smith Academy* . . . Ursuline Academy and Day School. Walther College . North Missouri Academy . George R. Smith College . . Academy of the Sacred Heart .. Loretto Academy . . Miller County Institute _ Sweet Springs Academy . Buchanan College . Weaubleau. Christian College. . . . Webb City Academy . V/ est Plains College . St. Vincent’s Academy . Sacred Heart Academy St. Vincent’s Academy . L. H. Gehmau . . . G. Byron Smith . . Geo. S. Bryant . . . Willis Carlisle . . . . Sister Mary Antonia . . Sister Rose Vincent. . George Vf.Shaw . . Edward A. Haight. . Louis C. Knowlton . .E, A. Collins . . Sanford Sellers. . F. W. Blees ( Col, ) . Lewis Grant I»eser,pres _ Sister Superior . Chas. C. Mills, president . George E. Miller . . W. Moore Jones, president. . Sister Caroline . . C. H. Miles, president _ Elizabeth Park . . . Rev. W. T. Howison, A. M ... Ernest W. Dow, Ph. D . Wa,liace Crossley . . Mrs. T. W. Park - . . . S. Z. Sharp, A. M . . Charles R. Bow an . . V/m. R. Anderson, jr . J. C. Shelton . A. Ivavanagh . Madame M. Vernier . Sister Aquin Martin . Sister Catharine, superior.. Miss Martha H. Mathews . . . Sister M. Reparata . . Edmund H. Hears . . Denham Arnold... . Charles P. Curd . . Mother Seraphiae . August C. Burgdorf . G. C. Briggs . Rev. E. A. Robertson, M. A . . Mother Mary Burke _ Sister M. Wilfrid La Motte. J. Ivy Lumpkin . J. E. Barnett.. . . E. H. Lay, A. B - - J^ Whitaker, president . Victor E. Harlow . J. T. Outeu . Sister Anacleta.... Sister Hilarion _ Sister Mary Cecilia * Statistics of 1898-99. ST^iTISTICS OF PEIYATE SECOE'DAKY SCHOOLS. 2391 and other private secondaj'y schools for the scholastic year 1899-1900 — Cout’d. 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 groiTiids, buildings, furniture, and scientific appa¬ ratus. Second¬ ary stu¬ dents. Ele¬ men¬ tary stu¬ dents. Preparing for college. Gradu¬ ates in 1900. College prepar¬ atory students in the class that gra,du- ated in 1900. Clas¬ sical course. Scien¬ tific course. 6 13 r2 li a p 6 li a r2 6 S d Is a 0 ' 'll r2 a r2 'I a Y 1 JERSEY. 3 Bayonne City . Beverly . Blairstown . Bordento wn . . -----do . . _ do . - . Bridgeton . . do . . do . Brielle . . . Burlington . . _ do . . . . Deckertown . East Orange . . . . Elizabeth (573 Westmin¬ ster ave.). EliZcabetlK 379 N. Broad st. ) Engleivood . . - do . Fort Lee . Freehold _ _ _ Hackettstown . Hightstov.’n . Hoboken (385 Washing¬ ton st.). Hoboken (Willow ave. and oth st. ). Hoboken (River and 6th sts.). School for Young Ladies . Farnum Preparatory School _ Blair Presbyterial Academy* .. Bordeutown Military Institute. St. Joseph’s Academy* . School for G-irls . Ivy Hall School for Girls . South Jersey Institute . YJest Jersey Academy . . Gerlach Academy . St. Mary’s Hall. . . . . Van Rensselaer Seminary ...... Seeley’s Home School . East Orange School . Pingry School . Vail- Deane School . Collegiate School for Girls . The Dwight School for Girls _ The Engle v/ood School for Boys. Institute of the Holy Angels.... Freehold Ladies Seminary* _ Centenary Collegiate Institute * Peddie Institute . Academy of Sacred Heart Hoboken Academy Stevens School . Mis.ses Clarke and Kline.... James B Dilks, A. M . John C. Sharpe . Thompson H. Landon. . Sister Mary Emmanuel _ Alice G. Braislin . Mrs. J. Allen Maxwell . ILK. Trask, Ph.D . Phoebus W. Lyons . D. Gerlach . . Miss Charlotte Titcomb _ Helen M. Freeman . W. H. Seeley, A. M . H. Louise Underhill . W.R. Marsh, head master .. Laura A. Vail . Caroline M. Oerrish . Misses Creighton and Farrar James B. Par.son.s, A. M . Sister Mary Nonna . Rev. C. H. W. Stocking . Rev. Wilbert P. Ferguson, Ph. D. Roger W. S wetland, A. B - Heinrich Kaiser. . Rev. Edw'ard Wall, A. M _ Jersey City . . _ do . . . Jersey City Heights Lakewood _ Lawrencevilie . Long Branch . . Montclair . Moorestown . _ do . . . . Morristown . . . do . . . _ do . Mount Holly.. . Nev/ark (544 High st.) _ Newark (993 Broad st.) _ Newark (31 VJalnut st.). .. Newark (93 Washington st.). Newark ( 43 W” allace place ) Newark (54 Park place) .. New Bruu.swick (66 Bay¬ ard st. ). New Brunswick . . Academy of St. Aloysiiis _ _ Hasbrouck Institute* . . . German American School * . The Lakewood School. . The Oaks . Lavv^renceville School . St. Mary’s “'Star of the Sea” Academy. Montclair Military Academy . . . Friends’ (Orthodox) Academy. Friends’ (Hicksite) High School. Dana’s (Miss) School for Girls.. Morris Academy . . Morristown School . . Wyllie’s (Miss) School.* . Nev/ark Academy . . Nev/ark Seminary for Young Ladies. The Norwood School* . St. Mary’s Academy . . Sisters of Charity . Charles C. Sthnets, A. M _ Carl A. Graupner . Edward Park Harris, Ph.D. E. T. Ferrington . . Rev. S. J. McPherson, D. D .. Sister M. Imolda . John G. Mac Vicar . Wm. F. Overman . Charles S. Moore . Miss E. Elizabeth Dana . Harry W. Landfear . . Messrs. Browne, jr., Butler, and Woodman. The Mis.ses Wyllie . Samuel A. Farrand . Miss Anna Frances Whit¬ more. Caroline B. Sergeant, Misses Tyler. Sister M. Catharine . St. Vincent’s Academy.. . Townsend ’s ( Miss ) School . Miss Anna P. Townsend Anable’s (Misses) School . The Misses Aiiable . . Rutgers College Preparatory Eliot E. Payson do School. St. Agnes’ Academy Sister Mary Grace * Statistics of 1898-99. STATISTICS OP PEIVATE SEOOI^DAEY SCHOOLS, 2395 and other private secondary schools for the scholastic year 1899-1900. — Cont'd. Religious denomina¬ tion. Sec¬ ond¬ ary in¬ struct¬ ors. Students. 1 Length of course in years. Number in military drill. Number of volumes in library. Value of grounds, buildings, furniture, and scientific appa¬ ratus. Second¬ ary stu¬ dents. Ele¬ men¬ tary stu¬ dents. Preparing college. for Gradu¬ ates in 1900. Gollege prepar¬ atory students in the class that gradu¬ ated in 1900. Glas- sical course. Scien¬ tific course. A a CD A -a 4 185 M.'E _ o 3 80 20 .50 30 30 5 10 5 15 10 10 5 4 ”’6 1,000 ■'240,*6oO Non sect _ 4 0 35 0 35 0 0 0 0 0 (i 0 6 0 4 25 1 Nonsect _ 0 6 0 31 O: 36 0 11' 0 0 0 2 4 0 i, ioo 55, GOO Nonssct _ 0 2 0 8 0 5 0 0 0 4 0 2 4 8 5,000 7’5, 000 Nonsect. -- 4 0 52 0 0 0 30 0 22 0 20 0 20 0 4 0 1,000 40,000 Nonsect- . . 1 0 10 0 4 0 12 0 3 0 0 0 0 0 0 0 Nonsect _ 0 2 0 25 0 13 0 10 0 0 0 2 0 0 500 15,000 Friends _ 0 2 5 15 8 18 0 0 0 0 0 0 1 3 0 Nonsect-.- 2 1 6 3 19 3 3' 0 2 2 0 2 0 4 9 300 20,000 N OIlS8Ct _ 0 5 41 28 37 26 ol 4 19,000 Nonssct- 0 3 0: 7 3 3 800 . 45,’ 000 Nonsect- -- 0 8 o: 46 0 41 0 1 0 23 0 10 6 8 4 0 1,200 Nonsect--- 5 1 25! 0 10 0 12; 0 12 0 1 0 1 0 6 0 400 15, 000 R 0 38' 0 0 0 1 4 0 4,500 300,000 NonsGct _ 0 1 6 9 10 11 0 200 Friends _ 0 3 12 4 ,16 13 1 i 0 1 0 1 0 4 40 3j 000 Noiiscct 2 0 6 0 17 0 6 0 1 0 4 500 R.C 0 7 0 29 65 0 0 0 0 0 0 0 0 4 ’"6 200 36,000 R G 0 3 0 30 0 0 2 R. n 3 0 38 0 94 0 5 0 0 1,630 R.C . 0 5 1 61 11 40 0 7 0 0 0 2 0 0 1,264 85, 540 Nonsect- -- 7 2 133 0 76 0 70 0 50 0 18 0 18 0 "(j 115 1,500 75, COO N onsect . . . 4 9 0 55 0 44 0 2 0 0 0 9 0 1 4 0 2,725 83, 800 R.C - . 5 0 80 0 110 0 SO 0 10 0 6 0 0 0 80 2,371 54, 460 R C 0 13 0 73 0 17 0 4 0 4 '"4 0 3, 718 400, 460 T7, jii Q 0 9 0 100 150 50 0 2 0 12 0 1 200, 000 R C! 2 2 30 25 270 275 0 0 0 5 0 0 4 0 1,055 48, 565 R. C - . 0 10 0 51 0 17 0 3 0 0 0 6 0 3 4 0 2,488 99,000 R.C . 2 3 30 40 280 265 0 2 0 0 5 8 2 2 4 70 1,130 97,816 R n 0 3 21 27 142 143 0 0 0 3 2 0 700 38,063 Nonsect--. 3 24 24 16 27 8 6 4 2 4 4 2 1 4 0 2,315 20, 750 "NT An OAP'i' 0 4 0 30 0 10 0 5 0 5 0 3 1,000 30,000 AN UilotJL- U - R () 1 3 24 34 76 216 1 2 1 3 1 2 4 0 730 4, 600 Nonsoct... 2 2 13 7 1 0 2 0 2 0 2 0 2 0 4 0 3, 960 Nonsect... 2 1 14 0 34 30 3 0 3 0 1 ■" f” 4 14 290 31,000 1040 1041 1042 1043 1044 1045 1046 1047 1048 1049 1051 1052 1053 1054 1055 1056 1057 1058 1059 loco 1061 1062 1063 1064 1065 1066 1067 1068 1072 1073 1074 1075 1076 J077 1078 1079 1080 1081 1082 1083 23‘ 1084 1085 1086 1087 1088 1089 1090 1091 1092 1093 1094 1095 1096 1097 1038 1099 1100 1101 1102 1103 1104 1105 1106 1107 1108 1109 1110 llil 1112 1113 1114 1115 1116 1117 1118 1119 1120 1121 1122 1123 1124 1125 1128 1127 1128 1 8 EDUCATION EEPOET, 1899-1900. Table 43. — Statistics of private high schools, cndou ed academies, seminaries. State and i^ost-ofiice. Name. Principal. 1 S 3 NEW YORK— continued. Brooklyn (183-185 Lincoln place ) . Brooklyn (102 Berkeley place). Brooklyn (38 Monroe place). Brooklyn (730 Nostranvd ave.). Brooklyn (209 Clinton ave.). Brooklyn (146 Macon st.) . Brooklyn (50 Monroe place). Brooklyn (40-42 Monroe place). Brooklyn (30 Madison st.) _ Brooklyn (215Kyerson st.) Berkeley Institute . Berkeley School for Boys* _ _ Bodman (Misses) School for Girls. The Brevoort School . Female Institute of the Visita¬ tion. Garrott’s (Miss) School for Youn.2: Ladies and Children. Hail’s (Miss) School for Girls *.- The Latin School . Nativity Academy . . Pratt Institute Hit’ll School .... Brooklyn (31 7th ave. ) _ Brooklyn - Brooklyn (.525 Clinton avo. ) Brooklyn (264 Jay st. ) _ Brooklyn (4th ave. and 9th st.). Bujfalo (749 Washington st.). Buffalo(284 Delaware ave. ) Buffalo (146 Park st.) _ Buffalo (621-623 Delaware ave. ). Prospect Heights School . The Regents’ School. . . . . Roiinds’ (Miss) School for Girls. St. James’ Commercial Acade.my St. Thomas Aquinas’ Academy.. Buffalo Sacred Heart Aca-demy. Euffalo Seminary . The Franklin School . Heathcote School . Buffalo (320 Porter ave.).. Buffalo (1238 Main st.) - Buffalo (564 Franklin st.) . Buffalo (74 Franklin st.) .. Canandaigua . Carmel . . . Carthage . . . Cazenovia . . . . Chappaqua . . . Chautauqua . . . . Claverack . . . Clinton . Cohoes . . . Cornwall on the Hudson. . . do . . . . . Delhi . Dobbs Ferry . . . - do . . . . Dover Plains . . . Dunkirk . . East Springfield-. . Eddy town . . . Holy Angels’ Academy . St. Joseph's Collegiate Institu te¬ st. Margaret’s School . St. Mary’s Academy and Indus¬ trial Female School. Granger Place School _ _ Drew Seminary and Female College. Augustinian Institute . Cazenovia Seminar^/ _ Chappaqua Mountain Institute. Hawley’s Preparatory School for Boys. Hudson River Institute . . Houghton Seminary- . St. Bernard’s Academy.. . Cornwall Heights School . New York Military Academy. .. Delaware Academy. . . Masters’ (Misses) Boarding and Day School. "Westminster School. . Dover Plains Academy . St. Mary’s Academic School . East Springfield Academy . Starkey Seminary . Julian W. Abernethj’-, Ph. D. j Wm. A. Stamm . . . Miss Rosa M. Bodman . Adeline M. Kipling, M. A _ Sister Mary Evangelista _ Miss M. E. Garrott . Miss Clara F.Hall . Caskie Harrison . Sister M. Basil. . C. Hanford Henderson, Ph. D. D. E. Ewald . Elmer E. Johnson . . Christina Rounds . Brother Castoris . Sister Mary Anna . Sister M. Leonard . . . . | Jessica E. Beers . . . I Herbert G. Lord . Lester Wheeler . Sister M. McMillan . Rev. Brother Pompian . Miss E. Currie Tuck. _ Mary Mofiitt . Samuel Cole Fairley, A. B .. Rev. D. H. Hanaburgh, A. M. ! Sister Mary Beatrice . Carlton C. Wilbor, A. M _ Albert R. Lawton . . Lucius E. Hawley, A. M . J. O. Spencer, A. M. , Ph. B . . . A. G. Benedict, A. M — . Thomas S. Koveny . Carlos H. Stone . Sebastian C. Jones, supt _ Eugene D. Holmes . . The Misses Masters . W. L. Cushing, A. M . A. E. Bangs . Sister Agnes Joseph . Menzo Burlingame . Martyn Suramerbeil, Ph. D., D.D. Elbridge . Fairfield . . . Pishkill on the Hudson.... Flushing . Munroe Collegiate Institute .... Fairfield Seminary . Wilson School for Boys . Flushing Institute . Lester G. Turney , Frank F. Gray _ Benj. Lee Wilson. ! Elias A. Fairchild * Statistics of 1898-99. STATISTICS OF PRIVATE SECOUBARY SCHOOLS, 2399 and other xwivate secondary schools for the scholastic year 1899-1900— Coni' Religions denomiaa- tion. Sec¬ ond¬ ary in¬ struct¬ ors. Students. 1 Length of course in years. | 1 Number in military drill. Number of volumes in library. Value of grounds, buildings, furniture, and scientific appa¬ ratus. Second¬ ary stu¬ dents. Ele¬ men¬ tary stir- dents. Preparing for college. Gradu¬ ates in 1900. College Xrrepar- atory students in the class that gradu¬ ated in 19 1140 0 13 0 30 0 8 0 1 0 0 0 1 0 800 6, ono 1141 Nonseet... 8 .0 81 0 0 0 6 0 60 0 14 0 14 0 3 0 492 97,390 1142 Nonsect _ 4 3 49 1 0 0 49 1 g 0 1143> R.C . 0 5 0 10 30 50 0 1 0 0 0 2 0 1 5 0 996 15, 000 1144 Nonsect _ 3 0 10 0 0 tf 8 0 1 0 4 0 4 (I 1145 Nonsect _ 4 2 34 14 28 14 13 3 13 3 4 0 2,000 109, 500 1146 -Nonseet- -- 2 4 19 44 20 14 7 7 7 6 4 13 4 5 4 0 1,000 10,500 1147 M. E_ . 6 6 90 115 15 15 20 5 10 0 21 15 15 8 4 0 5, 175 100, 00(. 1148 R.C . 0 8 0 36 15 4 0 0 ..... ’7) 3 (! 0 4 .... 1, 155 86, 155 1149 Friends . - -1 0 4 29 20 « 22 O 1 15 12 31 11 5 2' 3 0 .4 0 706 40, 400 11.50 Nonsect - 1 1 26 24 "o "o 0 0 0 0 7 3 0 0 4 I 0 3t5 4, 009 1151 Euis 11 0 141 0 30 0 31 0 55 0 15 0 4 141 1 500 130,000 1153 Bapt . 8 3 53 59 o 1 10 3 2 0 4 2 1 4 0 < 575 17,350 11.53 Nonseet _ 0 3 (! 9 0 1 0 s 0 0 0 1 ! 30,000 1154 Bapt - - 5 49 46 0 7 12 1 4 6 4 6 4 19 3,371 113,440 1155 Nonsect... 1 Q 30 35 "30 35 6 5 4 3 2 4 1 3 4 500 10, 000 1156 Protestant 1 7 0 40 3 37 0 20 0 0 0 0 4 '"0 1,000 25, 000 ii5T liUth _ 3 0 32 0 0 0 30 0 0 0 10 0 8 0 3 0 500 75, 0(X) 11.58 Epis . 0 3 0 24 0 35 0 3 0 0 0 2 0 0 4 0 430 10,000 1159 Nonsect- -- 6 4 54 63 76 82 35 15 29 20 7 9 6 tfr 4 0 8,615 95,000 IIGO NoilSGCt 0 7 0 30 0 30 0 G 2 3, 000 1161 R C 0 2 0 13 0 49 0 0 0 9 4 i,m 40,8,25 1163 IN'oilSGCti ] 4 0 15 1 /vt) 0 0 1 0 1 2,000 iloa R.C . 3 16 0 79 0 53 0 0 0 0 0 <) 0 ‘ 0 4 0 7, 165 352, 583 1164 Nonseet... 5 1 19 0 19 0 16 0 3 0 1 0 0 ! 0 4 0 150 1165 Nonsect.. - 1 3 0 18 30 89 0 3 0 0 0 4 0 0 4 14 150 10,000 1166 Nonsect- -. 9 ] 5(* 0 70 0 30 0 13 0 14 0 9 0 4 50 5, 000 40, 000 1167' Nonsect- -. 15 10 200 0 0 0 135 0 75 0 0 25 0 5 200 1,000 180,000 1168 OllSGC u 0 34 0 130 1) 70 0 20 0 0 0 30 5 0 5,000 230,000 1169 N'oiisGct 0 20 0 15 0 8 0 8 0 5 0 350 40,000 1170 Nonsect... ,5 1 23 0 27 0 15 0 5 1 1 7 0 C 4 0 1171 Nonsect... 0 10 0 40 7 13 0 0 9 ' 0 1 li 2 2 0 700 100,000 1172 Nonseet... 9 0 1 66 0 105 0 20 0 "45 15 0 'j 15 l' (.) 4 105 1178 Nonseet... 1 - 114 " 37 0 33 0 39 I “ 31 o| 1? 1 " 1 5 fl 500 1174 ED' 1900 — VOL II - -71 1175 1176 1177 1178 1179 IISO 1181 1183 1183 1184 1185 1186 1187 1188 1189 1190 1191 1193 1193 1194 1195 1196 1197 1198 1199 1300 1201 1303 1303 1204 1305 1306 1207 1208 1209 2 EDUCATION KEPOET, 1899-1900. Table 43. — Statistics of private high schools, endoived academies, seniinarieSy State and post-office. Name. Px’incipal. 1 3 NEW YORK— continued. New York (270 West 73d St.). New York (33 West 40tL St.). New York (239 West 83d st.). New York (20 East 50th St.). New York (15 West 43d st. ). New York (108-108 Cen¬ tral Park, South). N ew York ( 9 East 49th st. ) . New York (340 West 86th st.). New York (ISSth st. and St. ISicholas ave.). New York (336 East 10th st.). New York (45 West 81st st. ). New York (2134 7th ave. ) . . Nev7 York . . . New York (537 5th ave.) .. New York (35 West 84tli st.). Nev/ York (35 ^Yest 55th st.). New York (44-50 2d st.) - Ne Vv- Y ork (334 Lenox are. ) New York . . . New i ork (543 West 113 th st ). Nev/ York (.344 Central Park, West 84th st.). New York (13-15 West 86th st.). New York (433 Madison ave. ) . New York (649 Madison ave. ) . New York (160 West S5th st. ). New York (341 Lenox ave.) New York (33 East 57th st.). New York (176-180 West 75th st.). New York (148 Madison _ave.). Llew York . . . . New York (38 West 59th st.). New York (116 West 59th New York (593 East 137th st.). New York (331 East 17th st.). New York (229-231 East Broadway). Columbia institute* . : Comstock School . . . 1 I The Curtis School . . ' The Cutler School . . . Dwight School . . - . De La Salle Institute - The Drisler School . . Ely’s (Mis.ses) School for Girls .. Female Academy of the Sacred Heart. j Friends Seminary . . j Hamilton Institute . - . ! The Harlem Collegiate Institute j Holy Cross Academy . . . ■ Hxiger’s (M. D.) Boarding and Day School for Girls. The Irving School . . Keller's (Miss) School . . La Salle Academy * . Lenox Institute . Manhattan College . Merington's (Misses) School for Girls. Montpelier Home School for Girls. Morgan’s (Mrs.) Boarding and Day School. * The Morse and Rogers Schoool . Moses’ (Misses) Boarding and Day School. Murphy (Misses) and Gaylord Boarding and Day School. New York Collegiate Institute.. The Peebles and Thompson School. Rayson’s (Misses) School for Girls. Roberts’ (Miss) School for Girls. Rugby Military Academ3^ . Sachs Collegiate Institute (Boys). Sachs School for Girls . . St. Jerome's Ursuline Academy. St. John's Baptist School for Girls. St. Mary’s AcatTem3' Edwin Fowler, M. D., A. B. . . Miss L3'dia Da5" - - Osborn Marcus Curtis . Arthtir H. Cutler . . Arthur Williams . . . Brother Agapas-.. . . Frank Drisler . . Miss Elizabeth L. Ely . Ellen Mahone3' _ _ Edward B. Rawson.... . . N. Archibald Shaw, jr. . Max F. GiovanoH'- . Sister M. Helena." . . M. D. Huger . . . Louis Dwight Ray . Eleanor I. Keller, Pd. M _ Brother Austin. . Andrew Zerban . . Brother Charles. . Mary E. Merington _ Mrs. T. T. Greene . . Mrs. Leslie Morgan . . James H. Morse, jr . Rosalie Moses . Eva R. Murphy.. . Marv Schooumakor _ ..v . D.E."Merril . - The Misses Ra3’soii, . Miss Roberts . Clinton Bln ling . Julius Sachs . . - do . . . . Mother M. Clara. . . Sister in charge . . Sister M. Frederica . * Statistics of 1898-99. STATISTICS OF PEIVATE SECONDAEY SCHOOLS, 2403 and other private secondary schools for the scholastic year 1899-1900— (Hont'di. Religious denomina¬ tion. Sec¬ ond¬ ary in¬ struct¬ ors. Students. Length of course in years. 'SI 'V h 3 a s rQ a f3 N umber of volumes in library. 1 Value of grounds, buildings, furniture, and scientific appa¬ ratus. Second¬ ary stu¬ dents. Ele¬ men¬ tary stu¬ dents. Preparing for college. Gradu¬ ates in 1900. College prepar¬ atory students in the class that gradu¬ ated in 1900. Clas¬ sical course. Scien¬ tific course. '■3 6 s A (V A d i A "3 d a m a' "3 ivH d a ® A ^3 A a ® pEH A 3 A 3 a 0 4 5 IS 7 § 9 1© 11 12 13 14 1 ^ 17 IS 19 21 22 Konsect... 9 1 80 0 67 0 48 0 33 0 14 0 6 i 0 4 SO 3,000 1175 0 0 32 0 36 0 17 0 0 0 4 1,100 1176 Nonsect.— 0 12 0 16 0 6 0 6 0 3 0 3 0 4 1 1 13 800 $35,000 1177 Nonsect.. - 14 3 138 0 139 0 60 0 58 0 43 0 38 0 4 0 500 130,000 1178 Nonsect-.- 7 1 60 0 26 0 40 0 20 0 28 0 20 0 4 0 1,000 1,000 1179 R. C _ 10 0 69 0 76 0 0 8 0 25 0 14 0 4 69 1:80 Nonsect-.- 6 0 38 0 30 0 9 0 11 0 13 0 13 0 0 j 73,000 1181 Nonsect-. - 3 30 0 120 0 30 0 3 0 3 0 7 0 1 ■■■4 — ■l,'O0O 500,000 1183 R.C . . 0 15 0 121 0 110 0 0 I.__. 0 14 0 0 4 0 5, 624 997, 675 1183 Frienfis 3 7 SO 39 60 63 0 11 6 1 2 7 1 4 4 0 2C0 1184 Nonsect... 1.5 0 70 0 37 0 40 0 SO 0 7 0 7 0 4 100 600 1135 Nonsect _ 2 0 o' 13 13 33 0 1 0 6 0 1 4 0 300 1,000 1186 R C _ 3 6 0 20 66 143 0 0 5 0 1 4 0 1, 917 370, 640 1 li87 Nonsect _ 5 9 0 38 0 0 1 I 0 1188 Nonsect.. - 8 0 38 0 47 0 29 0 1 ^ 0 6 0 6 0 5 0 1,CC0 35,000 1189 Nonsect _ 0 1 3 4 14 17 1 2 ! 0 0 0 0 4 0 350 3, 000 ' 1190 R C 6 0 75 0 100 0 1 9 0 9 0 1 1191 Nonsect... 4 0 13 3 18 7 2 0 3 0 1 0 0 0 j'..' 0 50, 000 1193 R C 0 30 200 0 189 i 0 0 0 b 0 40 0 '4 1193 Nonsect- - . 3 9 0 56 30 68 0 3 0 0 0 0 4 0 1 . 1194 Nonsect _ 3 3 0 15 0 0 0 0 0 0 0 0 0 0 1195 Nonsect _ 0 15 0 50 0 i 50 0 3 1196 N onsect _ 5 3 23 0 9 0 13 0 3 0 3 0 3 0 4 0 1197 Nonsect-- . 2 8 0 19 0 ' r 1 0 7 0 0 0 5 0 0 4 0 710 1198 Nonsect--- 0 4 0 6 8 17 0 3 0 0 0 1 0 1 4 0 800 500 1199 Nonsect _ ' 0 9 0 43 16 ' 0 0 7 0 9 0 2 4 0 650 2, 000 1,200 N onsect _ 0 8 0 0 50 0 10 0 12 0 5 4 i.201 Nonsect-. - 0 10 0 46 0 37 1 0 6 0 10 0 11 0 4 5 0 1,400 6,000 1203 Nonsect _ 0 4 0 15 0 1 ' 20 0 5 0 2 4 1203 Nonsect _ 4 1 1 30 0 40 1 0 0 0 0 0 6 0 4 20 14, 000 .500,000 1204 Nonsect. .. 10 3 80 0 65 0 20 0 15 0 33 0 20 0 4 0 700 100,000 1205 Nonsect... 6 8 0 100 0 50 0 8 0 24 0 30 0 5 4 0 500 12.5,000 1206 ■R n 3 3 8 57 15 30 0 0 0 0 0 1307 TT'pis 0 5 0 25 0 0 0 4 0 7 0 0 4 1208 R n 0 3 0 18 5 13 0 5 0 1 0 3 4 0 1309 1 1 1 . . 1 1 1310 1211 1212 1213 1211 1215 1218 1217 1218 1219 1220 1221 1222 1223 i‘^21 1225 1228 1227 1223 1229 1230 1231 1232 1233 1231 1235 1236 1237 1238 1239 1210 1211 1242 1213 1211 1215 1218 1217 1218 1249 1250 1251 1252 1253 1251 EDUCATIOTf REPORT, 1899-1900. Table 43. — Statistics of xjrivate high schools, cncloiced academies, seminaries. State and post-office. Name. Principal. 1 2 3 NEW YORK— continned. JTew York (8 East 46th st. ) . Ne w Y ork ( 1 37 Henry st. ) . St. Mary’s School . Si. ster Anna, St. Teresa’s Ursuline Convent. . Mother M.Lucy. . . Miss C.B. Spence _ New Y ork U) West 18th st. ) Spence’s (Miss) School for Girls. New York (147 West 91st st.). New York (120-122 West 70th st. ). New York (180 West 71th Rev. An9’. TTlmaun Mme. Van Norman Veltiii’s (Miss) School . T\f n e . T iOn i se Y el ti n st.). New York (139 East 79th st.). Sister St. Celestine . New York (109-111 West 77th st.). New York (41 Mount Mor- Weii’s (Mrs.) School. . Matilda Weil _ _ Whitfield (Misses) and Bliss*... Misses Whitfield and Bliss.. ris Park, west). New York (622 5th ave., near 50th st. ). Wilson-Vail School* . F. F. Wilson . N iaa: ara Falls . . De Vea.us College . . Wm. Stanley Barrows, M. A. Joel Wilson.. _ _ Nyack-on- Hudson. _ Hudson River Military Acad¬ emy.* Nyack School for Girls . Nyack (South) . Miss Bertholf . Oakfield . . . Gary Collegiate Seminavy* _ Rev. C. C. Gove . . Peekskill . . .. The Institute _ _ Chas. Unterreiner . do . Mohegan Lake School .. Henry Water.s . do . The Peekskill Military Academy St. Gabriel’s School . . . D. M. Orleman . . . do . Sister Esther . Pelham JMauor . Pike . Suburban School for Girls* . Pike Seminary. . Mrs. John Cunningha,m Hazen. Charles W. Whitney _ Plattsburg- . . . . D’Youville Academy . Sister St. Euphrasia. .. _ Port Henry .... Champlain Institute . Sister M. Gabriels ^ Poughkeepsie . . . Lyndon Hall School for Y'oung Ladies. Samuel W. Buck, A. M . . Quincy School _ .. . Mary C. Alliger _ do. . Riverview Military Academy. . . Josei)h B. Bisbee, M. A _ Ilandoh/h . Chamberlain Institute . E. A . Bishop . . . Rochester (209-218 Cutler Bradstreet’s Classical School _ J. Howard Bradstreet . Building). 1 Rochester . . The Ci'uttenden School . . . Miss L. H. Hakes .... Female Academy of the Sacred Madame Augusta Pardon. .. do ^Heart. Na.zareth Academy . . . Rev. Thomas Hickey . Nichols's (Mrs.) School - Misses J. H. and M. D. Nich¬ _ do . Wagner Memorial Lutheran ols. John Nicum, A. M.,D.D _ Rome College. St. Peter’s Aca,domy _ Sister M. Patrick . Rnmloiit St. Mary’s Academy Sister Francis Regis . . . R<)und Lake Round Lake Academy . . Mervin D. Losey . . Sag Harbor . Academy of the Sacred Heart of Mary. Sherwood Select School . . Mother Basile . . Sherwood ._ _ _ A. Gertrude Flanders _ ... SiriP" Sing Holbrooke’s Military School — Mount Pleasant Military Acad¬ emy. Ossining Seminary for Girls.... Sodus Academy - . . . . D. A. Holbrook . . - d o - Charles F. Brusie . . do . Clara, C. Fuller . Sod us Elisha Curtiss . . . . Southold , . . Southold Academy . . Frederick Rawclift'e, A. B .. Wm. J. Eckoff _ _ Suffer n . Herbart Preparatory School ... Academy of tiie Sacred Heart*. St.John’s Catholic Academy ... * Statistics of 1898-99. Syiacuse Rev.. John F. Mallany . _ do . . . Rev. Michael Clune . STATISTICS OF PEIVATE SECONDARY SCHOOLS, 2405 and. other private secondary schools for the scholastie year 1899-1900 — Cont’d. Religious denomina¬ tion. Sec¬ ond¬ ary in¬ struct¬ ors. Students. Length of course in years. I Number in military drill. Number of volumes in library. Value of grounds, buildings, furniture, and scientific appa¬ ratus. Second¬ ary stu dents. Ele¬ men¬ tary stu¬ dents. Preparing for college. Gradu¬ ates in 1900. College prepar¬ atory students in the class that gradu¬ ated in 1900. Clas¬ sical course. Scien¬ tific coui'se. 6 cC 1 Female. Female. Male. r2 g ® Male. Female. 6 Female Male. 6 13 g 3 0 2,600 1321 Sv. Luth... 1 4 7i 20 29 1 1322 Nonsect i 1 20 19 0 0’ 300 300 1323 Nonsect i 1 20 20 20 20i 5 4 5 4 1 , 006 1324 Nonsect 1 1 15 15 10 L5 5 5 0 0 0' 500 1325 Cong . 0 6 4 19 73 139 0 3 4 800 5. 500 1336 Nonsect .. 0 1 9 16 4| 8; 3 2 0 0 0 0 0 3 0, j 1.50 1, 500 1327 Nousect i 2 12 15 86: 891 3 3 3' 4 4 3 4 8 0 0 300 3. 000 11.328 Nonsect .. 1 0 9 0 27i 0 3 0 2 0 2 0 0 5, 000 1329 Nonsect 1 (t 20 23 29 12 9 6 3 3 2 4 0 1, 200 1330 Bapt _ 1 37 42 4.5 35 4 100 5,000 1:331 Presb _ 1 1 30 24 12 14 10 8 0 2, 000 1333 M.E_ . 0 1 5 12 27 23 3 2 0 0 3 0 1,50 1,500 1333 Presb . 1 0 3 9 0 0 4, 000 1334 Nonsect .. 1 1 3-5 30 r.-l V.) 70 4 5 5 3 4 3 4 3 4 2, 000 1335 Bapt . 3 0 50 35 96 1 58 20 8 5 0 5 1 5 1 3 0 750 5,000 1.336 Nousect 7 (‘ 72 0 10| 0 to 0 30 0 4 0 4 0 4 0 1, 500 30,000 1337 Non sect 1 ] 10 4 45! 16 (! 2, 000 13:38 Non sect (1 j 3 32 17 38 ( 6 0 200 i:33D Nonsect .. 2 5 39 33 136 117 n "-5I f- 3 0 5, 000 1.340 Presb 1 2 50 50 20 30 15 i 0 1,200 1341 Nonsect .. 1 1 14 16 29 4 2 ! 1,000 1343 Nonsect -- 1 0 15 0 40 0 f 0 1 5 200 2, 000 1343 Nonsect 1 1 40 25 0 0 j. 8 4 0 1344 M.E. So... 2 ] 38 24 20 48 1345 Nonsect 1 ] 15 33 17 0 0 4 2(j0 2,000 1346 Lnth 3 4 0 0 10 0 19 0 8 4 '"0 500 6, OfK) 1347 Bapt . 1 0 14 ^6 24 16 4 3 0 100 1,000 1348 Nonsect -- 1 1 18 15 36 41 8 10 12 0 1 0 0 0 l,0t!0 1349 Nonsect 1 0 6 8 24 f 30 300 13;50 Nonsect 7 0 150 9 75 i 60 0 20 2 52 4 16 0 3 0 2, 000 30. 000 1351 Epis . 1 g 0 18 0 0 1 850 5, 030 1353 Nonsect 5 0 136 0 17 ^4 "i3 0 10 0 10 0 4 130 25, 000 1353 Nonsecti.. 3 1 26 30 25 j 30 4 0 0 3C0 5, 000 1354 Nonsect _ 1 1 5 20 20 4 3 4 200 2, 500 1.355 Nonsect 1 1 10 15 38 38 6 6 6 0 6 3 ’"6 50 1,200 1856 Presb 4 13 0 130 0 30 0 8 1357 Nonsect- .. 2 0 45 0 25 0 15 0 10 0 6 0 6 0 4 0 6,000 1358 P E 3 3 24 35 119 127 3 3 3 1 3 1359 P.E . 1 8 0 165 4 35 0 4 1 0 0 0 12 0 ti 4 0 3,000 90,000 1360 N onsect _ 1 1 40 30 32 42 5 3 0 0 4 1,000 2, .50-0 1361 Nonsect-.- 4 0 21 0 39 0 5 0 1 8 1 0 0 0 0 0 4 "21 300 6,000 1363 N onsect _ 0 2 70 65 2r> ,20 25 11 11 2 1 0 i 800 1.363 Nonsect _ 0 20 28 1 29 ! 3 6 ! 0 ' 0 1 _ - - - 2,000 1364 Nonsect-.- 1 r 9! 4 5 ' 0 1 4 ll 2 ' 1 1305 ^4. 1366 1367 1368 1369 1370 1371 1373 1373 1371 1375 1376 1377 1378 1379 1380 1381 1383 1383 1384 1385 1386 1387 1388 1389 1390 1391 1393 1393 1394 1395 1396 1397 1308 1399 1400 1401 1403 1403 1401 1405 1406 1407 1408 1409 1410 1411 EDUCATION EEPORT, 1899-1900. Table Statistics of private high schools, endorsed academies, seminaries, State and post-office. Name. Principal. * 1 ‘J 3 NORTH CAROLINA— COnt’d. Salemburg . Salem High School . . F. F. Wooten, J. J.Hendren . Fideb’a Sheldon Da.vid l\r. Prince Geo. TiOonard W. H. Phillips . Palmer Dairy mple . . S. Y7. Brown . D.M. Stallings, A. B . . L. M. Farthing . . Taylorsville Collegiate Institute Trenton High School* . . Rev. .T. A . White Wm. Henry Rhodes . Union Ridge . Union Ridge Academy . Rev. Thomas W. Strowd _ D. A . McGi'eiror Wakefield . . Wakefield English and Classical School. Walnut Cove Institute* . Rev. A. A. Pippin . Walnut Cove . W. FI. Albright . Wliitsett - Wiiitsett Institute _ _ W. T. Y/bitsett, Ph. D Wliittiei’ _ Whittier High School . . . M. E. Meriam . . Why Not . Why' Not Academy . . . J. P. Boroughs . . . M. L. Matthews . Wilkesboro . Wilkesboro School * . . Woodland . Woodland High School . W.W. Britton . . Wilmington . Alderman’s (Miss) Select School Cape Fear Academy . Mary L. Alderman _ _ do . - . - Washington Catlett .. .. Wilson . . Kinsey Seminary . - Joseph Kinsey . W i 71 d SOI’ Bertie Academy . _ _ W. P. Graves,’,jr. , A. B . Rhoden Mitchell . _ _ do . Rankin-Richards Institute _ Winston-Salem _ Salem Boy’s School . James T. Brower . . . Win ton . YT’aters Normal Institute _ ... C- S. Brown, A. M . Yadkin College . Yadkin Collegiate In.stitute _ V/. T. and J. F. Totten . Yadkin ville . Yadkinville Normal School . Zeno H. Dixon . . NORTH DAKOTA. Ci’.nid Fm’ks St. Bernard’s College . . Mother Stanialans Port! arid Brn flat Academy . . . T\ . M. He.e’estad . OHIO. Austinburs: . . Grand River Institute . _ _ Granville W^. Mooiiey Barnesvilie . Friends' Boarding School . Win. L. Ashton, superin¬ tendent. Ella J. Buckingham . . Canton . . . Buckingham's (Miss) College Preparatory School. * St. Gregory Preparatory Sem¬ inary. Academy of the Sacred Heart.. Bartholomew English and Cedar Point . . Cincinnati (Clifton') . Henry Brinkmeyer . Madame M. Raleigh . Cincinnati (501 East 3d st. ). G. K. Bartholomew . Cincinnati (619 Oak st.)... Classical School for Girls. Butler’s (Miss) School for Girls. Sarah Butler . . . Cincinnati . . The Clifton School . E. Antionette Ely, A. M _ Rev. J. Babin . . . Cincinnati (3303 Auburn Collegiate School . . . ave.). Cincinnati (16 Morris st.). Cincinnati (1 Park Rov/, Eden Park School for Girls . Madame Fredin . Educational Institute _ _ Alois Schmidt . Mount Auburn ave. ) Cincinnati ( Walnut Hills) . Franklin School . . . Joseph E. White, G. S. Sykes Cincinnati (3643 Bellevue Lupton’s (Miss) School for Katharine M, Lupton . ave.). Cincinnati (196 Lenox Girls. The H. Tha,ne Miller School for Mrs. Emma P. Smith Miller. place). Cincinnati (College Hill).. Girls. * Ohio Military Institute. . i * Statistics of 1898-99. W.L.giling,Ph.D . STATISTICS OF PEIVATE SECONDAEY SCHOOLS. 2411 and other private secondary schools for the scholastic year 1899-1900 — Cont'd. Religious denomina¬ tion. Sec¬ ond¬ ary in¬ struct¬ ors. Students. Length of course in years. j Number in military drill. Number of volumes in library, j Value of grounds, buildings, furniture, and scientific appa¬ ratus. Second¬ ary stu¬ dents. Ele¬ men¬ tary stu¬ dents. Preparing for college. Gradu¬ ates in 1900. College prepar¬ atory students in the class that gradu¬ ated in 1900. Clas¬ sical course. Scien¬ tific course. a3 Is rS "3 a CD Is a Cr 6 B 0) 0) 6 a © r2 15 a © 15 q3 15 © 6 ''3 15 g © 4 5 « 7 § 11 12 13 14 15, 1 16 18 is 36 31 22 3 0 13 14 67 44 3 1 1 0 0 150 1366 3 9 3 11 50 73 1 3 i 3 1367 3 0 75 0 0 0 35 0 4 600 $10. 000 1368 Meth . 3 1 35 18 15 43 15 3 5 0 8 6 4 3 1,800 1,500 1369 1 1 35 15 68 63 3 8 100 1370 1 0 4 5 36 40 0 0 0 1 0 0 . 0 1371 1 1 30 16 36 18 8 3 0 0 3 100 1,500 137.3 3 1 40 35 30 40 10 5 3 1 A 1, 500 1373 M.E.So... 1 1 73 19 19 34 4 6 13 5 3 1 i 2 i 3 0 300 3,500 1374 3 o 110 57 30 18 35 16 0 0 1 . 0 450 3, 800 1375 1 1 39 36 30 3 3 1 3 0 0 100 4, 000 1376 1 3 10 18 34 18 1 K 1 3 1 '"3 0 500 1377 Nonsect--- 1 0 19 31 44 46 0 0 19 31 0 1 0 1 0 1, .500 1378 Miss. Bapt. 1 1 43 35 54 48 3 4 6 1 ^ 0 0 0 0 0 1,300 1379 Honsect _ 1 1 30 10 40 10 4 2 4 o 4 3, 000 1380 Nonsect... 6 1 150 34 40 10 50 5 40 io 35 3 15 1 5 0 1,000 i 1381 Cong . 3 0 4 6 38 36 1 0 0 0 150 800 ' 1382 ISTonsect. .. 0 1 35 15 34 35 3 5 1 4 0 0 0 0 3 0 0 500 1 1383 Nonsect _ 1 1 19 34 9 13 10 11 1 0 2, 000 1384 Nonsect _ 1 0 30 19 15 16 5 5 1,000 ! 1385 Nonsect _ 0 3 36 30 4 10 5 35 340 1386 Noiisect--- 1 i 37 1 15 0 5 0 10 1 10 0 8 0 4 0 400 3,000 1-387 Nonsect... 0 8 0 58 o; 38: 0 0 0 0 0 4 0 4 4 0 300 30,000 1388 Bapt - ... 1 0 1 4 46' 45' 1,000 1389 Nonsect - 1 3 11 13 31 35 4 754 11, 000 1 1390 Moravian . 4 0 90 18 39 0 10 0 7 0 4 0 3 “'o 10,000 1391 Bant . 3 1 48 73 75 77 7 3 4 3 4 3 4 500 13,000 1392 Meth . 3 i 18 7, 64 39 3 0 0 0 0 1 I 4 '”6 5fR) 7,000 1393 Nonsect.. . 1 3 30 13 53 37 0 0 4 5 1 2 i O 3 1 0 400 3,500 1394 R. G . 0 4 3 18 33 lao 2 3 o' 0 1 3 1 1 ! 4 0 1, 000 30,00 1395 Luth . 3 0 67 15 63 50 4 0 0 0 0 0 0 0 3 0 350 35, 000 1396 Nonsect... o 3 35 33 13 16 0 3 35 31 0 7 0 r- 4 0 3,000 1397 Friends 3 3 33 34 0 0 3 3 3 0 500 '■'50, '556 1398 (Ortho¬ dox). Nonsect _ 0 5 0 33 0 0 0 10 0 1399 R.C . . 8 0 83 0 0 0 83 0 13 0 13 0 4 0 3,000. 80,000 1400 R. C 0 3 0 38 0 30 0 13 0 16 0 3 4 I 3, 000 1401 P. E 3 8 0 54 5 11 0 54 0 8 "’6 '”4 5 '”6 1403 Nonsect _ 0 7 0 31 6 35 0 5 0 7 4 1,000 16, 500 1403 Nonsect..,. 0 6 0 45 0 35 0 4 0 n 0 O 0 1 5 3,000 1404 Epis . 3 0 30 0 0 0 5 0 7 0 0 400 1405 Nonsect _ 0 3 0 10 0 10 0 3 0 0 8OO' 1403 Nonsect... 3 3 36 3 3 1 18 3 5 0 5 0 5 0 4 0 1,000 1407 Nonsect... 5 0 56 0 30 0 35 0 30 0 18 0 18 0 4 0 600 35,000 1408 N onsect _ 0 5 1 15 1 3 1 5 5 0 1409 Nonsect _ 0 11 0 65 0 10 0 5 4 1410 Nonsect. 6 0 49 0 0 0 10 0 32 0 1 0 1 0 4 1 49 1, 000, 100,000 1411 1413 1413 1414 1415 1416 1417 1418 1419 1430 1421 1433 1423 1424 1425 1426 1427 1428 1429 1430 1431 1433 1433 1434 1435 1438 1437 1438 1439 1440 1441 1442 1443 1444 1445 1446 1447 1448 1449 2 EDUCATIOIT EEPORT, 1899-1900. Table 43. — Statistics of private high schools, endowed academies, seminaries, State and post-office. Name. Principal. 1 OH ro— continiTed. Cincinnati (1615 Vine st.)- St. Fra.ncis Seraphicus College.. P. Bernard Nurre, 0. F. M . . Cincinnati (East Gtli st.).. St. Mary's Literary Institute. .. Sister Mary Borgia . . . . Cincinnati (Oak and May Ursulino Academy . . . Mother Baptist a . sts.). Cleveland (276 Hunting- ton st. ) . Cleveland Academy =''' . Sarah L. Andi'ews _ _ Cleveland (768-770 Euclid Hathaway Browm’s School for Miss Mary E. Spencer . ave.). Cleveland (1020 Prospect Girls. Mittleberger’s English and Augusta Mittleberger . avo.). Classical School. Newton M. Anderson . Mother Superior . Columbus (151 East Broad Phelps’s (Miss) English and Lucretia M. Phelps . st.). Columbus (331 East Rich Classical School. St. Joseph's Academy . . . Sister Mary Victorine _ st. ). Columbus (Cor. Long and Thompson’s Preparatory Pri¬ J. F. Thompson . . High bts.). Columbus (106 East Broad st.J. vate School. The University School . . Abram Brown . . . . Crawfis College . . — Crawfis College . . J. T. Fairchild _ Damascus . - . Damascus Academy . . . H. Herbert Ratcliff . . Dayton . English and Classical Training School for Boys and Girls. Notre Da.me Academy A. B. Sliauck . . . . flo _ . - - _ Sisters of Notre Dame . do . St. Mary’s Institute . Charles Eichner . Gambler . . . Harcourt Place Seminary _ Miami Military Institute of Mrs. Ida I. Ayer Hills . . . Germantown . . Col. Orvon Graff Brown _ Hudson . Twin Valley College. Western Reserve Academy _ Clay Herrick and Charles t; Hickok. Rev. Michael Mulvihill Marion . . . . New Lexington S. Aioysius Academy Mother Gonzaga . Pleasaiitville . . . Fa,irlield Academy . Charles C. Webb . Poland - _ _ Union Seminary . . R. H. Gault . . . Pleading _ _ Academy of Mount Notre Dame. Ursuline Academy . . Sister Agnes Aloysia... . St. Martins . Sister M. Baptista . - Savannah _ _ Savannah Academy R. H. Branson .. South New Lyme _ New Lyme Institute* . . S. W. Mauck, A. M., president South Salem _ _ _ Salem Academy . . . . Chas. V/. Barrett _ _ Tiffin _ _ _ _ College of Ursuline Sisters . Mother Lignori . Toledo . . . . Ursuline Convent of Sacred Mother Superior _ . . Urbana - . . Heart. Urbana University . . John H. Williams, B. S _ West Farmington . Western Reserve Seminary _ Rev. William H. Dye, A. M. , Zanesville . . . Putnam Seminary . Ph. D. Mrs. Helen B. Colt . OKLAHOMA. Gnth7*ie Rev. Motbe?' Penla OREGON. Albany . Academy of Our Lady of Per¬ Sister M. Anselma, O. S. B. . . Baker City . Coquille . petual Plelp. St. Francis Academy and Col- 1 lege. I Coquille Collegiate Institute _ Sister Mary Cupertina. . J.L.Futrell,iu'esideut . * Statistics of 1898-99. STATISTICS OF PEIVATE SEGONOAEY SCHOOLS 2413 cmd other private secondary schools for the scholo.stic year 1899-1900 — Cont’d. Religious denomina¬ tion. Sec¬ ond¬ ary in¬ struct¬ ors. Students. Secc ar St den 1 0- m- T Li¬ lts. Preparing for college. Gradu- ' ates in 1900. College prepar¬ atory students in the class that gradu¬ ated in 1900. nd- y a- ts. EL me tai Stl den Clas¬ sical course. Scien¬ tific course. Male. Female, j j ,2 Female. | 1 Male. Female. 1 Female. | 1 Male. Female. | j Male. Female, j Male. Female. 4 5 6 7 S 9 1© 11; 13 14 i5| It IS R.C . 9 0 96 0 0 0 0 5 0 R.C 0 3 0 20 0 130 0 10 R.C . 0 4 0 18 8 41 0 0 3 0 3 0 34 0 8 1 13 0 54 16 50 0 12 C 4 4 13 0 84 0 37 0 11 0 12 0 5 4 6 133 0 93 0 23 (i 31 0 23 0 R.C . 0 0 - 0 25 "6 o 0 70 12 60 d t 12 0 3 R.C . o' 6 0 30 0 145 0 4 Nonsect _ 1 1' 0 29 33 8 2 5 0 5 0 Cong . 1 4' 2 31 8 4 11 8 13 0 10 O 9 O Nonsect 1 2 20 28 o' 0 3 1 Friends 1 9 19 11 0 0 1 1 3 6 ' 3 (Ortho¬ dox). hionsect 1 1 35 37 5, 15 0 0 11 4 4 1 4 1 R.C . 0 9 0 GO 0^ 61 0 12 0 0 0 9 0 0 R.C . 10 0 100 0 200 0 20 0 40 0 8' 0 Ejiis u 12! 0 74 5| 9 0 2 0 13 0 9 Nonsect .. 3 0' 2() 0 o' 0 2 0 Nonsect 4 1' ! 50 18 25 i 9 1 14 2 18 2 13 1 13 1 R.C .. 0 4 1 loi 22 157 1 1 125 9 99 0 9 R.C . . .. 0 7 1 0 50 o: 15 0 4 Non sect .. 2 0 35 24 3 3 6 0 15 12 5 2 3 Presb . 1 1 14 15 4 9 2 0 4 9 1 0 R.C- . 0 4 0 28 0 72 0 28 i 1 6 5 0 ' i! R.C _ 0 6 0 53 0 16 0 28 0 0 0 4 Non sect 4 i 9 80 70 0 0 6 Nonsect -- 4 i 74 87 8 12 2 2 .... 6 8 12 15 4 : 6 Presb . 1 1 32 16 4 5 9 0 1 1 2 4 2 1 1 R.C . 0 I 0 85 50 165 0 20 0 30 C 4 0 0 R. C 0 10 0 80 0 120 0 0 0 12 ( 5 New Ch. b 3 12 10 0 0 0 ' ^ 4 ( 0 0 0 (Sweden- 1 borgian). M.E- . 1 1 33 31 5 22 1 0 0 1 4 5 o 3 Nonsect 0 5 0 22 0 0 0 3 0 6 R.C . 0 3 ; 0 20 0 20 0 6 . 0 1 0 0 0 0 0 R. C . 0 1 0 1 " 17 26 . 0 1 c 1 1 (J 1 0 0 R.C 0 4 3 22 55 - 88 , 0 C 4 1 c 1 1( 0 1 1 Nonsect __ 1 0 : 4 1 ■ 4 : 33 i 32 : 2 19 Si 1,400 "‘200 ...j 1,500 o' 2,400 4, 000 'i,'56o 1,500 200 a a 'Zj o a ® 1=!'^ P pj fcjO 0 o3 c3'+-i f-i $53,000. 1413 . ^ U13 8,000| U14 _ ' U15 . -1118 . liiir 100 1,200 1,000 250, 000- 1418 _ A4I0 3,000' L420 1421 1433 1423 15,000 I 0' 1,000 ? 2l 4 4 150 aoro o' 4,000 ... 0 6,00O 25, 000 10, GOO 7,000 400 950 1, 000 3, 000 5,000 0 ICO 3,000 500 0 700 20, 000 3,500 75, 000 25,000 10,000 35,000 4,500 15,000 7,000 1449 1434 1425 1428 1437 1428 1429 1430 1431 1433 1433 1434 1435 1436 1437 1438 1439 1440 1441 1443 1443 1444 1445 1448 1447 1448 2414 EDUCATIOINT EEPOET, 1899-1900. Table 43. — Statistics of private high schools, endowed academies, seminaries, State and post-office. Xame. Principal. OREGON— continued. 1450 1451 1452 1453 Jacksonville. La Grande.. - Lebanon . Mount Angel 145-i 1455 Pendleton 1456 1457 1458 1459 1460 1461 1462 1463 1464 1465 Portland . . _ do . _ do . . . . do . . . . _ do . . Eoseburg . . . St. Paul . - Salem . . . . . Sodaville . . . Tillamook . . . St. Mary's Academy . Sacred Heart Academy - Santiam Academy . . Mount Angel Academy . Mount Angel College and Semi¬ nary. St. Joseph's Academy and Col¬ lege. Bishop Scott Academy . . Portland Academy . . St. Helen’s Hall . St. Mary's Academy and College St. Mary’s College * . . . . Roseburg Academy. . . . St. Paul’s Academy*--... - - . Academy of the Sacred Heart *. Mineral Springs College . St. Alphonsus Academy. . . Sister M. Laiirentia _ Sister M. Euplrrasia . S. A. Randle . Mother M. Bernardine, O. Rev. F. Dominie, O. S. B . Mother Mary Stanislaus.... J. W.Hill,M..D . . S. E. Johnston _ _ Miss Eleanor Tibbetts, Ph. D Sister Mai'y Fla via . . Brother George . . . C. T. Whittlesey . . . Sister M. Laurentia . Sister Mary Matthew . Rev. L. D. Beck, A. B. . . Sister Mary Clement.. . PENNSYLVANIA. 1466 1467 1468 1469 1470 1471 1472 1473 1474 1475 1476 1477 1478 1479 1480 1481 1482 1483 1484 1485 1488 1487 1488 1489 1490 1491 1492 1493 1494 1495 1496 1497 1498 1499 1500 1.501 1.502 Academia . Ailegheny . - Ambler . . . Bai’keyville. . Bedford- . Eellefonte . . Bethlehem . . _ do . . Birmingham. . Brod heads viile . Bryji Mawr . . — _ do . . . Buckingham . Bustleton . . . Canonsburg . . . Carlisle . . . Chambersburg . Chester _ _ Chestnut Hill (Station H, Philadelphia,). Columbia . Concordville . Cresson . . Darlington . Dayton . . . Doyles town . Dry Run . . . . Easton . . do _ _ Eau Claire . . . . Elders Ridge . Elderton.- . * . Erie . . do . . . Factory viile . . Fawn Grove . . Fredericksburg . Fredonia . . Tuscarora Academy . . Park Institute . . . . Sunny side School . . Barkey viile Academy * . . . . Bedford Classical School . Belief on te Academy . . . . . . . liehigh p]’eparatory School . Moravian Parochial School . Mountain Seminary . . . . Fairviev>^ Academy . . •Baldwin’s (Miss) School for Girls Shiplej^’s (Misses) School . Hughesian Free School. . . . St. Luke’s Boarding School for Boys. Jefferson Academy.. . . . Metzger College for Young Ladies. Chamber.sburg Academy... . Chester Academy . . . . . . Chestnut Hill Academy . . St. Peter’s Convent*. . Maplewood Institute . . Mount St. Aloysius Academy ... , Greersburg Academy . ,.. . Union Academy . . National Farm School. . . Path Valley Academy . . Easton Academy . . . . Lerch’s (Charles H.) School . Eau Claire Academy . . Elders Ridge Academy* . . Elderton Academy - - St. Benedict’s Academy . Villa Maria Academy . Keystone Academy . . . Fawn Grove Academy . . . Schuylkill Seminary . . . Fredonia Institute . Theo.D.Culp . . Chas. R. Coffin . . Miss S. A. Knight . . G. W. Davis . . C. V. Smith, A.M . . Rev. J.P. Hughes. . H. A. Foering, B.S . Albert G. Rau.. . . Misses Davis and G-allaher.. E. T. Kunkle, A. M . . Miss Flora Baldwin . . . The Mis.ses Shipley . Melvin M. Heckler . . Charles H. Strout. . . John C. Anderson . . Wm. A. West, D.D . j M. R. Alexander, A.M _ George Gilbert, M. D . James L. Patterson . . Rev. J. J. Hollern . Joseph Shortlidge . Mother M. de Sales . Robert L. Wallace . . A.P. Bittinger,Ph.D . . Ernest E. Fa viile . . . E. E. Pawling, A.M . Samuel R. Park.. . . Charles H. Lerch _ Wm. McEIwee, jr., A.M - Rev. N. B. Kelly, A.M . N. A. W. Nichols . Sister M. Helena _ _ I Elkanah Hulley,A. M . Geo. W. .Devilbiss . . C. W. Hensel, A.M.,B.D..-- Rev. E. C. Wortman . * Statistics of 1898-99. STATISTICS OF PRIVATE SECOIIDARY SCHOOLS 2415 and other private secondary schools for the scholastic year 1S99-1900 — Cont’d. Religious denomina¬ tion. sec¬ ond¬ ary in¬ struct¬ ors. R.C . R.C . M.E . R.C - . R.C _ R.C- . P.E - . Presb _ P.E . R.C - . R.C- . Nonsect- -- R.C - . R.C- . Cum. Presb R.C . Nonsect... Nonsoct. .. Nonsect--, Nonsect--. Nonsect--. Nonsect-.. Epis . Moravian Presb - Nonsect-.. Nonsect-- . Friends ... Friends ... Epis . . . Nonsect--, Nonsect-. Nonsect-. Nonsect-. , Nonsect.. R. C . Nonsect.. R. C . Nonsect - . Nonsect-- Nonsect.. Presb _ Non sect.. Nonsect. - Nonsect-- Nonsect.. Nonsect- - R. C . R. C . Bapt . Nonsect- . Ev. Asso - Nonsect.. Students. Second¬ ary stu¬ dents. n : '7 o; 3 Oi 1 3 0 20 22 60 0 Ele¬ men¬ tary stu¬ dents. Preparing for ! college. Clas¬ sical course. Scien¬ tific course. Gradu¬ ates in 1900. Male. Female. 'Ti Female. Male. j Female. Male. Female. 9 14> 11 12 Pi 15 16 0 70 0 4 29 34 .... 7 4 0 0 4 8i 1 6 76 98 0 31 45 0 8 0 45 129 0 0 5' 25 80 0 10 0 15 0 3 0 91 55 30 10 50 30 13 10 13 85 0 4 0 10 0 5 0 150 0 10 0 20 0 10 112 0: 12 0 17 10! 5 4 3 0 1 0 29 33: 2 0 0 20 25 135 (! 0 0 9 115 108 12 16 8 10 0 0 2 2 2 1 1 1 155 0 17 1 26 0 43 16 11 17 3 0 0 0 30 12 12 0 1 4 1 3 4 3' 17 5 3 0 35 23 15 7 4 0 10 2 21 0 8 0 25 0 10 0 85 77 4 0 13 5 15 9 0 20 0 3 0 17 0 6 45 37 2 0 0 64 0 0 0 63 0 26 0 10 0 18 45 50 0 4 26 0 4 0 18 0 0 8 7 4 6 2 0 1 3 2 0 13 0 12 0 1 0 0 24 0 .0 0 7 0 11 5 1 0 : 20 16 2 1 32 0 i 3 0 57 55 0 4 0 1 28 0 6 0 0 31 0 12 0 10 0 4 3 5 3 4 35 43 0 0 8 3 0 j 18 4 1 0 0 0 4 4 13 0 20 3 6 1 25 3 15 0 5 4 1 0 0 2 0 0 40 20 6 3 4 3 4 2 0 0 1 0 0 75 0 0 1 0 20 0 10 0 10 0 5 24 34 9 2 ' 8 5 0 3 0 0 0 0 2 5 2 0 ! 4 1 1 4 20 15 5! 0 ’ 10 8 7 1 5 College prepar¬ atory students in the class that gradu¬ ated in 1900. IS i 19 10 W 03 be p, .s ^ '■p 1- §1 CD oB . •r-i CC © G P (> 33 400! 2, 520 2,OOo! 400 800 1,000 500 3.000 500 25 S8.00( 1450 144)1 1452 33,000 14.53 43,000 1-50,000 140,000 90,000 500 200 218 150 6, 000 3, 000 4001 _ 1,000 7.0G0 0 ' 120 2, 0001 5,000j 65,000 2, OGO 2, 000 2,000 3,000 500 700 700 670 2,000 18 800 300 200 30 500 100 0!l5, 000 0 3, .500 80 800 350 56, 000 3, 500 40, 000 25, 000 50, 000 50, OCO 20,000 15, 000 30, 000 3,000 500 3,000 12,000 1485 1486 1487 1488 1489 1490 1491 1492 1493 1494 1495 1498 1497 1498 1499 1500 1.501 10, 000 1502 3,000 7,000 2,500 80,000 100, OGO 100,000 1,000 1454 14.55 1456 1457 1458 14.59 1460 1461 1463 1463 1464 1465 1466 1467 1488 1469 1470 1471 1473 1473 1474 1475 1476 1477 1478 1479 1480 1481 1483 1483 1484 1503 1504 1505 1500 1507 1508 1509 1510 1611 1512 1513 1514 1515 1510 1517 1518 1519 1520 1521 1522 1523 1524 1525 1520 1527 1528 1529 1530 1531 1532 1533 1534 153;5 1530 1537 1.538 1539 1540 1.541 1542 1543 1544 1545 .6 EDUCATION EEPOET, 1899"i900. Table 43. — Statistics of private high schools, endowed academies, seminaries. State and post-office. Name. Principal. 1 3 .3 PENNS YL, V A NI A— COllt’d. George School Germantown . . do . . do . Glenville . Greensburg - - do . . Harrisburg . Haverford - . Hickory . Jenkintowu .... Kennett Square George School . . Boarding Day and College Pre¬ paratory School. Friends’ School . . . . Germantown Academy . Glenville Academy . Greensburg Seminary. . . St. J oseph’s Academy for Y oung Ladies. Harrisbiirg Academy . Haverford College Grammar School. Hickory Academy . . . Abington Friends’ School . . Martin Academy . . . Geo. L. Maris . Mrs. J. Frederick Dripps _ Davis H. Forsythe _ V/illiam Kershaw, Ph. D _ E.M. Stahl. . . J. C. Hock . . Mother Mary Blanche . J.F. Seiler, Ph.D . . . Charles S. Crosman . . A. M. Reed, A. B _ _ George M. Downing _ Edgar Stinson . . . Kingston . . Kittanning ... Lancaster . . do . . . Ligonier . . Lititz _ _ _ Loudon Grove. Y^yoming Seminary . Kittanning Academy . Sacred Heart Academy . The Yeates Institute . Ligonier Classical Institute . Linden Hall Seminary. . Friends’ School . L. L. Sprague. D. D . . . Rev. Robert Barner _ Sister Superior . . . Frederic Gardiner . Rev. E. H. Dickinson . . Rev. Charles D. Kreider. - Jane P. Rushmore. . . . McSherrystown . Mechanicsburg . . Media . Mercersbiirg . . Millville . . Mount Pleasant . . . Murrysville . Nazareth . New Bloomfield . New Lebanon . North East _ _ _ North Hope. . North Wales . . Ogontz . . Ogontz School . . Oley..... . Oxford . . Penn Run . Pennsburg . . St. Joseph's Academy _ Normal and Classical School _ Friends’ Select School . . Mercersburg Academy . Greenwood Seminarjr . . W estern Pennsylvania Classical and Scientific Institute. Laird Institu te . . . . . Nazareth Hall Military Acad¬ emy. Bloomfield Academy *. . . j McElwain institute * . ’ St. Mary’s College _ j N orth Vv ashington Academy . North Wales Academy and j School of Business. Chettenham Military Academy.; Ogontz School for Young Ladies. oley Academy . ! Oxford Academy*. . I Armagh Academy . j Perkiomen Seminary . ! Mother Ignatius . . . D. E. Ka.st . . . . . Alice A. Roberts _ _ _ William Mann Irvine. Ph. D. Harry W. Ever _ _ _ H.C. Dixon . . S. R. Frazier . . Rev. S. J. Blum . . H. C.Mohn . . . H. Alfred Steele _ _ Rev. Caspar G. Ritter _ Kinter Bawilton _ Samuel U. Brunner . . . J.D.Skilton,A. M _ Sylvia J. Ea,stinan _ Howard Mitinan, A. M Slater C. Garver _ G. A. Campbell _ O. S. Kriebel, A. M _ Philadelphia (Torrcsdale P.O.). Philadelphia (1350 Pine st. , cor. of Broad). Philadelphia (Broad and Cherry sts.). Philadelphia (1420 Pine st., above Broad). Philadelphia (4112 Spruce st.). Academy of the Sacred Heart ..! Mother Henrietta Spalding. Anable’s (Miss) School for | Isabella Anable . . Y^oung Ladies. j Brown College Preparatory i Alonzo Brown . . School. De Lancey School . . . . Jo.seph Dana Allen _ French and English Boarding Elizabeth F. Gordon . and Day School for Young Ladies. I * Statistics of 1898-99. STATISTICS OF PIlIVATE SECONDARY SCHOOLS, 2417 and other private secondary schools for the scholastic year 1S99-1900 — Cont'd. Students. 1 Preparing for College college. prepar¬ j _• atory students cS Second- Ele- men- G-radu- ; 0 : ary stu¬ dents. tary stu¬ dents. Clas¬ sical cour,se. Scien¬ tific course. ates in 1900. in the class that gradu¬ 0 07 U h ated in c a 1 1 _ 1900. . 0 Q .a a3 o ; ^ ! i i 0 Male. 1 o rS s : a i ^ 13 1 ^ 13 g 01 1 Male. . 13 a ! 0 rS 13 0 to ac , 7 9 ii S3 S4 ' 15 if IS i 92 0 0 1 1 1 9 i 18 0 2 5 0 0 24 0 7t) 0 5 i 0 ; 8 0 3 3 40 80 50 70 40 80 1 5 1 4 5 0 150 0 100 0 ' 16 0 43 8 1 2 12 2 0; 0 0 5 0 4 oi 130 135 0 b 7 3 ! 20 31 3 .7 ' 3 i 3 Oi 0 15 0 3 67 0 6 0 0 0 0 u : 0 4 26 0 0 0 4 u 5 0 4 0 75 0 51 0 13 0 15 0 0 6 0 4 0 16 31 0 0 1 0 2 1 1 31 26 34 39 I 0 8 9 0 4 8 1 3 "'4 "0 23 35 1 23 18 4 i 2 4 0 4 0 269 167 i 35 30 1 3)} 3 93 28 32 14 i7 4 0 40 25 ! 0 0 25 ; 4 1 0 18 i 0 10 0 4 0 24 0 16 0 30 0 6 : 0 4 0 4 0 6 0 30 36 ; 14 13 2 0 1 0 1 4 0 21 1 8 43 0 \'"l 16 30 1 3 1 3 £) 0 3 5 3 5 i 0 0 19 ; 0 15 2 0 0 0 0 i 15 15 3 5: 0 2 9 2 ' 10 16 2i 2 1.... U 1 0 1 4 0 160 0 25 0 ! 70 0 0 66 0 66 0 160 0 : 15 8 i 29 13 i 2 0 0 1 0 1 0 41 24 i 13^ 8 ' 12 13 ! '29 "ii 4 3 4 3 "'3 0 10 15 ! 3' 7 3 2 56 0 30 0 5 b. 15i . 0 20 0 28 0 4 56 40 30 ai 20 7 1 j 1 i : 55 35 20 15 10 12 4 1 4 3 1 0 4, ' 0- 103 0 0 0 0 0 ’J' 0 1 7 0 6 0 35 23 11 26 5 2 2 0 8 0 0 2 i 2 1 0 3 0 1 2 1 ^ 50 0 27 0 5 0 1 , 20 0 8 0 3 0 50 0 109 6 0 12 i 0 1 11 10 5 5 4 8 2 0 1 0 0 0 0 1 0 0 u 20 14 40 39 12 1 1 0 0 120 81 64 25 r” 20 i 8 20 3 5 0: 0 70 0 60 0 i 40 0 30 0 4 j 0 O! 39 0 1] 0 9 60 5 0 0 4 0 26 0 20 0 20 0 4 108 ! 0 82 0 30 0 24 0 4 0 »i i 42 0 H 0 4 0 5 0 2 6 ■ Religious denomina¬ tion. Friends - -- FTonsect-.- Sec- ond- ary in- stract- ors. Friends - - - Nonsect -.'.1 8 Luth - 1 3 Liith _ 4 R.C _ ! 0 Nonsect.. J 2 Friends ... 7 Nonsect. .. Friends . . . Friends (Hick- site). M. E _ i Nonsect. - R.C _ ! Epis . j Nonsect.. Moravian I Friends I (Hick- site). I R.C . 1 Nonsect... j Friends... Reformed. I Friends... Baptist.. .. Presb _ Moravian . Non sect... Nonsect... R.C . Nonsect... Nonsect... Nonsect... Nonsect... Nonsect... Nonsect... Nonsect... Schwenk- f elder. R.C . Nonsect N onsect Nonsect N onsect 1 1 4 2, 1 11 0 1 1 1 4! 17 0 0 0 15 0 15 0 7 2 13 0 0 41 a; pj r- pi C? I >■ 2,361 1, 200 1.000 150 600 $320,000 100 2, 000 0 1, 245 500 400 600 400 300 1, 000 100 500 1, 2140 100, 000 250, 000 6, 000 35, 000 300,000 1509 1503 1504 1505 1506 1507 1508 1510 1511 1,400 1513 150, 000. 1513 . . !1514 70, 000 63, 000 3, 000 1516 1517 1518 1519 15,20 1521 1523 10.000 1524 75,000' 1525 3,000' 1526 37,000 1527 1528 1529 8,000 7,000 50,000 3, 000 20,000 200 3, 500 500 50,000 10,000 200, 000 18, OiX) 1530 1531 1533 1533 1534 1-535 1536 1537 1538 1539 1540 1541 1543 1543 1544 1545 EH 1900 — YOL ]I- 2418 EDUCATION REPOIIT, 1899-1900. Table 43. — Statistics of private high set tools, endowed academies, seminaries, 1546 1547 1548 1549 1550 1551 1552 1553 1554 1555 1556 1557 1558 1559 1560 1561 1562 1563 1564 1565 1566 1567 1568 1569 1570 1571 1572 1573 1574 1575 1576 1577 1578 1579 1580 1581 1582 1583 1584 1585 State and post-office. Name. Principal. PENNSYI.VANTA— COnt’d. Fbiladelpliia (140 North l6th st. ) . Philadelphia (2037 De Lan- cey place). Philadelphia . . Philadelphia (410 South Chestnut st. ). Philadelphia (921 Bain- hridge st. ). Philadelphia (2011 De Lau- cey place). Philadelphia (1825 Green st.). Philadelphia . . Phihidelphia (109 South 20th st. ). Philadelphia (Chestnut Hill). Philadelphia (V/est Rit- tenliotise square). Philadelphia (Broad and sts ). Philadelphia (2100 South College avo. ). ! Philadelphia (Broad and Berks sts.). Philadelphia (8 South 12tlist.). Pittsburg (5th ave. and Craig st. ) . Pittsburg. . . Pittsburg (Oakland) - Pittsburg . . . . Pittsburg (Ross and Dia¬ mond sts. ). Pittsburg (Shady ave.) ... Pittsburg . Pleasant Mount . Pofctstown . . . . Prospect . . Reading . . . Reidsburg . . . Riegelsville . Rimersburg . Rose Point . . . Saltsburg . . . Scranton . . . . do . . do . . . Sewickley . . Sharon. . . . . South Bethlehem . Stewartstown . . . Sugar Grove . . Swarthmore . P’riends’ Select School Gibson's ( Miss) School for Girls . Girard College for Orphans _ Hamilton School* . . . Institute for Colored Youth _ Agnes Irwin's School for Girls . Keyset's (Miss) School... Marshall Seminary . Mid -City School for Girls Mount St. Joseph Academy _ Notre Dame Academy . . Roman Catholic High School for Boj^s. School for Girls — Drexel Home. The Temple College . . William Penn Charter Scliool . . Alinda College Pr0parator3^ School. East Liberty Academy . . Lady of Mercy Academy . Shady Side Academy . The Pittsburg Academy'- . . Thurston Preparatory School .. Ursuline Academj^ (Young Ladies). Pleasant Mount Academy * . The Hill School . . . Prospect Academy . . Reading Classical School for Boys. Reid Institute* . . . Riegelsville Academy . . Clarion Collegiate Institute * . . . Rose Point Academj’" . . Kiskiminetas Springs School ... St. Cecilia Academy . . St. Thomas College . . . . School of the Lackawana . Stuart's (Miss) College Prepar¬ atory School. Hall Institute.. . . . . Bishopthorpe School . . . Stewartstown Collegiate Insti¬ tute. Sugar Grove Seminary _ Swarthmore Preparatory School. J. Henry Bartlett . Miss Margaret S. Gibson _ I Adam H. Fetterolf , Ph. D ... Le Ro5" Bliss Peckham . P''ann3" J. Coppin _ Sophy Dallas Irwin _ Harriet D.Key.ser . . Miss E. S. Mai’shall . . Mrs. Rebecca C. Dickson Long. Mother M. Clemen t . . . . Sister Agnes Mary . Rev. Nevin P. Fisher . Rev. C. Goedel. . . Russell H. Con well . . Richard M. Jones, LL. D _ Miss Ellen Gordon Stuart . . Rev. Emil Lewey, Ph. D _ Sister Director _ _ William R.Crabbe . . . J. Warren Lytle . . Alice M. Thurston . Madame Ursula . . J. H. Kennedy _ _ _ _ John Meigs . . A^Green, A. M. . . . j S. \Y. Kerr and Ambrose Cort! Geo. Ballentine . . M. S. H. Unger . . | W. Ij. Smith. . W. Floyd Harris . A. W. Wilson, jr., R. W. Fair Mother Crescontia.. . Brother F. Andrew, F. S. C.. Rev.T. M.Cann.LL.D _ Miss Ellen Gordon Stuart .. S.L.Cover,A.M . Miss Frances M. Bixchan _ Kenrj^ M. Payne, president .j D. H. Seneff, president . A. H. Tomlinson . * Statistics of 1898-99. STATISTICS OF PEIVATE SEGOI^DAEY SCHOOLS, 2419 and other private secondary schools for the scholastic year 1899-1900 — Cont'd. Religions denomina¬ tion. Sec¬ ond¬ ary in¬ struct¬ ors. Students. Length of course in years. Number in military drill. Nu3nberof volumes in library. V'alue of grounds, buildings, furniture, and scientific appa¬ ratus. Second¬ ary stu¬ dents. Ele¬ men¬ tary stu¬ dents. Preparing for college. Gradu¬ ates in 1900. College prepar¬ atory students in the class that gradu¬ ated in 1900. Clas¬ sical course. Scien¬ tific course. r2 ■cS Female. Female. 4 Is d Is fi (V 1 Male. 0) a P-H d 13 Female. Male. Female. d Is Female. 4 5 6 7 S 9 io 11 12 13 14 15 17 IS 19 21 22 10 70 163 0 0 6 10 0 0 4 0 $150, 000' 1546 (Ortho- dox). 1 6 0 25 0 0 0 4 1547 31 1 197 0 1534 0 34 0 3 197; 16, 000 3,350 1548 5 0 40 0 0 50, 000 1549 3 49 102 72 95 7i 15 0 0 4 0 4,000 75, 000 1550 1 4 0 101 0 61 0 1 4 0 1551 0 4 0 9 13 47 4 0 4 0 4 500 25, 000 1553 Nonsect __ 6 7 0 ■62 0 0 62 1553 Nonsect 0 5 0 10 0 15 0 3 1,000 1554 R.C . . 0 4 0 125 56 47 0 65 0 60 „ 5 . .... _ 4,000' i 1555 E. C - - 0 6 0 58 45 98 0 58 0 0 0 0 0 0 4 0 3, 000' 1 1556 R. C . 23 0 300 0 1 100 0 25 0 4 0 3, 000 350, 000 1557 Luth ... - 1 0 15 i 0 07 0 0 0 0 300 1558 Nonsect .. 13 2 35G 92 588^ 1 i; 69 31 77 30 43 84 11 6 3 3, 500 1 165,000 1559 Friends _ 11 14 473 0 1 33 0 23 0 0 3,000 1 1560 N onsect 1 6 0 47 lo' 28 0 ! 1 I 450 1561 Nonsect .. 2 Oi 38 0 i •■■> 0 5 0 ! 20 0, i-... i 8 0 8 0 4 0 1 ' 60 1 1 1563 R. C 0 4i 0 68 0' 45 0 9 0 4 0 3 1 1,200 1563 Nonsect .. 11 0 311 0 29! 0 80 0 150 0 33 0 S3 0 6 0 1,000 '’io5‘oo5 1564 Nonsect 3 9 2-51 168 11 208 1 90 6 36 30 20 6 ! g 136 1 1565 Nonsect 1 10 0 84 4cl 140' 0 59 0 1 0 1 4 13 853 1566 R. C 0 i 0 34 0 50 0 5 0 5 0 0 50,000 1567 Nonsect .. 2 1 10 20 10 15 1 3 1 3 1 3 1 0 3 0 ' 500 1, 600 1568 Nonsect .. 17 0 154 0 46 0 75 0 75 0 40 0 40 0 4 154 4,000 400, 000 1569 N onsect 1 1 34 25 16 3 1 0 1 0 1 0 4 0 1 1570 Nonsect .. 2 0 30 25 6 0 8 0 6 0 8 0 8 0 3 0 15, 500 1571 'Ro.T'lf. 1 1 8 10 ► 8 1 0 0 1 300 2, 000 1573 Nonsect 0 2 9 20 11 10 3 6 3 3 2 3 0 i 3,500 10,000 1573 Reformed 1 0 9 25 () 5 4 1 "4 0 i 300 3,000 1574 Nonsect 1 0 10 8 6 6 0 0 0 0 4 0 0 1,000 1575 Nonsect .. 1 2 53 0 25 0 20 0 33 0 13 0 13 1 4 300 53,000 1576 R C 3 4 33 50 57 215 1 0 1 0 3 9 2 0 4 ’"0 3,000 1577 R.C. . 8 0 180 0 300 0 93 0 87 0 8 0 8 0 4 0 3,000 200,500 1578 Noirsect .. 2 2 63 26 27 10 27 2 15 14 9 6 7 3 4 2,000 40,000 1579 N oiiS0ct/ 0 o 16 0 n 2 L> '0 1580 Bapt _ 3 2 20 30 93 80 10 10 15 12 10 8 3 Q 4 0 1,000 60,000 1581 Fpis 0 5 0 45 0 17 0 c 0 1 0 5 4 3, 500 30,000 1582 Nonsect .. 2 2 83 22 12 14 27 12 8 0 20 11 4 4 "’0 200 15, 000 1583 United Br. 3 3 37 72 0 0 7 IS 9 15 1 0 1 0 3 0 2, 000 33,200 1584 Friends 4 G 53 42 32 30 12 3( 41 22 7 .2 7 1 4 0 200 53,000 1585 (Hicksite). 2420 EDUGATIO^J- EEPOET, 1899-1900. Table 43. — Statistics of private high schools, endowed academies, seminaries. 1586 1587 1588 15.'- 9 1590 1591 1593 1593 1594 1595 1597 1598 1599 1600 1601 1603 1603 1604 1605 1606 1607 1608 1609 1610 1611 1613 1613 1614 1615 1616 1617 1618 1619 1630 1631 1633 1633 1634 1635 1626 1627 State and post-office. Name. Principal. PENNSYLVANIA— cont’d. i Towanda . . I i Washington . I _ do.- . - . j Waterford . . i West Chester . ! ....do _ _ _ Snsquehanna Collegiate Insti- j tute. 1 Trinity Hall . : Washington Female Seminary .! Waterford High School* _ j Darlington Seminary for Young i LadiOs, I Friends' School* - - I West Newton . .i West Newton Academy . ...i West Sunhury . i West Sunbury Academy. . j Westtown _ _ Westtown Boarding School _ Wilkesbarre . . Harry Hillman Academy . . | I _ do . . . . St. Mary's Academy* - - j Williainsport . Williamsport Dickinson Semi- I nary. Wyncote . . . Chelton Hills Select School York . . . . . Yorlt Collegiate Institute . . H. G. Padgett . . . . . Wm. W. Smith, rector _ Mrs. Martha N. McMillan. . . G. A. Per.sell . . . . Frank P. Bye . . Elizabeth S. Pennell _ I Geo. D. Cris'^man, Fh. D - A. Bruce Gill _ _ _ William F. Wickersham - H. C. Davis . . . . Mother Francesco . . Ed year d J. Gray, D. D . . . Annie Heacock, Lida Le Maistre. E. T. Jeifers. D. D . . . . liKODE ISLAND. East Greenwich. . Newport _ _ _ _ Pawtucket (35 Fountain st. ). Providence (18 Show st. j. Providence (Elmhurst, 736 Smith st. ). Providence ( 197 Franklin st.). Providence (333 Thayer st.). Providence (547 Elm¬ wood ave.). Providence (GO Broad st.). Providence (15 Greene st. ) Providence (36 Cabot st. ) . East Providence (River¬ side P. O.). Woonsocket (Park ave. ) . . Woonsocket (43 Hamlet ave.). SOUTH CAROLINA. The East Greenwich Academy . School tor Boys (St. George's).. English and Classical School - English and Classical School * .. Female Academj^ of the Sacred Heart. La Salle Academy _ The Lincoln School . . Slade Mpmsion Select School *.. St. Francis Xavier’s Academy. . School for Young Ladies . . V/heeler’s (Miss) School . . . Flagg's (Mrs.) Private School .. Convent of Jesus and Mary - Sacred Heart College . Rev. Ambrie I'leld _ John B. Diman . . . C. A. Cole, A. M - .... Charles B. Goff, Ph. D. . . Mother Amelia Schulten - Mother Peter . . Ednah G. Bowen _ Fannie E. Woods.. . . Sister M. Eulalia _ _ _ Miss Abbie E. Southv/ick ... Miss Mary C. V/heeler . i Mrs. Eleanor C. M. Flagg ...’ j Sister Mary St. Stephen - Brother Ulric . . . Anderson . . . Ashland . . . . j Bamberg _ _ I Batesburg . . . ...j Brownsville . . Campbello _ _ _ Charleston (38 Corning st.) Charleston . . . . Charleston ( 47 Meeting st. ) Charleston (16 Legare st. ) . Chester . . . Clinton _ _ _ Cokesbury . . . Columbia _ Patrick Military Institute . Ashland High School. _ Carlisle Fitting School of W of- ford College. Batesburg Institute . . Brownsville School . . . Campbello High School _ Gibbes’ (Misses) Private School. Porter Military Academy _ Smith’s (Mrs.) Private School.. University School. . . . Brainerd Institute _ _ The Thornwell Orphanage . Cokesbury Conference School . . Benedict College . . . . I i I John B. Patrick P. P. Bethea . VY. E. YVillis _ Louis C. Perry, A. M - R.D.Epps _ _ _ I.W. Wingo _ _ Misses S. P. and E. S. Gibbes. Chas. J. Colcock _ _ Mrs. Isabel A. Smith _ Edward P. Mayberry . John S. Marquis - Wm. P. ,I acobs, D. D _ Dr. W.S. Stokes _ Abraham C. Osborn * Statistics of 1898-99. STATISTICS OF PRIVATE SECOl^PAEY SCHOOLS, 2421 and other private secondary schools for the scholastic year 1S09-1900 — Cont’d. Students. Religious denomina¬ tion. Sec¬ ond¬ ary in¬ struct¬ ors. Second¬ ary stu¬ dents. Ele¬ men¬ tary stu¬ dents. Preparing for college. Gradu¬ ates in 1900. College prepar¬ atory students in the class that gradu¬ ated in 1900. Length of course in years. 1 Number in military drill. Number of volumes in librai Clas¬ sical course. Scien¬ tific course. 4 a a a; A g S 6 6 B CL B CD 6 a; Is g CD 6 6 "ce a a; Eh q5 Ta 6 a 0 Eh 4 5 7 ■ 8 9 10 11 13 14 15 fi© tt IS 19 _ 1 tS 3 Presl) _ 4 3 40 63 0 0 i 15 12 j 8' 3 5 4 5 4 3 50 1,000 Enis . 4 0 26 0 11 0 6 0 16' 0 2 0 0 0 6 26 3,200 0 1 1 0 160 0 20 i 0 13 0 3 2, 500 Nonsec c i 0 19 19 0 0 0 0 1: 1 1 0 1 0 3 800 Nonsect 5 5 0 46 0 4 0 6 O' 1 0 0 6 0 2 3 ”'0 1 1, 000 11 11 4 1) 1 1 0 2 0 1 4 i 0 ( Ort h o- dox). Nonsect .. 3 1 20 25 5 3 2 0 4 1 0 1 0 2 0 20 Nonsect 1 46 58 0 0 6 11 0 0 1 3 1 1 3 0i 400 Friends 8 10 89 97 4 5 0 2 5! 0 14 19 4 2 0 5, 200 Nonsect .. 5 0 57 0 63 0 17 0 361 0 10 0 10 0 0' 500 R C 0 2 8 16 192 384 0 16 0! 8 0 16 3 100 Meth 6 ,3 116 97 14 83 7 3 9 0 15 20 3 4 4 NoTlSBCt 0 4 13 o 0 2 2 5 i 1 Presb _ 4 3 51 oo 4 6 21 5 27 20 3 1 3 1 5 0 3, .500 M E t> 42 60 35 29 4 3 5 3 6 10 4 3 4 0 Epis 1 18 0 12 0 15 0 3 0 0 3 u 4 0 Nonsect. 1 1 21 11 40 6 1 0 8 1 7 2 5 1 0 Nonsect 8 1 70 0 71 0 16 0 13 0 4 35 200 R C 0 10 0 35' O' 35 0 27 0 0 0 4 1 3, 170 R.C 0 153 0 .50 0 110 0 18 0: 11 0 4 1 0 1,500 Nonsect. . . 0 5 0 50 1 i 50 0 15 0 5 0 1 6 0 3 4 1 0 1 600 O^l.S0Ct 1 3 0 7 51 78 0 0 0 1 1 0 4 1 _ 1 R n 0 7 0 41 16 0 0 6 0 3 4 Epis. . 0 7 0 21 0 4l ! 0 ' 0 0 3 0 7 0 1 4 0 i, 600 Nonsect.. - ! 1 3 0 33 0 22' 0 5 0 0 0 2 0 2 5 . xT onsGct/ 0 4 3 8 0 i 0 0 0 0 . 1 R n 0 2 0 8 0 593 0 4 0 4 0 8 0 8 100 R P 4 0 56 0 1 51 0 i 200 Nonsect. -- 4 0 48 0 0 2 0 0 0 4 0 1 1 0 4 48 1 1,000! Nonsect.-- 1 Q 45 37 ! 28 44 8 10 3 0 4 2 4 2 3 — 1.50 Meth . 3 1 42 23 ! 10 1 o i 12 9 0 0 4 8 4 8 4 .... 960 iTonsGcb- - 2 1 30 40 1 50 35 10 15 1 1 1 1 4 0 130 N onsGcfc. 1 1 13 10 30 07 i 1 0 0 0 0 0 0 0! Nonsect. -- 2 15 35 40 10 10 1 3 1 3 "'4 0 300 Nonsect — 1 r. 0 70 11 (t 35 ! 0 2 0 4 0 1 4 Th’-iaiCI i 0 0 0 15 0 1 4 0 25 9 12 0 0 0 4 70 N onsGct — p. (■ n 47 2 23 0 16 0 8 . 1 Noiisect.,. w 1 K ( u 17 ^0 6 0 7 0 1 0 4 0 4 0 0 _ Presb _ 1 2 10 15 78 109 8 0 0 0 3 7 2 2 2 0 300 Rt'PCiI-V 4 r; 15 39 65 15 39 1 5 1 0 4 0 6, ^-56 Meth 1 1 40 30 8 10 4 0 ! 1,200 Eapt _ IG 4 133 1 69 82 204 8 0 < 4 0 : 3, .500 5'^ o S U 03 be - p p $10,000 55, 000 0,000 25, 000 50 6,000 60,000 10, 000 106, COO 1586 1587 1588 1589 1590 1591 1592 1593 1591 1595 159 > 1597 1598 1599 b4, 500 "5,'000 1600 1601 1602 1,400 1603 100,000 1604 16C5 2,000 KOI 1607 30, 000 1608 1609 1610 1611 10,000 1612 1613 12, 000 3, 000 18,000 1614 1615 1616 3,500 1,000 3,500 1617 1618 1619 1620 1621 300 1622 1623 10,000 80, 000 4,000 76,000 1624 1625 1626 1627 24t 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 i657 1658 1659 1660 1661 1662 1663 1664 1685 1666 1667 1668 1669 1670 1671 1672 1673 1674 1675 1676 1677 1678 1679 1680 EDUCATION EEPORT, 1899-1900, 'able 43. — Statistics of j)rivate high schools, eudowed academies, seminaries. State and post-office. Name. 1 i Principal. j i 1 1 1 1 SOUTH CAROIHNA— COnt’d. Gaffney High School . . S. A. Chambers _ _ _ .. -1 1 Tbos. B. Hamby | D. M. Minus, A. M., D. D _ | Welsh Neck High School.. . J. J. McLewaiu . . | W. D. FTollaiid _ ' ' R. C. Newton ... ' Rev. F. M. Hemphill . . ! S. C. Morris . . i L. B. Haynes _ i Willing-ton High School* . . Palmetto High School _ _ ■ R. B. Cbea.tbam . . . . McColl . . R. S. P'letcher _ _ i Mrs. E. C. Alsbrook. _ _ : D. M.O. Driscoll _ | Eeidville- . Reidvillo Female College* . L. P. McGee. . . ; . do _ Reid-sdlle Male High School _ Geo. Briggs . . . ' Rock Hill _ Presbyterian High School _ A. R. Banks . . . . SnmteT - St. .Joseph ’’s Academy. . Sister M. Loretto . . 1 do . Sumter Institute .. _ _ Mrs. L. A. Broune a,nd Miss ! Tigerville . . . . North Greenville High School .. Townville Academy* . . . E.E. Cooper. j 0. J. Peterson, A. B . ! '^fowiiville- . . . C.W. Moore _ _ _ i Waliialla . McCollougli’s (Miss) School i Ida McColiough . .| SOUTH DAKOTA Academy . . . . tv ard Acad emy . Mrs Olivia Herron . Canton . . . Augustana College ., _ _ _ Anthony G. Tuve .. Sioux Falls _ _ All Saints School . . . . Helen S. Peabody _ _ do - . . . Sioux Falls College ...... Rev. A. Wellington Norton, A.M. Mother Angela . . Sturgis . . . . St. Martin's Academy _ Vermillion _ _ St. Joseph's Academy . . . Sister M. Stanislaus Percell. Wessington . . . Wessington Springs Seminary. . J. Gordon Baird . . . TEXXESSEE. .Anderson _ Anderson ville Institute . C. T. Carpenter A.spen IlilL _ _ Aspen Hill Academy *.. _ C. H. Walker, M. Sci . Athens . Athens Female Academy* R E. A tkins Atoka . Rohinson High School * . R. E. Robinson Beilhuckle . . Webb School . . . W. R. and J. M. Webb . . Birch wood . Rutherford Graded School . R. T. Rutherford _ Bloomingdale iringsley Seminary . . Joseph H. Ketron Bryson. . . - . Bethany Fligh School * . . W. W. Templeton . Butler . . . Holly Springs College* . James H. Smith _ _ Camden _ _ _ Benton Seminary . . W. D. Cooper . . . Camphellsville . _ _ Campbellsville High School * ... Joseph W. Alleli School ..... J. .T. Zuccarello _ . _ . Carthage . W. P. Morrison . . . Ceuterville Centerville High School. . Chapel Hill Academy J. N D. Atkins Chapel Hill . ... W. E. Thompson . . Chattanooga . Baylor's University School * _ Chattanooga College for Young- Ladies. i English a.nd French School . .Jno. Roy Baylor _ _ _ do . . . Jno. L. Cooper, A. M _ . _ do . . Diana, Duval. _ _ _ Chuckev Cit y . . . VJesleyan Academy . . Samuel H. Thompson _ . _ Clarksville . . . Clarksville Female Academy .... Clifton Masonic Academy * . Cloverdale Seminary * . — Mrs. E.G. Buford . . Clixton . . J. F". Hughes - . Cloverdale.. _ W. A. Bell.. . . College ... Ewing and Jefferson College *.. ColiimUa, Female Institute O.L. White . . . Coin m oia, Miss Mary A. Bryant . Culleoka . . . . Culleoka Academy * . John P. Graham . Statistics of 1898-99. STATISTICS OF PEIVATE SECOIIDARY SCHOOLS, 2423 and other jjrivate secondary schools for the scholastic year 1899-1900 — Cont'd. Religious denomina¬ tion. Sec¬ ond¬ ary in- sbra ct- ors. Students. Length of course in years. Number in military drill. Number of volumes in library. Value of grounds, buildings, furniture, and scientific aitpa- ratus. 1 1 1 Second¬ ary stu¬ dents. Ele¬ men¬ tary stu¬ dents. Preparing for college. Gradu¬ ates in 1900. College prepar¬ atory students in the class that gradu¬ ated in 1900. Clas¬ sical course. Scien¬ tific course. li s o d o3 Is g S X CD "Is a3 'is 3 0 X 6 r® 3 X 6 "3 - r® 3 X ■ 6 13 3 ® ,3 6 3 ® X 4 5 0 7 8 © i@ 11. 1‘3 IS 14 15 i6 17 18 19 2-9 1 f) 8 6 17 3 4 i i i 0 1 4 1 4 4 0 2,000 50, 000 1653 R C 0 14 30 26 44 0 0 4 30 1 8 1 4 4 i 1654 R. C 0 2' 12 20 5 44 4 0 1, 550 1655 Free Metb - 2 4' ! 16! 17 0 0 3 3 2 0. 0 0 4 0 1, 000 ” i3,‘565 1656 Ra.pt, 3 1 ! 55 1 10 84 51 55 10 4 0 400 7,200 1657 Nonsect--- 1 1 20 21 34 30 4 9 4 9 4 4 4 1 200 3,000 1658 Nonsoct- 0 3 0 60 15 20 0 2 4 8,000 1659 iO" onsGclj 4 4 20 40 46 20 7 4 0 9 100 3, 500 1660 Metb . 5 0 227 17 0 0 219 13 ”27 g 27 3 27 3 4 0 3, 000 8,000 1661 N onsBct/ 3 4 112 126 135 3, 500 1663 M.E.-.-i-"- 4 0 34 8 33 20 8 1 2 1 1 0 1 0 4 0 30 2,200 1663 Presh 1 2 14 26 40 3T 10,000 1664 X 4 28 10 (J 0 2 1 3 4 600 4,000 1665 N* onsGct- 1 4 12 14 103 76 2 4 9 4 4 0 200 2,500 1666 \ 2 40 45 40 ! 2,5 4 4 4 4 1667 4.N L>lloOOU. - - Nonsect. 3 0 60 75 40 ; 50 40 28 4 3 2 0 1 0 0 600 10,000 1668 Nonsect--- 2 0 14 10 46 1 55 5 6 10 7 0 0 0 0 4 0 1,250 1669 "W 1 0 11 12 44 1 38 c c 190 3,000 1670 u-.-- 2 4 29 0 20 1 0 4 1,000 12,000 1671 -L^ - - Nonsect--- 3 9 10 17 0 8 1 3 1673 i T'J* oTi 0 4 10 ]1 23 1 1673 X> vJIj.RC/OU- - - Metb . 1 1 In 14 20 30 3 2 2 i 2 0 0 6 0 3 0 300 3, 000 1674 M.E.So..- 0 4 0 97 0 45 0 75 0 20 G 11 0 5 4 0 500 15, 000: 1675 "NT rvn q 1 (j 1 12 8 40 38 1 . 1 6 5 59 4,000 1 '1676 Nonsect -.- Cum. Presb \ 2 10 9 8 3 0 3 1 0 2 1- .. 1 1677 1 1 20 1 D 70 29 3 0 0 1 i 0 0 1) 1 12.000 1678 Epis . J 0 J. 8 0 60 40 1 69 0 i 0 0 20 0 ' 4 0 ! 0 4 0 10,200 140, 000 167'9 Nonsect--. 1 0 ^ 11 ' 10 20 1 16 2 9 0 0 ! 1 2 1 9 1 4 1,2C0 1. I,200a080 24: 1G81 1083 1083 1084 1085 1686 1687 1688 1689 1690 1691 1693 1093 1694 1695 1096 1097 1698 1699 1700 1701 1703 1703 1704 1705 1700 1707 1708 1709 1710 1711 1713 1713 1714 1715 1716 1717 1718 1719 1730 1731 1723 1733 1734 1735 1736 1737 1738 1739 1730 1731 1733 1733 1734 1735 1736 4 EDUCATIOISr REPORT, 1899-1900. Table 43. — Statistics of private high schools, endoived academies, seminaries, State and post-office. Name. Principal. 1 3 TENNESSEE— continued. Cumberland City Cumberland Gap Doyle Station _ Duck River _ East Nashville .. Elizabetliton - Evensville . Fayetteville .... _ do _ Friendsviile . . Grandview _ Grassy Cove _ Hardison Mills . Henderson _ Hilham . Howell . . Jackson . . Jasper - - Kingston - Knoxville . . . . do . La Follette _ Leipers Fork . . . Lexington _ Lewisburg _ Liberty - Loudon . Ijynnville.. - McKenzie . McLemoresville McMinnville _ Martin . . Maryville . . do . . Memphis . _ do . _ do . . Middleton _ _ Midv/ay . . Mont Eagle . Mount Juliet . . . . Mount Pleasant . Munford . . Nashville . . . . do . . . . do . . . do . _ do . . . . New Market . . . Newport . . . . . (>rlinda . . . . Ottway _ _ _ Parrottsville . Petersburg . Pikeville . . . . Pleasant Hill . Cumberland City Academy . Training School (Harrow ) * _ ‘ Doyle College . . . . Shady Grove Institute . Paxton Academic School * . Harold McCormick School _ Tennessee Valley Baptist Insti¬ tute. , I Dick V/hite College* _ _ Peoples and Morgan’s School ... Friendsviile Academy . . Grandview Normal Institute .. .: Grassy Cove Academy _ Hardison Mills Institute * . Vanderbilt Training School . The Fisk Academy . . . Howell A.cademy . Lane College . . Pryor Training School* _ Rittenhouse Aca.demy . Baker-Himel Univer.sity School- East Tennessee Female Insti¬ tute.* ! Big Creek Seminary* . . Hillsboro High School . . Lexington College. . . . . Haynes-McLean School _ Dixie Normal School _ Loudon College* . . . . . Lynnville Academy * . . . . McTyeire Institute _ _ McLemoresville Collegiate In¬ stitute.* Cumberland Universit:,^ Train¬ ing School.* McFerrin College . . . Freedmen’s Normal Histitute .. Friends’ Normal and Prepara¬ tory School. St. Agnes Academy . . St. Mary’s School *. . University School . . Middleton High School . Midway High School _ _ Fairmoiint College*. . . Caldwell Training School _ Howard Institute . . . i Dyersburg District Training School. Belmont College . . Bowen Academic School* . Montgomery Bell Academy . St. Cecilia’s Academy _ St. Joseph’s Academy . . New Market Academy . . Newport Seminary.. . Orlinda Normal Academy . Ottway College* . . Parrottsville Academy . Elizabeth Training School - People’s College . Pleasant Hill Academy . * Statistics of 1898-99. J. H. Bayer _ _ _ _ Joseph Marion Weaver _ B. F. Jones . . . R. S.Ballow _ _ Alex. S. Paxton _ _ J. J. Loux - W. E. Rogers, A. M . . J. M. Langston, jr _ R. H. Peoples, R. K. Morgan . J. H. Moore . . . H. L. Hoyt _ Hubert S. Lyle _ _ Flanary and Robinson _ R. C. Douglas . . . W. C. Davidson _ Allen Hughey _ _ Thomas F. Sanders _ J. R. Hunter _ _ _ W. H. Taylor . . C. W. HimeL. _ _ Charles C. Ross . . K. C. La Grange . . E. Sparkman . . . W.R. Phillips _ _ ^Y.D. Hudgins . . R. C. Fiose _ _ _ _ A. E. Handley . . . W. B. Davidson . . Robins and Peoples _ _ Albert S. Humphrey _ G. A. Bearden _ _ J. T. Pritchett, M. A . . L. H. Garner . . A. W. Hadley . Sister Raphael . . Sister Superior _ _ Werts and Rhea . I. N. Roland . . J. W. Lucas . . Miss S. P. Du Bose . W. A. Caldwell _ Bostick and Dinning . \Y. M. Abernathy _ _ Misses Hood and Herron . . . W. G. Bowen. . S. M.D. Clark . Mother Frances . . Sister M. Evangelist . . Samuel O. Houston - Alex. S. Paxton . Wm. McNeeley . J. P. K. Sayler, acting prin . . R.P.Driskill . . . W. E. Miller . . Rev. J. W. Taylor . John C. Campbell . . — STATISTICS OF PRIVATE SECONDARY SCHOOLS, 2425 and other prhxite seeo'odary fichooh for the schoJaatic year 1899-1900— Coni' d. Students. Religions denomina¬ tion. Sec¬ ond¬ ary in¬ struct¬ ors. Second¬ ary stu¬ dents. Ele¬ men¬ tary stu¬ dents. Prepai'ing for college. ^ Q * yscD J- j College prepar¬ atory students in the class that gradu¬ ated in 1900. Length of course in years. Number in military drill. Number of volumes in librar; Clas¬ sical course. Scien¬ tific course. •oi^K : Female. Male. i i Female. 6 a3 'g S Male. 6 g o &■! o5 r2 IS s c; Male. IS 3 6 Female. 4 .1 G 7 S 9 19 11 S 3 j i-1 1 5 i 1^ 'l9 1 Nonsect.-- 8 1 .53 35 67 70 3 4 2 j 5 f 1 1 1 0 ! 500 Nonsect. -- 2 0 35 18 no 70 10 9 6 5 0 1 I ^ 1 4 0 1,000 Bapt _ 1 2 1 i 11 -iO 35 0 2 1 Nonsect.. - 1 1 10 35 30 o 0 6 4 1 3 0 150 N onsect . . . 1 0 41 3 8 1 3 Presb _ 1 0 9 6 37 30 2 2 0 0 (i 0 3 0 Bapt . . 1 43 38 40 35 15 i5 4 o' 500 Nonsect. -- 1 35 45 18 33 8 3 14 5 0 0 i 0 0 4 ,_J 1.000 Nonsect. .. 4 1 88 40 0 0 9I 4 9; i 4' 4 0 500 Friends .-. 1 22 19 13 31 3 0 .... I 4 '1 150 Gong . 1 1 21 31 103 75 1 2 1 2 ]. 4 800 Presb _ 1 0 10 6 41 44 0 1 5 5 ""I 3 ;'"(j l.bd o 0 IjL 8 30 39 17 49 10 o 4; 4l 1 .50 M. E. So ... 2 i 2 : 0 ! ‘?5 9 8 3' — Nonsect. -. 1 17 8 20 33 1 j 0 j _ !.’*i N on sect-. - o i 0 15 15 lOj 35 O o' 1 0 1 o' o' 1 • — . 1.50 M.E. . 3 I 0 30 30 138' 85 25 16; i' 0 6 9 2 1' 0 1 I..5OO1 M.E.So--- o i 1 62 41 16 ! 14 5 il 13 31 1 1 0 1 0 4 I 0 500| Nonsect .. 'i ' 1 13 46 40 2 o 7 9 2 4 ! 0 30 Noiisect -- ,5 0 73 0 2(1 0 ~l 9 0 "'h '”'0 ”5 0 1 , 000, Nonsect .. 0 4 0 25 8 ' .57 0 6! 0 5 0 5 Cong - 2 2 75 60 75 ; § 1 1 O' 0 1 1 1 1 o' 4 ! 200' Nonsect .. 1 O' 10 0 13 ! 11 0 3; 0 1 4 0 100; Nonsect .. 1 3 i 40 70 30 ,5 5 2 . 1 3 I 0 50' Noiisect -- »> 1 62 63 24 31 0 2 0 5 0 500 Nonsect .. 2 1 ! 80 60 50 60 30 22 24 18 0 0 0 0; 3 i 0 300 Cum. Presb 1 1 10 15 15 10 1 _ ’ 30 Nonsect . . 1 1 1 39 18 33 39 5 3 1 ! 4 50 M.E.So--- 2 0 43 13 0 0 15 0 2 2 2 ! 3' 4 750 M.Ep _ 2 0 39 19 40 32 2 1 0 0 1 - "1 3 Gum. Presb 1 2 1 41 37 78 39 1 2 1 i y> 1,100 M.E. So.. - 5 61 70 21 23 13, 1 r.! 4 5 2 ■1 ■ I 0 500 Friends _ 4 1 15 9 85 107 5 4 t 3 0 Friends . . . 2 1 11 11 93 64 l: 4 .... 1 3 0 175 R C (I 0 33 0 118 (_! 0 1 ! Epi s 0 10 0 80 0 30 ....| 4 N onsect 3 o! 70 0 30 0 70 0 0 Nonsect 1 O' 25 15 50 40 3' 3 3 0, Nousect 1 0 6 75' 70 6 7 3: 0 0 Epis . 0 4 0 30 0 10 4 1,000 Non'^ect ' 1 2 24 20 5 5 7 3 4 Metb 2 1 80 65 40 40 48| 37 15 13 6 4 6 4 4 800 Meth 2 2 12 16 36 39 Nonsect .. 2 19 0 133 0, 1 20 1 58 0 43 0 11 4 700 Nonsect .. 4 0 80 0! 3 0 40! 0 30 0 5 0 5 4 800 Nonsect . . 5 0 69 0 21 0 5 0 7 0 6 0 2 0 4 0 i.oooi R C 0 8 0 7.5 0 50 0 15 0 15 0 10 4 3, 00(4 R C 0 o 0 16 90 202 0 3 0 16 0 3 4 5001 2 0 14 16 98 99 8 1 4 10 1 4 ‘”0 .500 ISTonsGct 1 0 5 8 28 17 2 6 . 1 NoXLSBCt 1 0 15 13 48 45 0 0 4 4 1 ' 0 4 0 2(X)i Nonsect .. 2 0 21 5 60 37 4 0 8 3 4 0 2 0 4 j M.E _ 1 0 25 23 50 47 0 0 g 2 0 3 0 0 3 0 .50 NonsGCfc 4 0 60 40 75 45 3 1 13 9 ! 3 1 4 0 1,000| M F. Rn 4 4 25 25 25 35 1 li± . 12J . Ow - - - Cong . . 1 6 17 14 118 86 5 i I .3 i 3 i 3 2 2 0 1,200! j 810,000 1081 350,000 1083 5,000 1683 3,500 1684 _ 1685 4,800 1686 7,000 1687 30, 000 8,000 10, 000 11, .300 3,100 4,000 4,000 350 1,000 35,0(K» 3,), 000 1,800 35, 000 30,000 1688 1689 1691 1693 1693 1694 1695 1696 1697 1698 1699 1700 1701 58, 000 3, 500 3, 000 1703 1703 1704 7,000 3,000 1,000 3,000 13, flOO 8,000 1705 1706 1707 1708 1709 1710 30,000 1711 30, 000 ‘'l'ooo 1713 1713 171i 30, 000 30, 000 1,000 1,000 20, 000 1,800 10,500 1715 1716 1717 1718 1719 1730 1731 1733 17.33 100,000 10, 000 500 5,000 3,000 4,000 600 8, 000 1724 1725 1726 1727 1728 1739 1730 1731 1733 1733 1734 1735 1736 2426 EDUCATION EEPOKT, 1899=1900, Table 43. — Sicdistics of private high schools, endoiced academies, seminaries, . 1 1 State and post-office. Name. Princii)al. 1 3 TENNESSEE— continued, j 1737 1738 1739 1710 1741 1742 1743 1744 1745 1746 1747 1748 1749 1750 1751 1752 1753 1754 1755 1756 1757 17.58 17.59 1760 1761 1762 1763 1764 17a5 1766 1767 1768 1769 1770 ! 1771 1 1772 ' 1773 1774 1775 Rogersville - - do . . - _ C. AV. Davis . W. H. Franklin, A. M . S. L. Hoover, W. T. Davies .. Prank S. Coffin . Scotts Hill College." _ _ B. A. Tucker . . Murnhy College . Alvis Craig . . . Homer L. Higgs . Geo. M. Edgar, LL. D W. H. Bates . . B.O. Duggan J. C. Brogan . Male and Female Academy _ Jesse Mai Avdelotte College _ J. R. Gai’rett- . B. S. Foster . . A. J. Brandon . . . Watertown . ’ Watertown School . J. W. Patton . Well Springs . . . ! Powells Valley Seminary . . Rev. M. H. Monroe . Wheat ! Roane College* .. . . . White Pine . i Edwards Academy . Jacobus D. Drake . . Woodbury . Woodbiiry Academy . E. J. Lehmann . TEXAS. Abilene . 1 ! Simmons College _ _ Reynolds Presbyterian Acade¬ my. Arlington College * . . . O.C.Por)e,D.D . . Albany . . 0. E. Arbuckle . Arlington . L. M. Hammond, M.W. Glass C.D.Owen,H. W. Glasgow.. Sister Superioi’ Athens..- . . Brn ce A cp,d e.m y Austin .. St. Ara.ry's Academy* _ do . Tillotson College .. Marshall R. Gaines . Belton _ _ Belton Academy * . C. H. Widemeyer . . Brenham . Blinii Memorial College . . G.Dosdall _ _ do . Evangelical Lutheran College . . St. J oseph’s College . Rev. J. Romberg - Brownsville . . Rev. E. J. O’Callaghan, O. M. I. J. D. Clay . Buffalo Gap . Buffalo Gan College . Cleburne . . Cleburne Academy . K. A. Berry . . Comanche . . . . Comanche College . . . W. P. Rogers, Ph.D., A. M... W. L. Mayo . . . . Commerce . . . . . East Texas Normal College 1 Corsicana . . Miller’s (Mrs.) Seminary for Girls. Central Academy .. . Mrs.R.T. Miller... . . Dallas.- . AF aldemar Malcolmson Decatur . . Decatur Ba.ptist College * . B.T. Giles . . . Eddy . . Eddy Literary and Scientific Institute. Parmer tiigh School . . J.M.Bedichek . . . Farmer . . . G. Hardgrave . Ferris . Ferris T7istitnte . . A. C. Speer . . 1776 Florence . Florence College . W. J. Holder . . 1777 Foi’nev . . . j The Lewi.s Academy . E. C. Lewis . . . 1778 Fort Vv’’orth . . . . St. Ignatius Academy . Sister Louise.. . 1779 Galveston . . St. Joseph’.s Academy Sister Mary . . 1780 --- -do . . LT’suline Convent _ _ _ Mother St. Agnes . . . | 1781 Glen Rose _ _ Glen Rose Collegiate Institute.. L.P. Bickford. Ph.D . . 1782 Grapevine . . ! Grapevine College . . J.S. Brown . -..! 1783 Greenwood i Greenwood Male and Female M. L. Arnold . . .. College. ■* 1784 ' Hearne . . 1 Hearne Academy* . . . i Jno. F. Anderson . 1785 Jacksonville Alexander Collegiate Institute E. R. AVilliams . 1786 Jasper . . . South East Texas Male and Fe- ! J. H. Synnott . male College. | 1787 i Laredo.. La,redo Seminary . . Miss N.E.FIolding . 1788 i McKinney . . Hawthorne College . . . H.G.Reed . . . 1789 1 Marshall . Bishop College . Albert Loughridge, LL. D . . ■^Statistics of 1898-99. STATISTICS OF PEIVATE SEOOjN-DAEY SCHOOLS 2427 and other prii'cite secondary schools for the scholastic year 1899-1900— CoiiVd. Students. Religious denomina¬ tion. Sec¬ ond¬ ary in¬ struct¬ ors. Second¬ ary stu¬ dents. Ele¬ men¬ tary stu¬ dents. Preparing for college. Gradir- ates in 1900. College prepar¬ atory students in the class that gra.du- ated in 1900. Length of course in years. Number in military drill. Number of volumes in librai Clas¬ sical course. Scien¬ tific course. 6 oi Ti* g o fa rS Female. - 19 21 29 16 0 0 10 8' 4 "0 300 10, 000 Nonsect. -- 2 1 40 30 0 0 6 o 3 4 1 4 0 300 30,0(X) R.C . 0 1 0 36 0 12 0 23 0 6 0 4 1 0 i 2 4 0 4,50 94, 000 Nonsect- - . 1 0 55 0 20 0 10 0 20 0 10 : 0 I . 0 4 0 300 17, 500 R.C . 5 0 6!l 0 0 4 ’ o' 4 0 3,000 60, 000 Nonsect _ o 50 41 18 i ii 18 1 4 f) 1 , 200 R.C . - 1 0 5 0 60 0 120 0 20 1 1 Epis _ 1 2 1 115 0 34 0 30 0 43 0 i3 0, 8 0 6 115 5l!0 25.060 M. E.So--. 1 3 2 10.) 80 50 80 3 1 o 0 9 6 5 1 4 0 500 40, 000 R.C _ 1 0 o 33 30 33 36 0 1 Meth . . - 0 ! 3 0 150 0 150 0 i 0 r-r 0 ' 29' 0 3, 000 100,000 Nonsect _ 3 0 34 0 37 0 i 0 3 0 3' 0 3 0 4 0 300 Nonsect- -- 2 2 106 69: 0 0 2 : 0 4 loo 6, GOO Non sect _ 1 4 35 50 135 100 15 30 30 30 4 ! 0 4 '0 8, 000 Presb - --- 0 3 31 30| 0 0 0 0 0 : 1 100 1.900 R.C . 0 10 0 80 0 130 l.... 0 0 Nonsect- -- 1 3 38 20 30 50 5 4 7 6 0 0 0 0 4 0 950 7, 000 Cum.Presb 2 9 i 0 147 13 30 0 i ^ 0 7 4 2.5,000 M.E.So.-. 3 1 ! 35 30 111 107 25 ! 20 10 10 l' 0 1 2 0 1, 500 30,000 M. P . 0 2 67 ,30 45 43 35 ■ 30 0 0 0 2i;o 4, 000 Nonsect. . . 6 1 80 50 130 69 ! (i 16, i 6 5 87 3, 500 35, 000 L.D.S _ 3 2 70 78 0 0 70 78 i i 16 23 ■ 0 0 0 0 111 4, 800 L.D.S .... 2 1 18 27 40 65 7 i ‘5; 4 5 4 0 350 20. 000 L. D. S _ 1 (j 9 11 43 3(4 1; 20; ! Presb _ 0 6 8 43 57 0 3 0 , 3, 1 0 3 4 0 206 : 1, 500 Presb . 1 2 35 35 25 54 5 4 10 5 1,000 : 10, 000 L.D.S 6 1 88 48 54 1 0 5 3 1 1 0 4 0 200 : 40, 000' L.D.S . 4 445 -.405 132 93 78 53 95 18 13 , 7! 8 6 4 0 4.000 : 350,000 Cong . 0 3 18 3 93 83 2 0 o : 2 1 1 4 530 11, 500 R. C - 8 ■ 0 90 0 50 0 40 0 44 '6 1 8 ”0 5,000 50,000: L. D. S _ 2 2 45 41 0 0 3,000 Epis _ 0 14 0 60 38 93 0 8 0 6 0 3 0 4 0 1.000 25, 000 Presb _ 1 6 ! 38 35 6 1 4 2 .. .. .... 7 4' ! 7 4 4 0 i 400 5.3,000 Pre.sb 1 1 ' 7 15 68 68 1 2 3 0 200 7,000 Nonsect .. o 3 58 70 13 10 4 4 10 8 11 12 4 3 4 0 1 1 800 23,000 R, C 0 6 Ol 175 195 0 : 5 0 7 4 1 0 1,400 Nonsect .. 1 1 30 35 0 0 1 0 3 4 4 0 0 3 1 0 1 185 Nonsect 0 2 23 18 35 27 6 5 3 3 4 : 20 500 5,000 Nonsect .. 1 o 16 20 5 "6 0 2 3 5 0 1 0 1 4 : 0 ; 250 14,000 Free Bapt. 3 3 37 53 0 0 1 1 2 9 1 0 4 ‘ 0 1,186 28, 000 Nonsect .. 1 1 11 16 28 14 1 0 ”4 2 3 4 0 3 4 i ^ 300 5,000 Nonsect .. 2 3 35 30 0 0 3 1 6 4 9 9 3 3 4 I 1,000 M. E . , 1 1 31 27 51 59 12 3 0 3 16 23 5 1 4 25 1 1,000 96,712 Non-sect .. 1 1 13 16 8 8 1 0 4 7 4 1 0 1 4 ! 0 1 300 1, 500 Nonsect .. 1 2 26 35 1 1 2 1 0 5 2 2 3 0 3 4 1 0 ! 3,100 4,000 1790 1791 1793 1793 1791 1795 1796 1797 1798 1799 1800 1801 1803 1803 1804 1805 1806 1807 1808 1809 1810 1811 1813 1813 1814 1815 1816 1817 1818 1819 1830 1831 1833 1823 1824 1825 1826 1837 1828 1839 1830 1831 1833 1833 1834 1835 1836 1837 1838 1839 1840 1841 24 1842 1843 1844 1845 1846 1847 1848 1849 1850 1851 1852 1853 1854 1855 1856 1857 1858 3859 1860 1861 1862 1863 1864 1865 1866 1867 1868 1869 1870 1871 1872 1873 1874 1875 1876 1877 1878 1879 1880 1881 1882 1883 1884 1885 1886 1887 1888 1889 1890 1891 1892 1893 1894 EDUCATION KEPOKT, 1899-1900. ’abi.e 43. — Statistics of private high schools, endoived academies, seminaries, State and post-office. Name. Principal. «■> 3 j j VERMOXT— continued. 1 1 Caledonia County Grammar School.* Trov Conference Academy * - Chas. H. Cambridge 1 Poultney . . . H. A. Durfee, D. D _ Sister St. Susan . . i i Saxtons River . Girls. * Vermont Academy* — . Edward Ellery, Ph. D _ 1 1 Thetford . L.R.Bowdish. i Leland and Gray Seminary* - Eli Edgecomb . VIRGINIA. B. R. Smith _ do . - . - Sister M. Agre.s . .. Alpha Academy * . Episcopal High School . - Rev. R. A. Folkes . Alexandria. . . . Launcelot M. Blackford, _ do . . . . Potomac Academy . . . M. A. John S. Blackburn . Arvonia . . Seven Islands School . . Philip B. Ambler . Bedford City . . Eandolph-Macon Academy . E. Sumter Smith . . . Belle v'vie . Bellevue High School . . Wm.R. Abbott _ _ Berkley . . . . Ryland Institute _ _ Rev. A. E. Owen, D. D . . , Berryville Gold’s (Miss) School _ Bethel Military Academy . Hoge Military Academy - Blackstone Female Institute*.. Miss T,a,ura. W. Go id Bethel Academy _ Blackstone . . _ do . . . Robert A. McIntyre . . Rev.T.P.Epes,D.D... . . Rev. James Cannon, jr. . Black Walnnt . . . Cluster Springs High School — Rev. B. W. Mebane, D. D _ Bon Air . . Bon Air School . . .. . William Day Smith Bowling Green . . Southern Seminary . Rev. E. H. Rowe . . Bruington . . Bruington Academy _ Ai.lexander Fleet . Bnrkeville . South Side Female Institute _ R. W. Cridliu Cappahosic . . . . Gloucester Agricultural and In¬ dustrial High School.* Southside Academy . . . W.G. Price . . . Chase City . Edward C. James .. . Chiirchland . . Chnrchland A cademy ... C. R. Baker Claremont . . . Temperance, Industrial, and John J. Smallwood, presi¬ Covesviile _ _ .. Collegiate Institute. Gove Academy dent. Rev. Damiel Blain, D. D _ Danville . Danville Military Institute . I. H. Saunders, president _ .do . - . RandiOlph-Macon Institute _ William H. Davis . Dayton _ _ _ _ Shenandoah Institute . . E.U.Hoenshel _ _ FifPnn, Sharon College School . J. T. Ci’abtree, A. M Farnhani . . .1 Parnham Academv . Rev. R. Williamson ... Floyd . . . i Oxford Academy.. . Rev. John K. Harris . . Fort Defiance . . Augusta Military Academy . Chas. S. Roller, M. A^ _ . Franklin Franklin Academy . . ..... *T. (^. IV'nllci Front Royal. . . . . Gloucester . Eandolph-M^con Academv . Summerville Home School* _ Charles L. Melton, A. M . John Ta.bb _ _ Hampton . . . . Hampton College . . . Miss Bessie L. Fitchett _ _ do Spiller Academv . G. Edward Read . Herndon . Herndon Seminary . . . Misses Castlema.n _ Lebanon . . . Tbe Russell College . . . R. M. Copenhaver _ _ Lewiston Bel- Air School . N. E. Scott . Locustdale . . Locust Dale Academv * . ... _ AV. W. Briggs . . . Lodi . . . Liberty Hall Home School _ W. J. Edmondson . Lvnchburg’ .. _ Virginia Baptist Seminary. . Geo. Hayes . TvT a,n a.ssa.s Ma.u a ssa Tustitute Miss Osborne Millwood . . . Clay Hill Academv _ _ _ W. 11. Whiting, jr., A. M .... I. S. Wampler . . . Mount Clinton West Central A cademy . ... Mount Crawford . . . Rockingh-am Military institute. Newport News Military A.cad- emy. Leache-Vv’’ood Seminary _ F. A. Byerly . . . Newiiort TVews . . Edward W. Huffman _ _ Norfolk . Agnes Douglass West . * Statistics of 1898-99. STATISTICS OF PRIVATE SECONDAEY SCHOOLS, 2431 and other private secondary schools for the scholastic year 1899-1900 — Confd. Religions denomina¬ tion. Sec¬ ond¬ ary in¬ struct¬ ors. Students. Length of course in years. ^3 OS 1 . . 1 Spring Garden Academy R. Scott Crowe.. Staunton . . . . The Mary Baldwin Seminary... Staunton Military Academy _ Nansemond Seminau’y . Miss E. C. Weimar . _ do . . - . Wm. H. Kable _ . Suffolk . ....1 Mrs. Lucy H. Quimby ... Rev. Thos. E. Wise . do . . . . 1 School. Suffolk College. ... Sally A. Finney . . . do . • . j Su ff f )1 k 1 Ti sti tu te A. P. Kelly _ do . - _ _ _ Suff olk Milita,rv Academy W. G. Welboru . Tazewell. : . . . . Tazewell College . C. D. M. Showaiter _ Ursus . 1 Blk Creek Aca.demy M.L. Roark _ Warren ton . . . Fauquier Institute for Young Geo, G. Butler, A. M _ Wayi'esboro . .. . - 1 Ladies. Fishlmrne Milita.ry School James A. Fishburno . Valley Female Seminary* _ J. B. Winston _ _ _ _ West Point West Point I'emale Seminary Mrs. W. R. Broaddu.s Winchester . . . Fairfax Hall . . . G. C. Shepard.. . . . Wise _ Gladeville College C. Y. Chapman . . Wood Lawn . . . 1 Male and Female Academy * _ Everett Edridge Worrell ... WASHIAOTOX. Ahtanuin . . Woodcock Academy . Rev. "W. I*. Dawson . College Place ... Walla Walla College 1 E. Tj. StewR.ft _ Olympia . Providence Acadeuny. Sister M. Wdford- Parkland . Pacific Lutheran University _ N.J.Hong . . Ross . - . . Seattle Seminary . . C. N. Bertels . Seattle . . . . Academy of the Holy Names... 1 Puget Sound Academy. Sister M. Alodia . Snohomish . Eli Roberts Loomis South Park . j College of Our Lady of Lourdes Academy of the Holy Names... St. Mary’s Hall . Brother Philip . Spokane . Sister M. Geraldine _ -- - do Mrs. Lemuel H. Wells Tacoma . . Annie Wright Se^ninary . Theresa G. Williamson . - do . . Tacoma Academy. . Alfred P. Powelson . . Waitsburg . . Waitsburg Academy . J. A, Keener . WEST VIRGIXIA. [ Alderson . ^ Alleghany Collegiate Institute . W est V irginia Conference Semi- ! nary. 1 Burnsville Academy . W. S. Anderson, A. M _ Ruelia.nnnn John Wier . . Burnsville _ G. F. Queen . Charlestown _ _ _ ' Stephenson’s Seminary . . i C.N. Campbell . . * Statistic.s of 1898-99. I 2433 STATISTICS OF PKIVATE SECONDS EY SCHOOLS. and other private secondaru schools for the scholastic year 1899-1900 — Cont’d. Religious denomina¬ tion. Sec¬ ond¬ ary in¬ struct¬ ors. Students. 1 Length of course in years. 1 Number in military drill. N umber of volumes in library. VPulue of grounds, buildings, furniture, and scientific appa¬ ratus. Second¬ ary stu¬ dents. Ele¬ men¬ tary stu¬ dents. Preparing for college. Gradu¬ ates in 1900. College prepar¬ atory students in the class that gradu¬ ated in 1900. Clas¬ sical course. Scien¬ tific course. 6 It Female. Male. Female. Male. Female. Male. Female. Male. r2 "a? a Male. Female. Female. 4 5 6 7 § © 11 IS 13 14 1.5 IQ ! 1 17 IS 1© ‘2© Si 22 4 110 0 0 0 4 .$60, 000 1895 U. Presb . . 9 10 20 28 223 2 2 5 3 0 1,000 60, 000 1898 1 6 0 0 43 0 3 0 3 0 6 5 0! 1897 R. C . 4 0 17 0 176 0 0 0 3 1898 1 0 15 1 60 9 0 1899 R.C - 0 O 0 12 30 108 0 12 0 19 3 0 450 1900 R.C . 0 4 0 20 0 80 0 3 0 3 0 ”'2* 1901 Bapt . 0 10 0 33 0 85 0 1 0 0 5 1902 6 3 109 0 56 0 20 0 5 0 10 ol 6 200 16,000 190a 2 0 80 0 15 0 20 0 10 0 5 0! 5 0 3,000 1904 6 0 62 0 40 0 3 0 I 6,000 1905. 1 11 12 24 28 4 o 7 0 25, 000 1906 Nonsect... 5 0 30 0 60 0 4 0 1 0 3 0 4 1,000 40, 000 1907 Nonsect... 1 0 4 6 6 15 3 3 Oj 0 0 0 '"6 ■■'o 4 "'6 200 700 1908 Presb - _ 0 2 0 10 0 10 0 1 5, 000 1909 Nonsect- .. 4 3 40 39 52 49 0 0 0 0 0 0 0 2 200 3,500 1910; Nonsect... 1 1 3 6 7 13 1 4 li 1 0 0 0 0 4 '■'o ICO 1911 Nonsect _ 2 0 7 3 12 0 ' 4 1 Oj 0 1 1 0 500 1912 Nonsect _ 0 1 6 22 3 10 0 4 o; 1 0 0 g 0 200 3, 000 1913 Presb . 0 3 0 90 0 1-30 0 13 5 0 2. 500 175, OOO 1914 Nonsect--. 4 0 20 0 20 0 i5 0 5| 0 f) 0 2 o' 4 20 600 15,000 1915 Epis . 0 2 0 20 2 8 0 11 o! 9 0 0 5 0 300 1916 Univ . 0 1 0 40 60 50 25 15 lOl 10 1 1 1 1 4 100 2,000 1917 Meth . 0 3 0 34 1 55 i 0 0 4 0 1918 Nonsect .. 1 0 9 0 8 0 4 0 li 0 0 0 0 0 5 0 5,500 1919' N onsect . . 2 0 16 0 4 0 2 0 3! 0 4 10 6,000 1920 Christian . 4 1 44 38 18 22 4 0 25! 22 0 6, 000 1921 Nonsect .. 1 0 50 54 15 13 L...I 0 1,000 1922: Nonsect .. 0 3 0 32 5 10 1 5 1 1 ' 0 i 0 4 4 350 10,000 1923 Nonsect .. 5 0 54 0 0 0 15 0 1 4 40 300 15, 000 1924 Presb 0 6 0 80 3 9 0 1 0 7 200 i 6, 000 1925 Nonsect .. 0 5 o! 44 0 10 0 10 0 1 0 0 3 200 1 4, 000 1926 Presb . 3 5 0 30 1 15 0 o (1 10 0 1 4 ”'o 1,400 15, 000 1827 Nonsect 1 0 13 2 91 97 0 0 4.000 1928 Nonsect 1 1 31 17 43 8 3 0 20 2.500 1929- Gong . 2 2 1 8 12 1 10 18 0 1 3 0 0 4 0 200 15,000 1 1930^ 7 L Adv i 5 1 10' f 15 1 59 41 1 6 ! 18' i 1 0 3 0 800 50, 000 1931 R.C . ! 0 2 6 I 20 i 19 70 0 ! 1 1 3 0 10, 000 1932 T m th 6 1 25 1 16 70 46 4 2 2 4 6 1 4 0 ; 500 100,000 1933 Free Meth 3 3 20 15 25 30 6 0 I 1 2 1 4 0 650 25,000 1934 R.C 0 4 0 25 0 162 0 ! 3 4 0 560 1 1935 Cong . 2 2 27 30 5 12 8 2 3 2 2 3 1 1 1,000 1 30,000 1936 E. 0 1 n i.p; 0 55 0 8 0 7 0 1,04)0 20, 000 19.37 R.C . G U 0 ! 130 0 214 0 21 0 38 0 8 i 0 8 4 0 3, 500 1938 FipiR 0 6 0 25 0 32 L... 0 4 1 0 150 50, 000 1839 P.E . . 2 10 50 3 68 0 4 0 0 0 4 0 1 4 0 2, .500 100,000 1940 Christian . 1 3 12 12 4 4 6 6 2 0 1 1 1 1 4 0 ^00 2, 500 1841 U. Breth . . 2 3 27 26 5 1 4 3 3 3 1 2 4 500 1,800 1942 Nonsect .. o 1 24 20 44 37 8 6 0 0 1 0 i 0 4 0 200 7,000 1943 M. Epis _ 5 4 212 174 2 2 40 35 35 18 4 0 ' 3,000 75.000 1944 Nonsect .. 0 1 24 15 16 25 4 4 5 6 4 0 3 0 1 0 ^ 200 3,500 1945 Christian . 2 2 3 1 21 0 23 2 21 0 3 1 _ 1 _ i 41-... i 300 10,00011946- El) 1900 — VOL K- 1947 1948 1949 1950 1951 1953 1953 1954 1955 1956 1957 1958 1959 1960 1961 1963 1963 1964 1985 1966 1967 1968 1969 1970 1971 1973 1373 1974 1975 1976 1977 1978 EDUCATION EEPOET, 1899-1900. Table 43. — Statistics of private high schools, endoiced academies, seininaries, State and post-office. Name. Principal. 1 WEST VIIlGIISriA — cont’d. Clarksburg .. Elizabeth - Fayetteville . Lewisburg .. Parkersburg Romney - Salem . Wheeling _ _ do . WISCONSIN. Broaddus Classical and Scien- titic Institute.* Seminary and Business School . Fayetteville Academy . - Clreenbrier Academy . Academy of the Visitation . Potomac Academy . - . - Salem College . . . Linsley institute (Lancastrian Academy). Wheeling Female Academy (“Mount de Chantal” Acad¬ emy of the Visitation). Miss Bertha B. Stout . A.S.Lee _ _ _ _ W. G. Brown and H. C. Rob¬ ertson. Gordon R. Houston . . Sister Mary Xavier Reilly. J. E. Hodgson _ _ Theo. L. Gardiner, D. D . ... Baine C. Dent . . . Rev. P. J. Donahoe . . Ashland . Beaverdam . Delafield . . Evansville . Fond du Lac . Hillside . Kenosha . . Madison . Marinette . Milwaukee - . do . . Mount Calvary . . Poynette . Prairie du Cliien Racine . . _ do . . St. Francis . _ do . . Scandinavia Sin.sinawa . .. Stoughton . . Watertown. Waukesha . . North Wisconsin Academy . "Wayland. University *_ . St. John’s Military Academy - Evansville Seminary . Grafton Hall . . . . Home School . Kemper Hall . . Sacred Fleart Academy . St. Ma.ry’s Institute . . German-Engiisli Academy . Milwaukee Academy . . . St. Lawrence College . . Poynette Academy * . . . St. Mary’s Academy . . . . Ra,cin0 College . . . St. Catherine’s Academy _ Catholic Normal School of the Holy Family. Provincial Seminary of St. Fran¬ cis of Sales. Scandinavia Academy . St. Clara’s Academy . . Stoughton Academy and Busi¬ ness Institute.* Sacred Heart College . Carroll College . M. J. Fenengo . Homer J. Yosburgh . . Sidney T. Smy the . . . A. H.Stilwell . . B. T. Rogei’s . . . . Ellen Lloyd Jones. . Sister Superior - Mother Reginald - - Mary Gonzalva _ Emil Dapprich _ _ Julius H. Pratt, Ph. D _ Rev. Antonine Wilmer _ Mary McCarle . . Sister M. Seraphia . . . Henry D. Robinson . . Mother M. Hyancintha _ Rev. M. J. Lochemes _ Rev. Jo.seph Rainer . . . E. C. Nelson . Sister M. Bona venture . . K. A. Kasberg . . Rev. John O. Keefe, C. S. C . . Walter L. Rankin . . . * Statistics of 1838-99. STATISTICS OF PSIVATE SEOO.NDAEY SCHOOLS, 2435 and other private secondaj^y schools for the scholastic year 1899-1900 — Cont'd. 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, buildings, furniture, and scientific appa¬ ratus. Second¬ ary stu¬ dents. Ele¬ men¬ tary stu¬ dents. Preparing for college. Gradu¬ ates in 1900. College prepar¬ atory students in the class that gradu¬ ated in 1900. Clas¬ sical course. Scien¬ tific course. 6 a a 6 6 a CD 6 "ci A 'is a ® A 'cS r2 ■is a ® 413 209 622 12 7U ' 1 200 390 14 302 At 0 '»V J.VJ.0XiCO *-- - ...-w- Arizona, _ _ _ _ n 13 24 ! 37 385 286 671 : 20!730 ! 23)00 1,000 23’ 730 IM eva.da, 1 2 o ' 5 60 40 100 2.9401.. . 2, 940 1 i 3 5 8 20 15 1 35 i Oregon . . . . 1...- 1 1 . . California . . 9 j 32 1 54 1,-561 1,583 44,2031 11,366 : 1 1 . . 62,387 Table 4:.— Statistics of manual and industrial schools in the United States in 1899-1900. 2442 EDUCATION EEPOKT, 1899-1900. fl.S o ci W §S ^ •sX'Bq^uappux aOjj ; c: •sa:t'Bcl0j piiT? spo!). jiiati .loj ■spiJoq'Bni .lo^ CO w S^S •sjoqo'Bo; .10^.1 X) 8^ 8 oxS 8 ^8 O t- XI o' o' M bfl g':| ^ 5;?;: ^ i!-l. ■moj. O T-~« < 8 8; 00 c-1 ;/:■ m O O L-CO :.s tb i m'S ! ps-p :nd S ; ‘mox i O IJI ‘Cl CO Oi •opraoj I •epXf j es CO t-i w o qn S2 O fl 'C >>; 0? ce cS o'^ ; : ! ; s>. t'% t>. ! !>> 1 !>> i i ; ; cS o oS t-. ^ Cs S ^ I ' ' ^ « "S 1 1 ' rr-^ M -s ^ S) !=1 , A ^ S oB O 0 o 1 — t ccH 1 o 3 ©A p <1 i.'o ^ S c3_M Q d “VU' fH P< CO iriiO So A OM a g»g Q 2 S S A A ^ S ft 0 ba A •A crt IrA 0 bo '§ ' '2 A ' A 1 C O i o 5rA 4-4 O • 1 Pa ; ; 0 0.1 AM .r-4 'o o ■ 0 0 o O A ;a ij« A o A =M O A >2 •401 CD A d A .2 p A CO.S« rl ^ idol 5P O C5 Or^ p CD i38 ArA _0 o,a A 0 0 5! 5 A 0 d dl CD A ^ piA O.^C0P A ftO '-'HI 0 0 -2a ® •d soft! =M o A HI c^ CD © ^ d s "o A ■d dPrS P0« d o A 0 d d 4^ •A 0 •p 5 A S'A A A g !A rA A §1^ .cc .y’ urn A^ ° d aA ^ A .d A d^y d A O U1 C3 C3 GO fc. CD 0 O An -e d ..d -e w. 3d c4 OP A •d A 0 0 rA A A B- 0rA Q A o 0 A ^ O A ^A<1 rn ® GO A 0 A A A AO ^ A o bs 2 A ^ O A^A o o pfi- p^ a O ^ f—i S-® si“« alss: son. MANUAL AND INDUSTRIAL TRAINING. 2443 2,000 1,278 1,500 3, 090 2,420 19,900 8,580 _ 3, 720 13,300 9,775 960 12, 740 6,300 3, 150 1,405 ],000 6, 650 1,000 0 33 50! 150 500 i yo O i CO a o\co c/D i-H tc cc So O O' O O' O O O’ CO H h : ^ : -t-= PI 1 OJ o 3'ci 'TS PI O V h i ^4 §o’boSpl 4o® gS® so'sl'Sa ©^•3® gS'tx) ;w -S Pi a §g C 0) O) r- 1 c3 O ce 3 9 S'hrP> CQ j 4 I © p) oo “ o ^ ce 'a ^ Is os i-sa2 i|§ ^.2 S CO 3 a © 64 ?'o go r^H-l a s a s §a 34 __, • , __ o Cfi •53 ‘S -4-3 73 eg S i o o be i' ; d ■ rP ; » w S d3 S o o 2 Sclioo 'o' So rd o P P HH s t3 S o P4 © Xfl bn © 2 o o Cl) -4^ 2^ Olr 44 Pj © O S 2 O 44 © P4 eg P! _o o o Pd © +2 f® Pd b 2 4 c 1 ; on'v 1 /T^ ^f) Pd ■S fl 2 . r, P c hH C 1 cCpPl ’ ri eg ' dim Pd be bo ©. m a 02 Pd (T) P nS'*. cS w O m PCQ pi rj ^ P! £ a °-2 3^ § CC a o3 HH ?-f hH -jJ r-H P P m w o oPh qS !>2 0«3 &c s s d 2^ 4 2 eg ;p!o iP i H ^ 0'3 o 6p.S bX) O S O Q Q OrPi o o ,P!:C nd-Pi-WJ t>i.a -2 .2ga 1*4 .2 .2'$^ pp © © Pla^ Is ■^4 3 ?i, © ci 5 S a s Ig3 4 'P' Eh:c t^o ^1 S4 0^2 bo i "So 2” © o.d ^4.S 4^^ a 4 Pi Ph © ?3 3 ^ 24 c3 Q •2^ o o O 73 w 0 !2; +e> 0) o 1 Do.. o o o OOP •2 'CPi eg bo 2 ^ ifxi P O O 'f-f P4 d 1 d Q 2 32 © p, 73 CD 1 1 o Pee 2a o a a * Statistics of 1898-99. 'able 4. — Statisticr. of manual and indnstria.l fichools in the Lhiited States in 1S99-1900 — Continued. 2444 EDUCATIOJN- REPORT, 1899-1900. ^ & a; CO * Statistics of 1898-99. MANUAL AND INDUSTRIAL TRAINING 2445 407 19, 895 6,229 18,030 9,000 1,248 i 0 8 00 ZD 00' 0\ 41,900 ><0 0 ol cl 10 rH ^ ^ ZD r-l CC 0 CO Cl 75 3,080 :S : 1 I 0 t- g C'7 : a 8 s § t- cc* ZD 8,362 001 000 T (X)0‘8 S CO co" 8 cl . Oi i ^ 25 1,346 729 1,390 800 300 i 1 O'! R CTj 0 0 197 876 1,832 tG S SS 22 lO JO 0 CO a ic CO jo' i s a ) 192 i 4, 000 1 00-^ 8 a §1 CO*' co" O'! O ~i~cr If? o >.0 -PrCS j fl ® '^24 Ja a o be be ■< <■ H ■ o w w Elemental- y and second¬ ary. Secondary - .. Secondary... ^_do _ Elementary and second¬ ary. Elementary and second¬ ary. Secondary . . . Elementary . do _ Secondary . . . _ do _ _ do . . Elementary and second¬ ary. Secondary _ . . | worth snzie, at. echt.. 'ison._ rl _ ti. 'll ip ! S 2 • .2 0 .g •Go'gp r ■ :e i 1 S CO O a o So ’> 1-5 CO Oj 1—’ aE 02 a Is 2 .a ^ aa^g ® • se--; S a O ^ ^ ^ > Ea ^ oa a 6 -ja y: c:» § a a a rt 0) a a 02 o ,£ a to o •ai. a -2 S II a y be a o .ga o ^ o ^ CO 11 1^ t4-i iM ;h 0 ■^'g| p. G S Ga c ^ G G G rG 2 ’g'g 0 5 2 be is.s hnual School §-l = 21 G rai~^ 0 M p 0 b 9- G f.1 ' E-= OQ o G o o CO G 03 « G f-i O U3 « G la G G 03 a a:2 o^ a § oa at^^ I G :a ; ^ :a I 03 -p Sco aa beg G P o oO O-P o Sa wa a a ■Sag t oh ^13 03 CO 03 C3 03 ic a a- a a p f-i G * Statistics of 1898-99. t Statistics of 1897-98. Table 4. — Statistics of manual and industrial schools in the United States in 1899-1900 — Continued. 2446 EDUCATION REPORT, 1899-1900. I g 2 ° S 1 O tD s s oj . ba-t . .S c « P iPX 3eh P d W o . w II bJD ^ _c3 L; 'S s c« . • 0.3 3 - 53 ! o'o!.j:5 !3 ! 2p3 o3 H rt O •p a2 H ' J .-H W ^ |w g P !>>§ Iss>. ssga 3'.:3 3^ OT p o I 3 2 i 2r0.g' ^ O'i . CO Oi ^ c3 [x 0) ■i4 S o (x +j O -P O ^ P OpH, 2tH 0>^ 2t>puop-^ife ®M a: q ©K $ 3 £ Izi ^ fs o CQ % 2 3 a! O rd O ^ I H 1o s gg Expenditure for industrial training during 1899-190U. LC 0 0 d; cl 0 i 820 2,m 33,000 7,000 0 1 s •sin^^ueptoux .10^ 12 : g 01 ; 0* -p 1 m 0 CO •sainde.! pun sjool Ai.0u ,10^ T=1 3 : § 0 ■ CO a i 1 CO 0 • CO 0 • 0 i s Cl 0 •s];'KTje'j'eui .lo^^ ■!*< CO t 0 I S *'r^ )-+0 00 CO rH no lO r-i r-t CO Cl s iO to g g— 0 Cl i ^ i -saaqoua^ .10^ ; ” i 3^8 CO Cl 0 o' co" 0 0 1- ^ ~ 00 s to Different pupils wlio receive in¬ dustrial training. ■Ulo,L 5 ! ? ^ ? g :3: ^ ^ ^ ^ C'5 :0 i-H CO CO ' r-H C> r-l ^ Oi Cl ■8|^UUTO^X 1 = S ■= 11 = 3 § 1 - = S = •0IUpT 39D i 0 CO c: 0 0 10 0 i- 0 r-H 7.2 0 n » 3 S tl S Different teachers of industrial training. 'FIOlI 00 CO 0 .C ^ cn 0 ^2 C L-= •exuuia^j 0 COCOO'+O C'XOCOt— lO CO •aiuK t.^ ^ t- 0 CO t-H r+ ~ — -+ 0 CO 0 CO P 3 8 3 o £ a’ ai 3 5 W c3 Tp C o e, 'P' « o Oi q . ® ^ S 3 .p; ^ C3q1 ^PP35 > 0+3 ©txilp'— OPh o 72 p :z; O 72 of p^ « MANUAL AND INDUSTBIAL TKAINING, 2447 to to ^ COSMO OOO OO-^OCOO CO t- O 05 -1 r~l !■- I— I O t- Si 1-- -=*< tH r-lm Si S£ Si ^ t Statistics of 1897-98. Table 4. — Stafistics of manual and industrial schools in the United. States in 1S99-1000 — Continued, 2448 EDUCATION REPORT, 1899-1900. Expenditure for industrial training during 1899-1990. "in^ox $640 1,940 1,600 TOO o § ZD o »o CC 613,156 •siucjuopput .lO^ «? CO ' ' C s 54,017 •saiuda.i pun spoq. Aieu jo^ W i 4^ ' ^ O s CI t- 8 •sx'Btjaq'Bui .lo^ : $200 1 3, 000 p 00 ZD •s.xaqoneq ao^ TO 2 ! o j o ^ g 10,000 O 1 CC 451,612 Different pupils who receive in¬ dustrial training. •pqoj, S 00 ^ S ol 3o' o; CO S'! t-H r-l g 333, 191 •Gjnuio^ loco^ ca CO 54 o 13,261 •epK K 1 g =92 1 ^ S ” = ^ Cl ^ a Different ' teachers of 1 industrial 1 training. •luqox 1 l- CCCC IC i- u-c ^ CC CO CO •aqnxuoj 1*^ ^ C'Z 71 T-> CC XC lO CO I ■QI'BW :c O — iO -P c: lO C.' c? o P 1^-2 0 s -1-^ d o X} g cg_d "’Id ci. 2 O' -l-J ^ CO 3 ^ O d CD . g -g hg ill! ^ d oA H S M O d ® CD VcQ cS ^ d O d co> d6 % o 03 A d o ; '9 o 1 Q ; o s A < "A VA t5 ■ K A A ' C3 "c \ O d m ! Q § C o o OQ * Statistics of 1898-1899. Table 5. — Industrial schools for Indian children, 1899-1900. MANUAL AND INDUSTEIAL TRAINING, 2449 ^8? G * .12 be rO G P c3 a G 'S M GO O > o’-G G ^ O o.S O G o| P! G Gkh ^ G G.G 'G CO S3 G G o.-S-g 72 G § 'o o 'Sl¬ acks ED 1900 — VOL II- ■74 G.-S a| 0 o G G sa Sip rrj < W w «! fl '*’1 A) ^ o t Statistics of 1897-98. Table 5. — Industrial schools for Indian children, Continued. 2450 EDUCATION REPOET, 1899-1900. ExpenditiTre for industrial training during 1899-19(J0. •mox 9.440 3,940 7.440 (i,863 •si'i3:}.u8pioni jo^ ; ■s.iiudoa pun SXOO^ A\0U .lO^ M $150 •o 1 •S|'Bi.i0:}.'«u[ .10^3; I g , •sj0qou0C|. .lo^ij g Cl CC OD 9. 440 3,940 7.440 5, 373 Different pupils who received in¬ dustrial train¬ ing. © r-i OO O t- >0 Cd iC' CCCO 1-H O t-hC: gc c:c> 1— IrH CC r-H CCCC 1—1 r-CJ •0X131110^ © coo O O OO O ‘X'O O i.- CO C E X> GC 'rf O ■Qirw « 1 O) 'JJ o CC' »0 1— 1 -o aO O' O CO O COC> O' LOCI T-1 Ci T-H fill ' S 2 G fnf G'G ■moj. i- Ci i- iO X) O X O'! •01'Bm0jj © iG c-.' c; CC o G) -t' •— O o. •0I^?K O) o (D G O ^ ^ . CS ’-fi , G3 o P.'G! G G U 5 . A fa CP PI A

    1 1 1 a 1 £ ' a; 1 ^ . do . Secondary . Secondary and elementary. Elementary - C. W. Goodman, su¬ perintendent. John H. Seger, su¬ perintendent. James J. Duncan, superintendent. John Whit will . R.H.Pratt,U.S.A .. John Plinn, superin¬ tendent. 0. P. Pierce, super¬ intendent. J. B. Brown, super- tendent. Crosby G. Davis . Leslie D. Davis . L. M. Compton, su¬ perintendent. Axel Jacobson, su¬ perintendent. Chilocco Indian Industrial School . . . Seger Colony School . . . . Arapahoe Indian Boarding School-.. Red Moon Boarding School . Indian Industrial School . . Indian Training School . ■c c c a 5 ) C i ^ J c. J C 1 fC D a P T 5 C - - - - Pierre Indian Industrial School - United States Indian School . Tomah Indian Industrial School . United States Indian Industrial School. Total for the above 32 industrial schools for Indian children ... OKLAHOMA. Chilocco . Colony . Darlington . Hammon . PENNSYLVANIA. Carlisle . SOUTH DAKOTA. Chamberlain . ^ a ) 1 i i f ^ - - Pierre . . . Plandreau . WISCONSIN. Tomah . Wittenberg . 2452 EDUCATION REPOKT, 1899-1900. Table 6. — Statistics of manual and inclustricd training — Branches taught. Name of institution. Branches of instruction. Number of instructors. Number of pupils. Number of weeks the sub- 1 ject is studied during \ the entire course. i Male. Female. t o i 4 5 6 Carpentry . . . 1 5 0 1 Hill, Ala. Farm or garden work _ 1 9 0 Printing . . 1 o 0 Central School (public), Oakland, Cal _ Mechanical drawing . . 1 1 0 Sewing . 1 0 1 42 Cooking . .! i 1 0 1 42 Carpentry . j 1 1 21 Wood turning. . 1 1 21 Carving. . . . . . 1 1 21 California School of Mechanical Arts, San Free-hand drawing . 180 05 40 Francisco, Cal. Mechanical drawing . 1 180 05 40 Clay modeling . . 1 100 31 40 Sewing . 1 74 40 Cooking . . 1 1 14 40 Wood turning . 1 100 40 Pattern making _ _ _ 1 100 40 Forging . . ... 1 77 Molding (metal) . 1 77 10 V’^ise work . 1 54 10 Machine-shop work . 1 ()3 70 Cogswell Polytechnical College, San Free-hand drawing _ _ 1 34 59 120 Francisco, Cal. Mechanical drawing . . 1 34 30 120 Sewing . . . 1 89 85 Cooki n g i 15 20 Carpentry . . 1 34 80 Wood turning . 1 34 24 Pattern making . 1 25 20 Forging . . 1 34 20 Molding (metal) . . . 1 34 20 Vise work . . . 1 34 26 Maciiine-shop work . Mechanics’ Institiite of San Francisco, Free-hand drawing . . 1 20 24 44 San Francisco, Cal. Mechanical drawing . . 1 17 44 Polytechnic High School, San Francisco, Free-hand drawing . O 00 120 120 Cal. Mechanical drawing . . . 1 00 2 120 Clay modeling. . . . . 1 50 80 Carpentry . . . . 1 40 0 40 Wood turning . . 1 20 0 40 Carving . . . 1 20 80 Pattern making _ _ 1 20 0 40 Forging _ _ _ _ _ 1 42 0 20 Vise work . . . 1 20 0 \ ^ Machine-shop work . . 1 20 0 1 > oO Annas, C. Blake Manual Training School, Sewing.. . . 1 1 Q f 1 160 Santa Barbara, Cal. Cooking . . . i ^ 1 1 40 Sloyd . . 2 0 2 200 Preston School of Industry (boys). Water¬ Cooking . . . 1 9 0 26 man, Cal. Carpentry - . . . 1 4 0 26 Tailoring'^ . 1 5 0 26 Shoemaking . 1 4 0 26 Baking . 4 0 26 Forging . i 5 0 26 Drugs. . . . 1 1 0 26 Photography . . 1 1 0 26 i Rutter'making . 1 8 0 26 I Farm or garden work . 3 20 0 26 Printing . . . 1 0 26 Electricity . . . 1 9 0 26 Laundry . 1 5 0 26 The Brightside Educational Corporation, Sewing . 1 1 Denver, Colo. Cooking . . 1 10 Carpentry . 1 10 Farm ot‘ P’arden work 3 60 Print! UP" . - 1 1 3 Laundry . . . 1 18 Shoemakinp’ . 1 1 1 Engineering . 1 1 6 MANUAL AND INDUSTKIAL TKAINING, 2453 Table 6. — Statistics of manual and indiistricd training — Branches taught — Conf d. Name of institution. Branches of instruction. 1 Manual Training High School, Denver, Colo. State Industrial School, Golden, Colo, Y. M. C. A. Trade School and Institute, Bridgeport, Conn. Boardman Manual Training High School, New Haven, Conn. Manual Training School, Ridgefield, Conn. Waterbury Industrial School, Water- bury, Conn. St. Joseph’s Industrial School for Colored Boys, Clayton, Del. Ferris Industrial School, Marshallton, Del. District of Columbia Industrial Home School, Washington, D. C. St. Rose’s Industrial School, Washington, D.C. Fort Valley High and Industriafi School, Fort Valley, Ga. Free-hand drawing .... Mechanical drawing .. Clay modeling . Sewing . Cooking . . Carpentry . V/ood turning . . Carving . Pattern making . . Forging . . . Sheet-metal work . Molding (metal) . Vise work . . Machine-shop work ... Mechanical drawing . . Sloyd, or knife work.. Carpentry . Carving . Free-hand drawing _ Mechanical drawing.. Carpentry . Plumbing . Free-hand drawing _ Mechanical drawing .. Sewing . Cooking . Woodwork _ _ _ _ Wood turning _ Carving _ Pattern making . Forging . Machine-shop work... Sewing . . . Cooking. . . . Sewing . Cooking. . . Clay modeling _ Carpentry - - Farm or garden work . Printing . . . . . Painting . . Tailoring . Shoemaking . . . Px*ee-hand drawing ... Mechanical drawing . . Sewing . . . Cooking . . . Carpentry . Wood turning . Farm or garden work . Sewing . — Carpentry . . . Floriculture . Farm or garden work. Sewing . Cooking . Free-hand drawing ... Mechanical drawing. . Sewing . Cooking Chicago English High and Manual Train¬ ing School, Chicago, Ill. Carpentry - Wood turning . Vise work . . Farm or garden work Free-hand drawing... Mechanical drawing. . Carpentry . . Wood turning . . Pattern making . . Number of instructors. N umber of pupils. Number of weeks the sub- ject is studied during the entire course. Male. Female. 3 4 5 1 195 186 114 1 195 186 114 3 150 145 16 o 186 76 1 50 38 ] 90 85 16 t 90 85 10 2 90 150 13 ( 70 13 1 70 18 70 4 i 70 3 \ 1 45 8 1 45 30 1 55 53 1 55 53 i 55 53 1 53 53 1 19 30 1 06 30 1 14 30 1 13 30 o 340 160 40 1 240 100 40 1 160 40 1 100 40 1 130 0 40 1 120 0 40 1 0 160 40 i 55 0 40 1 30 0 40 1 20 0 40 1 150 30 1 50 35 0 200 30 1 0 40 20 1 4 0 1 2 0 3 12 0 1 6 0 1 4 0 1 4 0 1 3 0 1 24 ■ '53 1 24 53 1 6 53 1 4 53 1 34 53 1 24 53 4 50 1 20 1 16 0 1 13 1 9 f) 0 54 36 1 0 3 52 1 25 27 1 16 10 1 50 1 30 1 30 1 15 1 28 1 26 578 0 120 3 578 0 120 4 305 0 40 2454 EDUCATION EEPOET, 1899-1900. 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 sub¬ ject is studied during the entire course. Male. Female. 1 3 4 5 6 Chicago English High and Manual Train- Forging . 1 160 0 20 ing School, Chicago, Ill.— Continued. Molding (metal) . . 1 IGO 0 20 Vise work, machine-shop 3 113 0 40 ■work. Free-hand drawing . . 1 20 cago, Ill. Mechanical drawing . . 1 1 . 100 Elementarv woodwork 31 40 Carpentry .... 1 119 20 Wood turning. . . . 119 10 Pp.ttftim lYiaking 119 10 Forging . 1 81 30 Molding (metal) . 81 10 Vise work . 1 .51 40 Machine shop work . 51 Mechanical drawing . 1 ' ' 'io Sewing . . . 1 2 Car pentr V . . . . . 1 10 Carving . . . . 1 10 Jewish Training School of Chicago, Chi- Free-hand drawing . . 1 350 350 cago, Ill. Mechanical drawing . 2 300 300 Clay mod eling . . . 1 200 200 Paper cutting and folding.. Sewing . 1 o } COO 300 40 Carnentry . . . 1 200 Wood turning, carving . 1 GO Machine-shop work 1 GO i Lewis Institute, Chicago, 111. Free-hand drawing . 2 1.50 50 72 Mechanical drawing _ _ _ o 150 72 Sewing . . 1 50 24 Cooking . . . 3 100 36 Carpentry . 1 200 6 Wood turning . . 1 200 6 Pattern making _ 1 .50 24 Forging . . . . 1 100 36 Molding (metal) . . . 1 50 24 Vise work . . . . 1 50 36 Machine-shop work _ 1 .50 38 Bradley Polytechnic Institute, Peoria, Ill. Free-hand drawing . 64 73 36 Mechanical drawing . . 3 124 14 36 Sewing . . . 3 106 72 Cooking . . . 1 49 72 C.arp entry . 2 ■“ 85 0 24 Wood turning . . 77 0 12 Pattern making . . 1 8 0 22 Sheet-metal work . . . 1 51 0 12 M olding ( metal ) . . 1 8 0 2 Vise work . 1 51 0 24 Machine-shop work . . . 1 9 0 36 Springfield Manual Training School, Mechanical drawing _ _ _ 1 40 Springfield, Ill. CaT’uentry _ _ _ ... 1 97 40 Wood turning . . . 1 25 40 Carving. . . 1 40 Vise work . . 1 40 Machine-shop work . 1 40 Manual Training High School, Indianapo¬ Free-hand drawing . . 4 336 115 76 lis, iiid. Mechanical drawing . 2 196 0 114 Sewing . 2 0 202 38 Cooking . 2 0 66 38 Carpentry . 2 144 0 19 Wood turning . 3 137 0 19 Hygiene . . . . 1 0 36 19 Stenography . . 1 64 276 76 Pattern making . . . o 82 0 19 Forging . . . . 1 137 0 38 Molding (metal) . I 82 0 19 Machine-shop work . . 1 39 0 38 MANUAL AND INDUSTRIAL TRAINING. 2455 Table 6. — Statistics of manual and industrial training — Branches taught — Cont’d. Name of institiition. Branches of instruction. W Number of instructors. N urn 1 PUJ 5 1 hi amber of weeks the sub- ject is studied during 1 the entire course. ■ 1 Indiena Soldiers and Sailors’ Orphans’ Free-ha,nd drawing . . . 1 320 350 1 34 40 Cooking _ , . 1 4 20 40 1 10 80 Bakine’..^ . . . 1 13 80 Shoemaking . 1 0 80 Laundry... . . 1 7 5 60 Machine-s’nop work.. . . 1 9 80 1 7 80 Farm or' garden work . 3 18 80 1 oO Floriculture . . . 1 13 80 West Des Moines Hi£?h and Industrial Free-hand drawing _ _ 1 10 14 36 School, Des Moines. Iowa. Mechanical drawing . . i 35 3 73 1 40 73 Carpentry . . . 1 37 1 38 1 11 24 Carving . .'t . X 11 2 13 1 1 30 1 23 31 30 Sewing . . 1 81 60 Cooking . 1 73 48 Carpentry _ _ 1 59 48 Wood turning .. _ 1 4 10 Pattern making . . . 1 0 5 8 Farm or garden work . . . 1 78 50 Printing . 1 31 30 Hope Presbyterian Mission and Indus¬ Sewing . . 30 300 38 trial School, Louisville, Ky. Cooking . . 1 3 27 10 Bent iron work _ 15 Manual Training High School, Louisville, Free-hand drawing . 1 115 20 Ky. Mechn.mV-.al dva.wing _ 3 125 94 Carpentry . . . o 117 20 Wood turning . . . . 3 100 10 Carving . . 100 4 Cabinet v/ork _ _ _ 3 100 4 Pattern work . . . 1 18 Foundry work . / 4 D Xo Forging . . . 3 60 18 Sheet-metal work - - - - 1 60 2 Vise work . . . 1 1 47 56 Machine-shop work . J ^ Home Institute-Free night school— New Free-hand drawing . 3 200 0 20 Orleans, La. Mechanical drawing . 3 150 0 30 Wood turning . 1 100 0 Carving . _ _ _ 1 100 0 Baltimore Manual Labor School, Arbu¬ Free-hand drawing _ _ _ 1 10 36 tus, Md. Mechanical drawing .... 1 10 36 Carpentry . . . 1 10 36 Farm or garden work . 1 20 53 Baltimore Polytechnic Institute, Balti¬ Free hand drawing. . 293 0 120 more, Md. Mechanical drawing . 3 94 0 120 Carving . . . 1 70 0 30 Wood turning . . — . 1 30 0 20 Pattern making . 3 81 0 30 Carpentry . 1 323 0 40 Forging . 1 95 0 20 Machine-shop work . . 1 45 0 60 Machine construction . 1 13 0 40 Work in physical laboratory. 1 81 0 80 Work in chemical laboratory 1 13 0 40 Steam engineering . 1 13 0 40 St. Mary’s Industrial School, Baltimore, Free-hand drawing . 3 105 0 40 Md. Pamper cutting and folding... 3 18 0 40 Carnentrv . 3 6 0 40 Wood turning . 3 6 0 40 Pattern making . 2 Q 0 40 Forging . . 3 7 0 40 Vise work . 3 6 0 40 2456 EDUCATION REPORT, 1899-1900. Table 6. — Statistics of manual and industrial training — Branches taught— Cont'd, Name of institution. Branches of instruction. Number of instructors. Numi pup 6 1 . jer of )ils. a a o bn Number of weeks the sub¬ ject is studied during the entire course. 1 ‘a 3 4 ; 5 St. Mary’s Industrial School, Baltimore. Machine-shop work . . ^ o 7 0 40 Md.— Continued. Farm or garden work _ 4 iO 0 40 Bricklaying . . 1 3 0 40 Printing . . . :l 18 0 40 Painting . . . . 1 3 0 40 The Samuel Ready School, Baltimore, Md. Free-hand drawing . . 1 0 38 Clay modeling . . . . 1 0 15 Paper cutting and folding. .. 15 Sewing. . . . . 1 0 GO Cooking . _ _ _ _ 1 0 20 Dressmaking . . . 1 4 Pipe organ . 1 0 4 Piano . . 13 Typewriting . . . . 1 0 21 Shorthand . . 1 0 5 The McDonogh Educational Fund and Free-hand drawing _ _ 12.5 0 ! 45 Institute, McDonogh, Md. Mechanical drawing _ 1 25 0 j 40 Clay modeling . . . 1 4 0 Carpentry . . . 1 3h 0 20 Wood turning . . . . . 1 15 0 10 Carving _ _ 1 30 0 10 Pattern making . . 1 15 0 10 Vise work . . — 1 15 0 5 Machine-shop work . 1 15 0 35 Farm or garden work . . . . 2 80 0 50 Printing . . . 1 20 0 51 Tome Institute, Port Deposit. Md . Free-hand drawing _ 1 130 140 Mechanical drawing _ _ _ 1 58 Paper cutting and folding . . . 1 Sewing . . . o I 90 1 Cooking . . . . . 1 90 Sloyd or knife work .. .. 1 78 Wood turning . . '. i 18 Pattern making 1 Forging . . . . 1 8 Friendford Industrial School, Boston, Free-hand drawing . 4 Mass. Mechanical drawing _ _ ') 4 Paper cutting and folding . . . 9 .Sewing . . . 30 L Cooking . . . Sloyd or knife work _ _ 1 _ 2 Carpentry . 2 Hebrew Industrial School, Boston, Mass.. . Sewing _ _ _ 8 400 50 Cooking . . . . . . 2 50 50 Printing . . 2 35 14 Mechanic Arts High School, Boston, Mass . Free-hand drawing . . / 487 10 Mechanical drawing _ / 3 1 487 30 Carpentry . . . 212 30 Wood turning . '> 148 15 Carving. . . 3 212 10 Pattern making . . . 2 148 5 Forging . . . 1 i 148 20 Machine-sliop wonk _ 1 120 40 North Bennet Street Industrial School, Clay modeling . 4 304 43 32 Boston, Mass. Sewing _ _ _ 1 75 32 Cooking . 1 20 24 Sloyd or knife work _ _ _ _ 1 200 38 Leather work . 1 195 38 Millinery . . 1 25 24 Dressmaking . . . 1 20 24 Printing . . . 1 218 38 Rindge Manual Training School, Cam¬ Free-hand drawing . 1 200 0 20 bridge, Boston. Mechanical drawing •. . 1 200 0 20 Carpentry . . . 1 100 0 40 Wood turning . . — 1 50 0 20 Pattern making . . 1 50 0 20 Forging - - - - 1 .50 0 20 Machine-shop work . 1 50 0 40 MANUAL AND INDUSTRIAL TRAINING. 2457 Table G. — Statistics of ma)i iial and i ndnstrial train iinj — Branches t aught ~~~C ont' d. Name of institution. ' Brtinches of instruction. O 'v -l-J 72 'o 02 P Number of pupils. Number of weeks the sub¬ ject is studied during the entire course. Male. Female. 1 4 5 fl Trustees of the Lowell Textile School, Free-hand drawing . 2 14 o 90 Lowell, Mass. Mechanical drawing _ 3 25 1 90 Power wea.ving. . . .. o 55 i 90 Hand-loom weaving . 1 8() 6 90 riotton spinning _ _ .. 2 74 90 W oolen and worsted spinning 2 65 90 Dyeing . . . . H 60 90 Designing 110 90 South End Industrial School, Roxhury, Free-hand drawing . . 1 13 20 46 Mass. Mechanical drawing 1 13 25 Sewing _ _ _ U 100 29 Carpentry - - - 1 13 25 Dressmaking . 48 46 Housekeeping . . . . 1 18 25 Printing . . . . 16 46 Carpentry ! 1 24 Farm nr ra.rden work 26 F^'ee-hand drawing . . 2 61 40 Mass. Mechanical drawing _ i 61 40 Carving. . . . 1 44 6 Wood turning 1 44 17 Pattern making . 1' 11 24 Ca.rpentrv . 1 44 17 Machine-shop work . . 1 11 16 ¥7ork in physif'al laboratory . i 1 40 Lansing Industrial Aid Society, Lansing, Sewing . . . . 13 65 i 35 Mich. Cooking . 1 I 13 i 18 Hackley Manual Training School, Mus¬ Free-hand drawing _ 1 10] ' 16!) ! kegon, Mich. Mechanical drawing - 3 101 . Clay modeling _ _ 1 4 8* Sewing . . . 150 Cooking . '? 87 Sloyd oi* knife work . . 1 143 0 Carpentry . . . . . 1 57 Wood turning . 3 09 Carving . - . 1 57 Pattern making . o9 Forging ...... . . . 1 20 Molding (metal) . . 1 20 Vise work . . . . j. 1 9 Machine-shop work . . — J Mechanic Arts High School, St. Paul, Free-liand drawing . . . 1 301 97 76 Minn. Mechanical drawing . 1 326 4 152 Clay modeling _ _ 1 87 nr 76 Carpentry _ _ 1 148 19 Wood turning . 1 96 . 1 19 Carving . . . . 1 10 15 19 Ca.binet work . 1 52 19 Pattern making . . 1 47 19 Foivo-inp- 1 50 19 Vise work . . . . 1 27 19 Machine-shop wo^k . . . 1 38 38 Manual Training High School, Kansas Free-hand drawing . . 6 468 108 City, Mo. Mechanical drawing . . 2 430 5 108 Sewing . . . . 4 1 524 108 Cooking - - - 1 5 1™0 36 Carpentry . . . . 1 243 36 Wood turning . . . 1 156 18 Pattern making 1 136 9 Forging _ _ _ 1 80 36 Molding ( metal ) . . . . 1 136 9 Mai'uial Training School of Washington Free-hand drawing . . 3 170 () ! University, St. Louis, Mo. Mechanical drawling 2 214 0 , Carpentry . . . 2 78 0 1 Wood turning . . “2 78 0 Carvin'^' . . •> ! 78 0 ; Pattern making _ _ 1 i 81 0 ' Forging - . . . . 1 81 1 0 i 2458 EDUCATION EEPORT, 1899-1900. Table G. — Statistics of manual and industrial training — Branches taught — Cont’d. Name of institution. Branches of instruction. N umber of instructors. N u ml pu] a5 s ber of ails. a Architecture . . 3 77 5 MANUAL AND INDUSTEIAL TRAINING. 2461 Table 6. — Statistics of manual and industrial training— Byuinches taugh t — Cont’d. Name of institution. Branches of instruction. Number of instructors. Number of pupils. Number of weeks the sub¬ ject is studied during the entire course. Male. Female. 1 3 1 4 5 G Ohio Mechanics’ Institute, Cincinnati, i Electricity . . . . 1 Go Ohio— Continued. Language’s.- . . . 1 76 5 1 153 6 1 5 35 The Technical School of Cincinnati, Cin- Free-hand drawing . . 1 cinnati, Ohio. Mechanical drawing _ ..1 f ^ 1 1* i 40 ] f 7 40 1 70 30 I 1 76 10 1 1 35 40 Vise work . . . 1 35 i 20 Machine-shop work . 1 1 35 i 20 Cleveland Jewish Orphan Asylum, Cleve- Free-hand drawing . . 1 140 110 30 land, Ohio. 1 60 30 Clay modeling _ _ 1 35 25 10 Paper cutting and folding... 1 80 50 20 1 110 44) 1 f oO 30 Wood turning _ i 1 ! 16 30 Carving . J i I'i 10 Printing . . . . 1 8 30 The Polytechnic School of the Toledo Free hand drawing . 2 122 100 240 University, Toledo, Ohio. Mechanical drawing . . 1 100 76 320 Clay modeling.. _ _ 1 100 80 80 Sewing. . . . . 1 0 115 40 Cooking _ _ _ 1 0 63 1 40 Carpentry . . . . 1 151 0 20 i Wood turning — . . . 1 151 0 1 20 Pattern making . 1 1 40 Forging... . . . 1 30 0 40 Machine-shop work _ 1 9 0 40 The National Farm School, Doylestown, Free-hand drawing . . 1 23 Pa. Farm or garden work _ 4 2:1 Central Manual Training School, Phila¬ Free hand drawing . 1 4(V0 40 delphia, Pa. Mechanical drawing _ _ 1 400 40 Clay modeling . . 1 400 13 Carpentry . . . 1 414) 40 Wood turning . . . 1 400 13 C’arving _ _ _ _ 1 400 13 Pattern ina/king . 1 400 26 Forging . . . 1 400 26 Sheet- metal woi’k . 1 400 13 Molding ( metal) . . 1 400 13 Vise work 1 400 13 Machine shop work . . 1 400 40 Friends’ Select School, Philadelphia, Pa.. Free-hand drawing _ _ 1 124 185 Mechanical drawing _ 1 16 25 Sloyd or knife work . . . 1 45 55 Girard College, Philadelphia, Pa . Mechanical drawing 1 572 210 Sloyd or knife work _ 1 321 164 Carpentry, v/ood turning _ 1 572 210 Pattern making . 1 572 210 Forging . T . 1 572 210 Molding (metal) . . 1 572 210 Vise work, machine-shop 1 572 210 work. Electricity . . 1 572 210 Plumbing. . . . 1 572 210 Northeast Manual Training School, Free-ha,nd drawing . , 1 362 80 Philadelphia, Pa. Mechanical drawing . . 1 362 l.‘?0 Clay modeling . 1 118 14 Carnentry . ... 172 28 Vd ood turning . 2 172 14 Carving. . . . . 1 118 14 Pattern making . . 1 118 28 Forging . 1 290 28 Sheet metal work . . . 1 172 14 Molding (metal) . 1 172 14 2462 EDUCATION EEPORT, 1899-1900. _ Table G. — Statistics of manual and industrial training — Branches taught — Cont’d. Name of institution. Branches of instruction. Number of instructors. Number of pupils. N u mber of weeks the su b- ject is studied during the entire course. Male. Female. 1 1 3 4 5 6 Vise work . . . . 1 290 28 Philadelphia. Pa. — Continued. Machine-shop work . . 1 72 \ . 40 Free-ha,nd drawing . 7 633 264 Industrial Art, Philadelphia, Pa. Mechanical dra,wing . 1 100 40 Carving . . . 1 10 Carpentry . . . 1 12 Work in chemical laboratory 200 Hand w^eaving . . •> 1.50 Power weaving . . . 2 25 . Dyeing.- . - . . 1 1.50 Carding and spinning _ _ 5 100 Designing of fabrics . I 200 100 Bookbinding . . . 1 10 i Modeling .. . . 1 50 50 1 Mechanical drawing _ •> 108 Pa. Pa,ttei‘n marking . . . 1 10 108 Vise work, machine-shop 1 30 108 work. Free-hand drawing . 76 Painting . . . - . 16 Williamson Free School of Mechanical Mechanical drawing . 2 232 144 Trades, Williamson School, Pa. Carpentry . . 1 36 144 Pattern making _ 1 43 144 Vise work, machine-shop 1 120 work. Electrical Maciiinists . . . 1 17 120 Bricklaving . . . i 47 120 Miss Saver’s School. Newport, E. I _ Free-ha,nd drawing . . 1 6 24 Townsend Industrial School, Newport, Free-hand drawing . . . 1 23 120 R.I. Mechanical drawing - . 1 23 160 Sewing . 423 160 Cooking . . 4:18 160 Sloyd or knife work - 1 2 ! 375 160 Carpentry . . jl 1 I 12 30 W ood turning . 1 12 10 Pattern making . f I 10 Forging. . i 4 30 Sheet-metal work . 1 1 1 Molding. . . 1 i 10 Vise work . . 6 10 Machine-shop work . 6 50 Friends’ School, Provirlence, R. T _ Free-hand drawing . ,3 ^ 10 30 40 Mechanical dravfhig . . 1 10 40 Clay modeling. . . 5 6 40 Sewing . . 40 Cooking . . 20 40 Sloyd or knife work . 40 Cai’iientrv . . 7 40 Wood turning . 40 Carving . 20 25 40 Providence Manual Training High School. Free-hand drawing . . 3 186 79 30 Providence, R.I. Mechanical drawing _ 3 188 79 90 Clay modeling _ _ _ 1 1S6 79 12 Sewing . . - . . 2 186 79 20 Cooking . o 186 79 20 Carpentry . . . . 1 186 79 20 Wood turning . 1 186 79 12 Carving . 1 186 79 12 Pattern making . 1 186 79 18 Forging . 1 188 79 40 Molding (metal) . 1 186 79 10 Vise work . . . 1 186 79 10 Machine-shop work . 1 186 79 30 Rhode Island School of Design, Provi¬ Free-ha.Tid rlra.win.o" 7 293 57 dence, R. I. Mec.h,^,n^cal rb’a.wiug 4 1.58 1 Clay modeling . . 1 12 4 Carving . . . o 4 i 1 Sheet-metal work (artistic). 1 1 32 beating copper. i MANUAL AND INDUSTEIAL TEAINING. 2463 Table 6. — Statistics of manual and industrial training — Branches taught — Cont’d, Name of institution. Branches of instruction. Number of instructors. Number of pupils. N umber of weeks the sub¬ ject is studied during the entire course. Male. Female. i 3 3 1 ^ 5 i 6 St. Xavier’s Academy, Providence, R. I . - . 1 1 i 40 1 1 40 2 o 40 1 30 S.C. Farm or garden work . 1 30 1 20 1 , 10 1 10 24 Tenn. Cooking. . . . 1 3 10 36 1 7 1 . 13 1 ' 8 36 1 4 13 Canning . 3 10 10 .24 3 20 40 Convent), Castroville. Tex. Sewing . 2 . 20 40 3 3 40 20 40 20 40 4 70 50 School, Va. 3 30 Sewing . . 4 70 Cooking . - . 1 30 Sloyd . . 1 Carpentry . . . . o 40 V>7^ood turning . . 1 20 Carving . 1 10 Pattern making . . . 1 30 Foro’in.o’ .. _ 2 24 Molding - . - . 24 1 . Vise work . . . 1 16 Machine-shop work _ 3 16 Farm or garden work _ o 40 Pi’inting . . 1 10 Painting . . . 1 o Milwaukee Cooking School, Milwaukee, Cooking and housekeeping .. 3 13 83 44 Wis. St. Rose’s Orphan Asylum, Milwaukee, Free-hand drawing . 3 100 25 Wis, Clay modeling . ... 1 42 25 Paper cutting and folding. .. 43 35 Sewing . . 1 100 25 Cooking . . . - . 3 60 25 Navaho Indian Boarding School, Fort Paper cutting and folding... 1 35 20 40 Defiance, Ariz. So win P" . .. _ _ _ 1 50 40 Cooking ... _ _ _ 1 Cn.rpentry _ _ _ 1 10 40 Laundering . 1 50 50 40 Farm or garden work. _ 1 100 40 Mogul Training School, Ream’s Canyon, Free-hand drawing _ 3 3 41 Ariz. Paper cutting and folding... 1 1 41 Sewing . 1 1 41 Donkin p* . _ 1 1 41 Carpentry _ _ _ _ 1 1 41 Farm or garden work . 1 1 41 Fort Mohave Indian Industrial School, Free-hand drav/ing - - - 4 103 65 40 Mohave City, Ariz. Mechanical drawing . 4 20 10 40 Clay modeling . . . .3 20 25 40 Paper cutting and folding... 1 19 20 ,c;i3iwino- 1 0 50 Cooking _ _ _ 1 0 50 Sloyd or knife work . 1 20 15 40 Carpentry . 1 10 40 Ds.rvinp' 1 ! 20 25 Farm or garden work . 1 80 0 1 . Ri'ickla.yincr . _ _ 1 6 Pa.intino' . . . _ 1 6 United States Indian School, Phoenix, Free hand drawing . 2 200 205 1 80 Ariz. Clay modeling . 1 50 40 40 Paper cutting and folding... 1 50 40 40 Sewing . . . 3 20 50 1 1 120 2464 EDUCATION REPOKT, 1899-1900. Table 6. — Statistics of mamial and industricd training — Brancltes taugh t — Cont'd. Name of institution. I United States Indian School, Phoenix, Ariz.— Continued. Fort Yuma Training School, Yuma, Ariz. Greenville Indian Training School, Greenville, Cal. Indian School, Perris, Cal Grand Junction Indian Training School, Grand Junction, Colo. Fort Lapwai Indian Industrial School, Lapwai, Idaho. Haskell Institute, Indian School, Law¬ rence, Kans. Branches of instruction. Number of insti*uctor.s. N umber of pupils. Number of weeks the sub¬ ject is studied during the entire course. Male. Female. 1 3 1 5 © Cooking . . 10 50 40 Sloyd . — . 1 30 30 40 Carpenti’y _ 1 15 120 W ood turning . . 1 12 40 Carving . - _ _ _ 1 13 40 Farm or garden work . 3 24 80 Bricklaying . . . 1 () 80 Painting _ _ _ 1 12 80 Free-hand drawing . . 3 1 2 120 Clav modeling _ _ _ 1 40 Paper cutting and folding... 1 40 Sewing _ _ _ 2 200 Cooking . . 3 200 Carpentry, _ _ 1 120 Shoemaking . . 1 160 Plastering . . . ■1 Farm or garden work - 1 120 Painting . . . 1 40 Sewing. . . . . 1 38 40 Cooking . . . . 1 38 40 Carpentry . . 1 25 40 Farm or garden work . 1 25 40 Sewing . . 2 105 44 Cooking . o 105 44 Sloyd, or knife work - 1 f 13 44 Ca.rpeiitry I 20 44 Wood turning . 1 1 H 44 Carving . . . j i 8 44 Engineering . . . . 1 0 44 Shoemaking 1 13 44 Cabinet and furnitui'e 1 8 44 Forging - - 1 4 44 Visa work . . . . 8 Farm or garden work _ 1 80 44 Painting . 1 4 44 Laundry . 1 70 44 Housework .. . . . 105 44 Free-hand dra,wing . . . 4 Paper cutting and folding... 1 Sewing . . . . 2 20 Cooking’ . 1 8 4 Ccirpentry . . 1 0 Farm or garden work . . . 1 Painting . 1 2 2 Sewing . . 1 15 Cooking . - . . 1 15 Farm or garden work 3 20 Free-hand drawing . . 1 150 100 i 120 Mechanical drawing . 1 100 ! 120 Clay modeling . . . . 1 20 20 ! 80 Paper cutting and folding. .. 1 20 20 1 80 Sewing . . . . 2 100 i 130 Cooking - - 2 ICO : 120 Sloyd, or knife work . '] lOi) ! 80 Carpentry . . . 1 25 ! 120 Wood turning . . 1 Wao’ou making . 1 12 i 120 Taiioring . . 1 30 4 i 120 ShneTYta.king . . . 1 25 120 Forging . 1 14 120 Vise work . . 1 6 120 Machine-shop work . . . 1 6 120 F'arm or garden work. . 1 20 120 Bricklaying . . . . 1 6 120 Pri n ti n .O’ _ _ 2 8 120 Painting . 1 10 120 Baking . . . 1 5 120 Harness making. - - 1 16 120 MANUAL AND INDUSTRIAL TRAINING. 2465 Table 6. — Statistics of manual and industrial training — Branches tauglit—ConV 6., Name of institution. 1 Mount Pleasant Indian Industrial School, Mount Pleasant, Mich. Pipestone Indian Training School, Pipe¬ stone, Minn. Fort Shaw Industrial School, Fort Shaw, Mont. Carson Indian Training School, Carson, Nev. United States Indian School, Santa Pe, N. Mex. Browning Boarding School (Indian) , Elho- woods, N. Dak. Branches of instruction. S Free-hand drawing . . Paper cutting and folding.. . Sewing . . Cooking . Carpentry - - Farm or garden work . Sewing . . . Cooking . . Housekeeping . . Farm or garden work . Free-hand drawing . Paper cutting and folding . . . Sewing . Cooking . Sloyd, or knife work . . Carpentry . ... . . . Carving . . . Shoe and names making .... Tailoring _ _ Housekeeping and mending . Sheet-metal work . . . . Vise work _ _ Dining-room work . . Farm and garden work . Laundry work . . Free-hand drawing . Mechanical drawing _ Clay modeling . . . Paper cutting and folding... Sewing . . Cooking . . . Carpentry . . . Forging. . . V'ise work . . . Machine-shop work . Farm or garden work - Printing . . Painting . . . Paper cutting and folding .. Sewing . . Cooking . . . . Sioyd, or knife work . . Carpentry . . Wood turning . . . Carving . . Tailoring . . Baking . . Shoemaking . . . Pattern making . . . Forging . . Sheet- metal work. . Molding work . . Vise work _ _ _ Machine-shop work . . Farm or garden work . . Engineering . . Free-hand drawing . . Mechanical drawing . . Paper cutting and folding... Sewing . . Cooking. . - Sloyd, or knife work . . Carpentry . Wood turning . . Carving. . . Tin work . . . Farm or garden work - Number of instructors. Number of pupils. N um her of weeks the sub¬ ject is studied during 1 the entire course. Male. Female. 4 5 6 1 4 1 15 10 40 2 89 53 3 3 33 53 1 3 0 53 2 50 . *> 10 1 ’"70 3 6 40 8 10 70 9 68 6 184 130 20 1 35 37 8 1 0 130 4 3 0 75 8 ] f 80 0 30 \ - \ 10 0 40 1 1 10 0 30 1 13 0 20 1 30 4 30 4 0 100 40 } ^ 8 0 40 1 0 100 8 2 38 0 40 2 135 100 8 4 60 40 o 48 30 1 19 9 1 19 9 1 1 1 20 0 1 3 0 1 10 0 1 10 0 1 20 1 0 1 4 ' 0 1 10 ; 0 1 1 . 3 3 3 4 1 40 . 1 14 1 15 1 3 1 13 1 ^ 7 1 4 1 . . 1 3 1 10 10 1 . . 1 56 1 16 14 1 36 1 38 1 ' 20 1 1 86 1 1 56 ED 1900-— VOL II- •75 2466 EDUCATION EEPOST, 1899-1900. Table 6. — Stai istics of manual and industrial training — Branches taught — Cont’d. Name of institution. Branches of in.struction. Number of instructors. Num' pup 6 fSi Female. “ o Number of weeks the sub¬ ject is studied during the entire course. i. 3 4 5 . 6 Free-hand drawing . i 3 o Fort Totten, N. Dak. Paper cutting and folding. . . 1 Sewing . . . 2 Cooking . . 2 00 Ca.rpen1:ry _ _ _ 2 20 Shoe and harness making _ 1 10 Tailoring . . . . . 1 10 Fai’ni or garden work. . . 1 40 Ckilocco Indian Indnst''’ial Scliooi, Cbil- Mechanical drawing . . 1 1 Sewing . . . o 3 Cooking . . 2 Ca,rpentrv . . . 2 2 Forging." . . . 1 j Sheet-metal work . . 1 1 Vise work . . 1 • 1 Machine shop work . . 1 1 Farm or garden work . J 1 Bricklaying . . . 1 1 Printing. _ _ _ 1 1 Painting . . . 1 1 Se^’er Colony School, Colony, Okla . . Sewing"". . . . . 1 5 40 Cooking - . . I 10 40 Carnentry . . 1 1 40 - Far.ni or garden work . 2 16 30 Painting . . . . 1 4 Laundrying . 1 3 6 40 Arapaho Indian Boarding School, Dar¬ Sewing’ . 1 0 40 lington, Okla. Cooking . . 2 40 Cariientry . 1 8 0 40 Engineering. . . . 1 3 0 40 Farm or garden work . o 40 Red Moon Boarding School, Harnnion, Paper cutting and folding... 1 10 13 Okla. Sewing . . 1 15 Cooking . ] 15 Farm or garden work . . ] 13 Indian Industrial School, Caidisle, Pa . Free-hand drawing _ \ 17 f 4.50 3.50 40 Mechanical drawing . . . \ 300 350 40 Clay modeling . . . \ / 30 23 40 Paper cutting and folding . . . / 1 30 22 40 Sewing and tailoring - 8 G3 110 Cooking and housework - 8 407 16 Sioyd, or knife work . . 1 70 40 40 Carpentry 1 54 0 Wagonmakiiig and black- 1 47 smithing. Tinsmithing ._ . 1 19 Harness making _ _ 1 71 Farin oi’ garden work _ 2 550 16 Bricklaying . 1 7 Printing . . . . o 29 v> Painting . 1 16 Shoeraalring _ 1 57 Laundry. . 5 310 Indian Training School, Chamberlain, S. Free-hand drawing . . . . 2 10 30 40 Dak. Paper cutting and folding. . . 1 40 Sewing . 1 25 40 Cooking . 1 10 40 Carpentry 1 3 40 Farm or garden work _ 1 35 40 Painting . . 1 4 40 Riggs Institute, Flandreau, S. Dak ... _ Free-hand drawing . 1 180 170 350 Clay modeling . . 1 30 35 65 Paper cutting and folding . . . I 30 35 65 Sewing . . . . 1 15 70 85 Cooking _ _ _ _ _ 1 20 80 100 Carpentry . . . 1 25 25 Machine-shop work . 1 15 15 Farm or ga.,rden work. . . 1 30 _ 30 Painting . . 1 6 6 MANUAL AND INDUSTRIAL TRAININU, 2467 Table 6. — Statistics of manual and industrial training— Branches taught— CoiiVd, Name of institution. Branches of instruction. Number of instructors. Number of' pupils. Number of weeks the sub¬ ject is studied during the entire course. Male. a3 a o 1 3 4 5 & Oglala Boarding’ School, Pine Eidge, Sewing . . . 2 .50 40 S. Dak. Cooking . 2 50 40 Fa,rin or garden work . 2 50 'iO Printing . . 1 4 40 Pierre Indian Indiistrial School, Pierre, Free-hand drawing' . 131 S. Dak. Clay modeling . . 40 Paper cutting and folding. . . 70 Sewing . . 30 Cooking . - . 30 Farm or garden work . 16 Tomah Indian Industrial School, Tomah, Sewing . . 3 50 Wis. Cooking . o 50 Carpentry . . 1 15 Wood turning . 1 15 Farm or garden work _ _ 2 45 Painting . . 1 15 United States Indian Industrial School, Free- hand drawing . 1 35 35 33 Wittenherg, Wis. Paper cutting and folding... i 13 15 24 Sewing . . . 1 50 53 Cooking and baking . . 40 48 Carpentry _ _ 1 25 43 Farm or garden work . 1 50 53 . ■. , ^ fyjy :■. ' . •■ '■ ■;; ,- ■■ v ;• '•'■ ^ ■■ r ^ I ■ J CHAPTER XLI. COMMERCIAL AND BUSINESS SCHOOLS. In the last five years prominent business men of the country, as well as many leading educators, have manifested an increasing interest in the subject of busi¬ ness training, particularly in higher commercial education. Several universities now have departments of commerce, and many colleges offer business courses leading to degrees, while hundreds of public and private high schools have com¬ mercial courses parallel with the regular high-school courses. Many of the busi¬ ness and commercial schools have also extended and improved their courses of study. The progress of this movement was noted at some length in the Report of the Commissioner of Education for 1897-98, pages 2441-2461. The Report for 1898-99 published the recommendations of the committee of the department of business education of the National Educational Association on a course of study for commercial colleges, pages 2163-2174. In a preceding chapter of this Report (Chap. XXXV, pp. 1861-1871), under the head of “Higher commercial educa¬ tion,” there are given synopses of commercial courses offered by a number of universities and colleges. There a^re in the United States 4,393 institutions of various grades in which there were 186,048 students reported as pursuing commercial or business studies in the scholastic year 1899-1900. The number of each class of institution and the num¬ ber of business and commercial students in each of the five classes may be seen from the following summary: Class of institution. ISTumber of schools. Males. 1 iPemales. Total. Uni vei’si ties and colleges . . Public and private normal schools . 183 To 869 2, 893 373 6,212 4, 564 9,911 33, 133 58,398 1,741 2, 093 5,738 35, 757 33, 153 7,953 6,657 15,649 68,890 91,549 Private high schools and academies . . . Public high schools . . . Commercial and business schools . . . Total . . . . . . . 4,393 112,216 78, 482 190,698 Since 1889-90 the number of students pursuing business studies in commercial schools and other institutions has been subject to great fluctuation from year to year. Business depressions and reverses almost instantly aSect this class of schools. In 1890 there were reported to this Office 103,914 students in commercial studies. There was a steady and rapid increase up to 1893-94, when the number reached 150,505. Then there was a decline until 1897-98, when the number was only 123,913. The next year there was an increase to 131,518, and in 1899-1900 the number was 190,698, a phenomenal increase of 59,180 in one year. 2469 2470 EDUCATION EEPOET, 1899-1900. The following table is an esliibit of the number of students reported in com¬ mercial studies for each year from 1889-90 to 1899-1900: Students pursuing comniercial studies. Scholastic yeai'. In institutions not distinctly business schools. Ill com¬ mercial aud busi¬ ness schools. of stu¬ dents in commer¬ cial stud¬ ies. Universi¬ ties and colleges. Normal schools. Private high schools and acade¬ mies. Public high schools. Total. 1SS9-90 . 31, 991 36, .561 37,3.51 30,893 31, 757 11, 338 51,373 .56,003 53,963 61,333 99,119 feiiiiSsliii 103, 911 118, 163 105,110 130. .516 150. .505 140,363 131,931 133, 718 133, 913 131,518 190, 698 1890-91 . 1891-93 . 1893-93 . 1893-91 _ _ 1891-95- . 1895- 9(3 . . 1896- 97. . . 1897- 93. . . 1898- 99 . 1899- 1900 . 7, 300 4,577 5, 678 5,0.56 5,869 6, 463 7, 9.53 7, 771 5,393 5,375 6,397 5,731 6,136 6,657 i, 166 8,819 9, 889 11 , 571 9, 740 10, 609 15, 619 15.330 35, .539 30. 330 33, 075 31, 633 38, 131 68, 890 The above table indicates the progress made by high schools and colleges in meeting tlie demand for commercial education in this country. In 1889-90 these institutions had less than 2o per cent of the students in business studies, while in 1899-1800 they had almost 53 per cent. While the number of students in business and comniercial schools advanced from 70,186 in 1898-99 to 91,549 in 1899-1900, an increase of 21,363, the number in all other institutions increased 37,817, from 61,333 in 1898-99 to 99,149 in 1899-1900. The public high schools alone furnished 30,756 of this remarkable increase. In xirivate high schools and academies the increase was 5,040, in normal schools 531. and in universities and colleges 1,490. Itv.mnld seem that the public high school of the near future is to meet the greater part of the demand for instruction in the lower commercial studies, such as busi¬ ness arithmetic, bookkeeping, stenography, commercial geography, and commer. cial law. It was ascertained by this Office in 1893-94 that there were 15,320 students in the public high schools pursuing some of these studies. In 1899-19C0 the number had reached 68,890, an increase of over 342 per cent in six years. In 1893-94 the business and commercial schools reached the high-water mark when they reported 115,748 students. The lowest poinb reached was in 1898-99, when they reported 70,186 students ; the 91,549 re]ported in 1899-1900 shows a xdienome- nal increase in one year, but the number is still 24,199 less than the number reported six years before. Table 1 gives the number of institutions of all grades in each State and Territory in which business and commercial studies were taught and the number of students in such studies in 1899-1900. Table 2 gives the number of commercial students in universities and coheges in each State. The same table shows the number of such students in public and xrri- vate normal schools in each State. Table 3 summarizes by States the number of business and commercial students in xrrivate high schools and academies. The number of such students in the x^ub- lic high schools in each State is given in the same table. Table 4 is the first of a series of three tables summarizing the statistics of the 373 commercial and business schools reported to this Office for 1899-1900. These schools emxdoyed 2,113 instructors— 1,413 men and 699 women. Of the 91,549 stu¬ dents enrolled, 58,396 were males and 33,153 females. Many of these institutions have both day and evening schools. The number of students enrolled in the day schools was 70,978, the number of males being 44,450, females 26,523. The num- COMMEECIAL AND BUSINESS SCHOOLS. 2471 ber of students in tlie evening schools of these institiitions and not attending any of the day schools was 16,094, the number of males being 11,137, females 4,957, as shown in Table 5. A number of the schools reported only total enrollment, with¬ out dividing day and evening attendance. Table 5 shows that the 373 commercial and business schools had had 11,930 graduates from commercial courses and 11,356 graduates from amanuensis courses during the year 1899-1900. The number of students in each of four courses of study in each State, as reported by the 373 business amd commercial schools, is shown in Table 0. The number of students in each course is summarized as follows: Male. Female. Total. Commercial course . . . 37,538 14, 451 ;i, 439 1, 033 13. 844 30; 054 4, 053 286 riO,383 34, 505 13, 493 1,319 Amanuensis course . . . . . English course . - _ _ _ Course in telegraphy . . Total . . . - . - . 6:?, 461 37, 337 99,698 In many of the schools several thousand students were pursuing more than one course of study, which accounts for the fact that the total in the above table exceeds the total enrollment. Tables 7 and 8 show the number of students in certain business studies in the public high schools in each State and Territory. The number of public high schools maintaining regular business courses was 505, with 31,253 students in such courses. In 3,913 schools there were 68,890 students in bookkeeping; in 451 schools, 13,235 students in commercial geography, and in 437 schools. 9,336 stu¬ dents in commercial law. In 11 States there were 990 students in Spanish, not shown in these tables. Table 9 fills the remainder of this chapter, giving in detail the statistics of the 373 business and commercial schools. 2472 EDUCATION REPORT, 1899-1900. Table 1. — Number of institutions of all grades in ivliich commercicd and business studies were taught and number of students in such studies in 1899-1900. State or Territory. Schools. Students. Male. Female. Total. United States. . . . . 4,393 112,216 78, 482 190, 698 North Atlantic Division - - - - 1,398 34,786 26, 709 61,495 South Atlantic Division . . . . . . 345 8,268 5, 763 14,031 South Central Division . . 408 11,457 5,094 16,551 North Central Division . . . . . 1,985 50,350 35, 100 85, 4.56 Western Division . . . 257 7,349 5,810 13, 165 North Atlantic Division: Maine . . . . . . 107 1,311 1,087 2,378 New Hampshire . . . . . 57 599 279 878 Vermont . . . . v . . 55 523 468 991 Massachusetts . . . 202 4, 131 4,875 9,006 Rhode Island . . . . 27 739 577 1,316 Conn ecticut . . . . . 79 1,648 1,670 3,-318 New York . . . . 411 11, 786 7.717 19,503 New Jersey . . . . 110 3,321 2,346 5,667 Pennsvlvania _ _ _ _ _ 350 10, 728 7, 710 18,438 South Atlantic Division: Delaware . . . . . . . 12 414 276 690 Maryland . . . . . . 59 1,437 964 2,401 District of Columbia _ 20 1,418 1.598 3,016 Virginia _ _ _ _ _ 67 1,485 '860 2,345 West Virginia . . . . . . 40 683 621 1,304 North Carolina . . . 49 578 214 792 South Carolina _ _ _ _ 25 198 227 425 Georgia . . . . . . . 53 1,572 744 2,316 Florida _ _ _ _ _ _ 20 483 259 742 South Central Division: Kentucky . . . . . . . 62 1,812 658 2,470 T^ennessee . . 100 2,528 1,298 3,826 Alabama, . . . . . . . . 40 1,136 669 1,805 Mississippi . . . . . . 29 1,084 237 1,321 Louisiana . . . . . 28 1,113 269 1,382 Texas . . . . . . . 102 2,896 1,368 4,264 Ar kan sas . _ _ _ _ _ _ _ _ _ _ 36 678 433 1,109 Oklahoma . . . . . . . . 5 171 147 318 Indian Territory . . . . . . . 6 41 15 56 North Central Division: Ohio _ _ _ _ _ _ 248 5,820 3, 942 9, 762 Indiana.. _ _ _ _ _ _ _ _ 80 5,432 3,232 8,664 Illinois _ _ 280 10,227 5,970 3,343 16,197 Michigan . . . . . . . . 234 4,030 7,373 Wisconsin _ _ _ _ 150 2,958 2, 185 5, 143 Minnesota . . . . . . . . 72 2,366 1,241 3. 607 Iowa . . 303 6,238 4,699 10, 937 Missouri _ _ _ _ 135 5,061 3,595 10, 305 North Dakota . . . . . . . . 13 234 122 356 South Dakota _ _ _ _ _ 50 715 488 1,203 Nebraska . . . . . . 227 4.276 3,594 7,870 Kansas _ _ _ _ _ _ _ _ 193 2; 999 2,690 5, 689 , Western Division: Montana - - - - 16 472 513 985 Wyoming . . . . . . . 4 68 81 149 Colorado . . . 30 667 646 1,313 New Mexico _ _ _ _ _ _ _ 7 56 80 136 Arizona _ _ _ _ _ _ 3 62 31 93 Utah - - 12 620 310 9.30 Nevada . . . . . . 7 56 105 161 Idaho _ _ _ _ _ 6 65 53 118 Washington _ _ _ _ _ _ _ 36 1, 1.59 861 2,0,20 Oregon _ _ _ _ _ _ 32 876 024 1,.500 California . . . . . 104 3, 248 2, .512 5, 760 COMMERCIAL AND BUSINESS SCHOOLS. 2473 Table 2. — Students in conwiereial and business courses in vniversities and col¬ leges and public and private normal schools in 1899-1900. Universities and colleges. Public and private normal schools. State or Territory. Num¬ ber of institu¬ tions. Students. Num¬ ber of institu¬ tions. Students. Male. Fe¬ male. Total. Male. Fe¬ male. Total. 183 6,212 1,741 7, 953 75 4,564 2,093 6,657 20 811 83 894 7 217 196 413 19 446 120 566 11 151 388 539 35 1,289 3, 350 278 1, 567 4,471 455 17 402 124 526 94 1,121 139 37 3,754 40 1,364 21 5,118 61 15 . 316 3 Nor til Atlantic Division: 1 O 3 1 4 1 13 0 13 1 1 9 10 6 238 0 238 1 40 60 ICO 12 559 74 633 5 175 i:34 309 South Atlantic Division: i Maryland . o 41 0 41 1 1 10 0 i 10 3 100 21 70 170 . ---I Virginia _ . _ _ _ 6 27 1 21 28 West Virginia .. _ _ 2 33 18 51 3 56 131 North Carolina . 4 102 6 108 10 .55 i 65 South Carolina . . . 1 3 8 0 8 1 0 151 j 151 Georgia . . . . 72 3 75 o 40 100 140 Florida . . . 2 69 17 86 1 14 *■> 1 16 South Central Division: K entuck V _ _ _ _ - 5 426 48 474 4 208 37 245 Tennessee . . . . 11 3 399 140 539 4 70 57 1 127 Alaba,nia . . . . - 69 3 1 72 2 31 12 i 43 MinsissiTipi 1 3 29 8 j 37 T 1 ci n 3 116 263 0 116 Texas . - 74 337 1 ■>7 8 i 30 Arkansas . 3 8 9 17 3 37 7 44 OklclllOlTlR _ _ _ 1 1 8 4 12 North Central Division: Ohio . . . 13 382 172 554 4 391 138 529 Indiana . 3 132 9 141 5 1,016 366 1,382 Illinois . . . . 14 597 190 787 5 695 140 835 Michigan . . 67 24 91 1 88 1.25 213 Wisconsin . . . . 4 118 30 148 1 40 0 40 Minnesota . . . 4 1.52 13 105 2 14 4 18 Iowa . . . . . 15 461 158 619 7 469 237 706 Missouri . . . 13 309 61 370 3 192 52 244 North Dakota,- . - 3 i)4 27 91 1 60 0 60 7 202 101 61 263 OtJLl Lli tct/ - - -- - - « — Nebraska . . 5 47 148 O 578 194 772 Kansas . . - . - . 11 765 329 1.094 6 211 108 319 Western Division: A'T i'cni 2 26 19 45 AjjLKJil LctLlCL - - Wyoming . Colorado _ _ _ 1 31 25 1 17 9 28 New Mexico _ _ 1 21 24 45 1 21 11 32 3 87 64 27 114 W ashington - - - - 4 27 91 California . -- 4 87 17 104 1 2 1 3 ' 2474 EDUCATIOI'^ EEPOBT, 1899-1900. Table 3. — Students in commercicd and business courses in jjrivate high schools and academies and in public high schools in 1899-1900. Private higli schools and academies. Public high schools. State or Territory. Num¬ ber of schools. Students. Num¬ Students. Male. Fe¬ male. Total. ber of schools. Male. 1 Fe¬ male Total. L^nited States . . . 869 9,911 5,738 15, 649 3,893 83, 133 35, 757 08,890 North Atlantic Division . 283 3, 501 1,808 5.309 981 13,996 1.3,333 26,328 South Atlantic Division . 143 1,314 627 1,941 148 3,159 2, 188 4,347 South Central Division . 158 1,851 875 3, 726 160 1,284 1,221 2, .505 North Central Division . 211 3, 533 1,618 4, 140 1, 473 15,018 17,100 32,116 Western Division . 75 723 810 1,.533 133 1,678 1,916 1 3, 594 North Atlantic Division; Maine . 20 177 128 305 82 638 6.31 1,2.59 New Hainpshi^’e . . 92 340 49 889 o3 205 214 419 Vermont . . ii 109 77 186 43 269 288 .557 Massachusetts . . 25 111 141 352 163 2, 488 3, 120 5, 608 Rhode Island . . 6 303 34 326 18 267 330 597 24 177 146 333 45 .594 737 1, 331 New York . . 93 999 447 1,446 279 4,-375 3,301 7,676 New Jersey . . . 32 117 169 286 80 1,234 1,2.50 3,484 Pennsvlvania . . . 60 1,369 637 1, 896 240 2, 926 3, 471 6,397 South Atlantic Division: Delaware . 1 o 0 o 10 93 183 275 Maryland . 17 260 100 360 38 926 705 1,631 District of Columbia. . 11 73 96 168 t> 322 436 758 Virginia . . 36 285 118 403 23 343 283 535 West Virginia . 10 76 51 137 2:3 195 259 454 North Carolina . . . . 39 451 145 596 3 7 8 15 South Carolina . . 13 ■ 83 44 126 10 88 17 105 Georgia . . . . . 14 85 58 143 28 205 216 421 Piorida . . 3 1 15 16 13 81 83 163 South Central Division: Kentucky . 33 391 112 503 15 87 63 149 Tennessee . 33 261 1.53 414 46 276 291 567 Alabama . . 17 177 228 405 15 148 158 304 Mississippi . . 11 235 20 255 9 84 144 238 Louisiana . 13 231 39 260 8 171 64 235 Texas . . 33 • 430 238 668 53 384 408 793 Arkansas. . 14 103 65 168 13 100 61 161 Oklahoma . . . . 1 0 9 9 o 34 35 69 Indian Tei'ritory .... 5 33 11 44 North Central Division: Ohio . . 15 106 113 218 190 3, 070 1,701 3,8.31 Indiana . 16 171 166 337 37 648 030 1.278 Illinois . . 35 524 304 828 197 1, 939 1 2,190 4,129 Michigan . 10 56 143 198 206 1,959 2, 022 3,981 Wisconsin . . . . 17 245 : 100 345 113 1,047 1,271 2,318 Minnesota . 21 405 i 141 546 33 360 340 700 Iowa . . . 24 301 173 473 238 3,214 2,558 4,773 Missouri . . 41 434 256 680 64 1,383 1,634 3.910 North Dakota . . 8 50 74 134 South Dakota . 5 90 53 i43 36 ; 271 306 577 Nebraska . . . . 16 125 98 223 196 ; 1,830 2,495 4,325 Kansas . 11 75 74 149 157 1,346 1,819 3, 165 Western Division: Montana . . . 3 0 16 16 8 37 41 78 Wvoming . . 3 37 56 93 Colorado . . 3 33 36 69 23 254 301 555 New Mexico . 1 0 7 7 4 14 38 53 Arizona . 2 12 20 33 Utah . . . . 7 232 43 274 3 73 95 167 Nevada . . . . 7 56 105 161 Idaho . . 4 24 21 45 Washington . . 11 75 131 206 17 1.57 179 336 Oregon . . . 13 107 121 328 13 1 1 1^0 196 386 California _ _ _ 38 37 6 457 733 48 825 1 884 1,689 COMMERCIAL AND BUSINESS SCHOOLS.' 2475 Table 4. — Instructors and students in commercial and business schools in the United States reporting in 1899-1900. State or Territory- Number of schools. Instructors. Students enrolled. Students in day schools. Male. Female, Total. Male. Female, Total., i Male. Female. Total. . ■United States. . . 3'7o 1,413 699 2, 112 58,396 j 33, 153 91,549 1 44, 456 26,522 1 70, 978 Kortli Atlantic Division... 108 429 233 662 17,261 ! 11, 290 28, 5.51 11,688 8,638 1 20, 326 South Atlantic Division 90 53 143 4,198 2,440 6, 6.38 3,164 1,835 4,999 South Central Division - 38 152 53 205 6,631 2,596 9,227 5,308 2,237 i 7, 545 North Central Division - 171 616 284 900 25,714 1 13,897 39,611 20, 8.50 11,745 ! 32,595 Western Division . 126 76 202 4,592 1 2,930 7,522 3,446 2,067 j .5,513 North Atlantic Division; Maine . . . . 4 8 8 16 494 316 810 463 289 7.52 New Hampshire . 1 4 (1 4 41 16 57 41 16 57 Vermont . 2 5 5 10 145 103 248 115 , 88 203 Massachusetts . 15 53 41 94 1,.S32 1,614 3, 146 1,249 1,304 2,5.53 Rhode Island . . 2 11 3 14 269 214 483 238 198 436 Connecticut . . . . . . 10 24 23 47 877 787 1,664 730 839 1,369 New York... . . 33 146 93 2S3 0,134 3,909 10,043 4,482 2, 897 7,379 New Jersev _ 8 40 17 57 1,970 927 2,897 1,030 709 1,739 Pennsylvania _ 33 138 43 181 5, 799 3,404 9,203 3,340 00 (M' 5, 838 South Atlantic Division: Delaware. . . 1 11 1 12 320 93 413 182 90 272 Maryland . 1 6 0 6 200 159 3.59 i 135 L->5 260 District of Columbia . . 4 10 22 32 924 996 1,920 503 591 1,094 Virsfinia . . 0 28 12 1 40 915 449 1,364 779 384 ; 1,163 West Virginia . 8 4 ! 12 323 218 541 227 178 405 North Carolina . . . 1 1 0 1 8 0 8 . 1 1 South Carolina . . 1 0 2 2 20 15 35 20 15 '35 Georgia . . 6 21 9 30 1,170 367 1,537 1,099 339 1,438 Florida . 2 5 3 8 318 143 461 219 113 332 South Central Division; Kentucky . 5 19 6 25 700 399 1,099 003 379 982 Tennessee. . . 7 23 9 32 1. 522 657 2, 179 1 1,238 .580 1,818 Alabama . 3 11 6 17 711 270 981 402 238 640 Mississipui . . . 6 33 4 37 736 65 801 i 726 60 780 Louisiana . . . 4 13 5 18 605 166 771 375 121 498 Texas . . . 8 35 11 4() 1,792 645 2,437 1,547 .581 2, 128 Arkansas. . . 3 11 8 19 ‘428 291 719 303 198 501 Oklahoma . . . . 3 7 4 11 137 103 240 114 80 194 Indian Territory North Central Division: Ohio . . . 26 79 44 123 2,871 1, 759 4, 630 2, 154 1.447 3, 301 Indiana. . . 19 79 37 116 3,465 2,061 5, 526 2,562 i;623 4, 185 Illinois . . . 29 140 49 189 6,472 3,148 9,618 5, 447 2, 711 8, 1.58 Michigan . 15 43 38 81 1,800 1,030 2, 890 1,475 839 2,314 Wisconsin. . . . 15 37 21 58 1,508 784 2, 292 1,212 661 1,873 Minnesota. . 13 35 17 52 1,435 743 2, 178 1,068 593 1, 661 Iowa . . . 21 65 35 100 2, 793 1,574 4,367 2, 406 1, 475 3, 881 Missouri . . 14 72 18 90 2,854 1,592 4, 446 2,208 1,273 3, 481 N orth Dakota. . . 1 4 0 4 60 20 80 51 17 68 South Dakota _ _ 2 7 3 10 152 68 220 145 62 207 Nebraska . 8 28 13 41 1,642 760 2,402 1,616 737 2, 353 Kansas . 8 27 9 36 602 360 962 506 307 , 813 Western Division: Montana . 3 14 6 20 449 437 846 258 124 382 Wynin’in.o- Colorado . . 3 7 4 11 363 300 663 93 85 178 New IVTexieo Arizona . . 1 1 1 i 2 50 11 61 40 9 49 Utah . <> 7 5 12 316 173 489 207 133 340 Nevada. Idaho . 2 3 2 ; 5 41 32 73 37 29 66 Washington. . 5 25 13 1 38 840 524 1,364 492 302 854 Oregon . 3 11 J ! 19 515 280 795 515 280 795 California . 13 58 37 95 2,058 1, 137 3, 231 1,804 1,045 2, 849 2476 EDUCATION REPOKT, 1899*1900. Table b.— Graduates in commercial and business schools and students in evening courses reporting in 1899-1900, state or Territory. Students in evening schools not in any day schools. Graduates in com¬ mercial coiirse. Graduates in aman¬ uensis course. Male. Female. 0 H Male. Female. ■4-5 0 H Male. Female. Total. United States . 11,137 4,957 16, 094 8,602 3,334 11, 936 4,352 7,004 11,3.56 N orth Atlantic Division . . . 4, 23:1 2.311 6, 543 2,411 1,019 3, 430 1,649 3,082 4, 731 South Atlantic Division . . - 782 228 1,010 524 228 752 234 349 583 South Central Division ... 948 310 1,258 1,305 507 1,812 484 589 1,073 N orth Central Division . . . 4, 433 1,741 6,174 3,633 1,183 4,816 1,624 2,526 4,1.50 Western Division . . . 742 367 1,109 729 397 1, 126 361 458 819 North Atlantic Division : Maine . 49 27 76 76 24 100 21 52 73 New Hampshire . 16 4 20 Vermont-! . 30 15 45 22 8 30 7 22 29 Massachusetts . . 284 309 593 191 145 336 113 188 301 Rhode Island . 31 16 47 72 30 102 13 73 86 Connecticut . 111 94 205 254 107 361 38 166 204 New York . . . 1,401 862 2, 263 778 313 1,091 702 1, 583 2,285 New Jersey . . 832 330 1,162 272 73 345 111 291 402 Pennsylvania. - . . 1,494 658 2,152 730 315 1,045 644 707 1,351 South Atlantic Division: Delaware . . . 141 20 161 43 6 49 21 30 51 Maryland . 6.5 34 99 75 18 93 50 90 140 District of Columbia .. 137 75 212 84 75 159 52 79 131 Virginia . 182 19 201 85 17 102 47 50 97 West Virginia . . 96 40 136 49 22 71 24 47 71 North Carolina. . . 8 0 8 South (^arolina . 3 2 5 Georgia . 58 13 71 128 82 210 31 31 62 Florida. . 95 27 122 57 6 63 9 22 31 South Central Division: Kentucky. . 105 19 124 254 73 327 71 139 210 Tennessee . . . 271 63 334 299 300 599 269 292 561 Alabama . 37 6 43 86 11 97 26 33 59 Mississippi- . 9 9 18 56 12 68 2 3 5 Louisiana . . . 230 45 275 72 14 86 11 26 37 Texas . 223 70 293 494 84 578 91 75 166 Arkansas . 50 79 129 44 13 57 14 21 35 Oklahoma . . 23 19 42 Indian Territory _ North Central Division: Ohio . 778 325 1,103 543 211 754 281 459 740 Indiana . . 667 365 1,032 716 305 1,021 148 249 397 Illinois . 984 358 1,342 498 89 587 306 352 6.58 Michigan . 380 201 581 136 40 176 24 49 73 Wisconsin . 314 77 391 285 42 327 107 131 238 Minnesota . . 255 84 339 260 98 358 145 233 378 Iowa - . . 342 117 4.59 207 76 283 96 191 287 Missouri . . — 606 169 775 790 269 1,059 427 727 1,154 North Dakota . 9 3 12 4 2 6 1 . 2 3 South Dakota. . 7 6 13 4 4 8 Nebraska . . 26 13 39 121 22 143 51 86 137 Kansas . . 65 ! 2:3 88 69 25 94 38 47 85 Western Division: Montana . 200 100 300 9 12 21 12 15 27 Wvoming . . . 1 . . Colorado . . . . 57 29 86 12 4 i 16 1 7 8 New Mexico . A ri'/pina 10 12 ! Utah . - . . 85 61 149 32 8 1 40 21 ' 32 53 TsT rl a. 1 1 Idaho . . . . 4 3 . 7 6 2 i 8 1 1 5 6 Washington _ 168 57 225 61 45 106 24 1 73 97 Oi’egon . 106 41 1 147 17 1 65 82 California . 218 1 112 330 503 285 788 285 j 261 546 COMMEECIAL AND BUSINESS SCHOOLS. 2477 Table 6. — Students in certain courses of study in covwiercial and business schools reporting in 1899-1900. 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 . . Commercial course. Amanuensis j course. j English course. Telegraphy. 6 6 (D 6 r2 g IS 6 iS g 1 6 "g g i .2 g IS -p 0) pH o H i pR o m i-ti o s o 37, 538 12,844 50, 383 14,451 20,054 34,505 9, 439 4,053 13,492 1,033 286 1,319 10,011 4, 007 14,018 4,201 7,237 11, 438 1,844 979 3,823 233 54 278 2,553 1,031 3,583 1, 452 1,346 2, 798 1,305 790 3,095 62 16 78 4,468 1,334 5, 820 1,597 1,487 3,084 1,415 263 1,677 115 18 133 17,443 5, 180 22, 608 6,115 8, 653 14, 768 4,410 1,713 6,123 537 163 700 3,087 1, 293 4,359 1,086 1,331 2, 417 465 309 774 86 35 121 397 159 556 59 131 190 2 4 6 ..., 41 16 57 6 4 10 10 2 13 i3 60 165 34 40 74 10 0 10 24 7 31 1, 303 805 2, 107 250 906 1,156 110 166 276 98 '326 22 116 138 20 10 30 707 373 1 079 135 340 475 43 24 67 2,410 805 3! .315 1,258 3,602, 3, 860 641 179 830 179 41 330 1,420 855 1,775 339 656 995 379 161 540 19 4 23 3,401 1,337 4, 738 2,098 2, 443 4,540 639 435 1,074 1 0 1 140 33 173 45 50 95 140 50 190 145 150 295 50 15 65 382 432 814 304 424 738 451 443 894 0 6 0 658 161 819 458 296 754 4-82 262 744 30 0 20 143 91 334 83 105 187 83 26 109 11 3 14 8 0 8 .3 13 0 0 0 20 15 35 858 239 1,097 337 203 540 214 27 241 39 11 40 316 21 237 81 118 199 5 2 3 2 4 523 159 683 190 286 476 96 26 132 52 6 58 1, 189 610 1, 799 731 437 1,148 100 23 132 39 7 36 245 51 296 183 185 368 50 10 GO 515 46 561 33 25 58 239 0 339 13 0 12 310 169 479 77 57 134 190 6 196 1, 461 338 1,689 333 396 728 740 198 938 6 5 11 122 40 162 33 59 91 0 0 0 9 0 9 101 51 152 39 52 81 0 0 0 ! ” 0 7 2,039 820 3,859 928 1,186 2, 114 763 360 1,123 0 0 0 2, 849 1.148 3,997 1,082 1,260 2, 342 415 249 664 106 33 139 4,294 '990 5,284 1,1.53 1,990 3,143 1.251 232 1.473 51 8 59 1,214 346 1,560 255 532 787 167 "88 '255 8 2 10 814 357 1,071 336 380 716 435 203 638 0 0 0 865 238 l,l(i3 272 533 805 117 60 177 59 11 70 1,815 566 3,381 495 888 1,385 197 115 312 80 10 90 1,966 404 2, 370 930 1, 177 2, 107 449 97 546 106 85 191 60 12 72 6 12 18 123 20 143 35 46 133 53 186 1,073 237 1,310 478 457 935 452 244 696 40 10 50 330 132 453 169 203 373 31 23 53 87 4 91 200 64 264 83 128 211 170 80 250 14 8 23 284 315 499 31 58 89 46 18 . 64 9 3 12 15 5 20 3 5 7 33 1 34 194 37 231 103 96 198 28 25 53 18 AX p; 14 19 14 8 01 430 159 589 18.5 266 451 49 52 101 15 8 23 410 149 550 85 310 295 100 100 200 1,503 659 3,162 593 554 1,147 25 25 50 i 16 64 2478 EDUCATION EEFORT, 1899-1900. I Table 7. — Public high schools reporting regular business courses and those having students in bookkeeping in 1899-1000. State or Territory. Business courses. Bookkeeping. Schools report¬ ing. Male stu¬ dents. Female ^ stu- 1 dents. 1 Total in busi¬ ness courses. Schools report¬ ing. Male stu¬ dents. Female stu¬ dents. Total in book- keep- ing. United States . . 505 11,196 10,057 21,2;53 3,913 3t>, lo3 35, 757 68, 890 North Atlantic Division... 174 5,464 4,598 10,060 981 12,996 13,a32 26,328 South Atlantic Division... 52 904 978 1,882 148 2, 1.59 2,188 4,347 South Central Division _ 71 539 658 1,187 160 i 1,284 1.221 2,-505 North Central Division — 165 3, 322 2, 738 6,0-58 1,493 1 15,016 17,100 33, 116 Western Division . 43 977 1,089 2, 066 1^1 1,678 1, 916 3,594 N orth Atlantic Division : i Maine . 14 131 1 128 ,259 82 ! 638 621 1, 259 New Hampshire . 1 1 i 9 10 33 205 214 419 V ermont _ _ 3 16 I 13 32 43 1 269 288 557 Massachusetts . . 36 1,143 1 1.616 3, 759 162 3,488 3,120 5.608 Rhode Island. . . 7 156 ; '268 434 18 267 330 ' 597 Connecticut . . 10 181 230 411 45 594 737 1,331 New York . . . . 31 2,251 813 3,064 379 4,375 3,301 7, 676 New Jersey . . 26 627 420 1,047 80 1,234 1,250 2,484 Pennsylvania ...... _ 46 958 1,096 3,054 240 2,926 3,471 6,397 South Atlantic Division: 10 93 183 275 4 84 71 155 38 936 705 1,631 District of Columbia . . 2 332 436 758 2 323 436 758 Virginia . . 13 200 217 417 22 343 283 525 West Virginia . . o 24 32 56 23 195 259 454 North Carolina . 2 4 3 6 3 7 ! 8 15 South Carolina . — 5 68 10 78 10 88 17 10." Georgia . 19 162 175 337 28 205 213 421 Florida _ 5 40 35 75 13 81 83 163 South Central Division: Kentucky _ _ 7 28 10 38 15 87 63 149 Tennessee . . . . 17 114 63 177 46 376 291 567 Alabama . 9 71 356 437 15 148 156 304 Mississippi . . 8 53 10 62 9 84 144 228 Louisiana - - 4 37 47 84 8 171 64 235 Texas . . 21 194 163 857 53 384 408 792 Arkansas . . 5 33 9 1 42 13 100 61 161 Oklahoma . i 2 34 35 69 Indian Territory _ i North Central Division: Ohio . . 30 1, 005 636 1 1,641 190 3,070 1,761 3,831 Indiana. . . 5 58 47 ! 105 57 648 630 . 1, 278 Illinois - . 21 358 344 1 703 197 1, 939 2,190 i 4, 139 Michigan . . . . 36 623 504 ' 1, 127 306 1,959 3,022 1 3,981 Wisconsin. . 9 217 320 1 437 113 1,047 1,271 2,318 Minnesota . . . 4 45 30 ' 7^^ 33 360 340 700 Iowa _ _ 37 328 284 613 236 2,214 2,558 4, 772 Missouri . . . . 19 379 407 786 64 1,283 1,634 3,916 North Dakota . 8 50 74 124 South Dakota . . . . 1 3 4 7 36 271 306 577 Nebraska . . . 10 173 143 315 196 1, S30 2,495 4,325 Kansas _ _ _ 13 134 117 251 157 1,346 1,819 3, 165 Western Division: 1 Montana . . . 8 37 41 78 Wyoming _ _ 1 1 0 1 3 37 56 93 Colorado . . . . 2 23 23 44 23 354 301 555 New Mexico . . 2 18 23 41 4 14 38 52 Arizona . .i. . Q 13 20 32 2 12 20 32 Utah...... . 2 94 97 191 3 73 95 167 Nevada . . . 1 19 35 54 7 56 105 161 Idaho .. -. _ 4 24 21 45 Washington- . 3 18 5 i 33 17 157 179 336 Oregon . . . . •> 73 65 ! 138 13 190 196 386 California . 28 720 823 1 1.543 1 48 825 864 1,689 1 COMMERCIAL AMD BUSIMESS SCHOOLS. 2479 Table 8, — Public high schools reporting students in commercial geography and commercial laiv in 1899-1900. State or Territory- Commercial geography. Commercial law. Schools report¬ ing. Male stu¬ dents. Female stu¬ dents. Total in com¬ mercial geogi’a- phy. Schools report¬ ing. Male stu¬ dents. Female stu¬ dents. Total in com¬ mercial law. United States . . 451 5,934 7,311 13, 235 •±37 4, 787 4, 539 9,328 North Atlantic Division .. 149 3, 150 2, 719 4,869 173 3,179 3, 144 4, 333 South Atlantic Division . . . 27 370 533 903 13 168 282 450 South Central Dit ision .... 48 843 901 1, 744 34 333 137 469 North Central Division ... 314 2, 197 2. 814 5,011 191 1,704 1, 597 3,301 Westei’n Division... . 13 3G4 344 708 26 404 379 783 North Atlantic Division; Maine . 14 114 108 333 15 100 81 181 New Hampshire . . 4 37 31 51 5 29 30 59 Vermont . . 2 16 16 11 67 57 124 Massachusetts - 36 433 509 943 50 500 676 1,176 Rhode Island . . 7 70 101 171 9 83 130 313 Connecticut . . 5 99 188 287 8 93 150 243 New York - 20 269 483 753 18 360 118 478 New Jersey . . 14 338 245 583 26 377 233 609 Pennsylvania . . 57 784 1,045 1,839 31 571 670 1,341 South Atlantic Division: 3 43 67 109 Maryland - - - 3 39 30 59 1 3 •> 4 District of Columhia . . 3 96 115 311 0 96 115 211 Virginia . 1 13 13 36 2 21 40 61 V^est Virginia . 1 4 6 10 North Carolina Gr\n -Ml 4 50 53 lt»3 OOLlLil - - ...... Georgia . . . 10 117 198 315 5 36 114 150 Florida . . 4 23 57 80 2 9 5 14 South Central Division: Kentucky . . . 4 47 48 9.5 1 8 1 9 Tennessee - - 6 71 65 133 8 76 20 96 7 86 83 169 Mississippi . 8 73 77 150 3 22 6 28 Louisiana . . . 3 38 46 84 2 62 16 78 Texas - - - 17 343 448 790 13 118 ' 89 207 Arkansas . . 4 186 134 330 5 40 5 45 Pdrlfilin'm a. Indian Territory 0 6 0 6 North Central Division: Ohio . . . 48 513 639 1,143 28 345 210 555 Indiana. . . 10 134 300 334 7 209 163 371 Illinois . . . . 39 384 451 835 18 139 145 274 Michigan . . . 31 137 160 397 35 351 236 487 Wisconsin . . 11 154 317 371 3 7 13 30 Minnesota . . .’. 3 34 21 55 3 24 19 43 Iowa. . 24 163 235 397 41 333 358 691 Missouri . . 15 233 284 507 14 174 185 J59 North Dakota . 3 11 18 39 2 5 20 25 South Dakota . 6 59 67 126 3 41 37 78 Nebraska - - - - 38 193 291 483 13 50 68 118 Kansas . . 17 194 341 435 26 136 144 380 Western Division: 1\/T 1 12 5 17 Yoiiiin^ _ _ _ Colorado . . 1 4 16 30 3 34 38 63 Now iVlGxico _ ....... A rizona i 2 3 5 Utah . . . . 1 13 17 29 1 32 34 56 _ _ _ - _ ........ tv a sh in f* ton 4 40 60 100 Oregon . . 1 20 47 67 4 37 34 71 Calif oi’nia . . 9 316 259 575 13 269 330 489 2480 EDUCATIOI'^ REPOllT, 1899-1900. Table 9.— Statistics of commercial and business 1 3 4 5 6 16 18 19 20 21 22 2:3 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 Post-office. Name. ExecutiA’e officer. In¬ struct¬ ors. Actual num¬ ber of stu¬ dents en¬ rolled. •eiuH (D 'cfi a IE Male. Female. Total. i ;s 4 5 & 7 8 ALABAMA. Birmingham - Birmingham Business College Willard J. Wheeler. 3 4 144 75 219 . do . The Massey Business College. Wm. N. Smith . 4 1 217 145 362 Montgomery .... The Massey Business College. W. N. Philips . 4 1 350 50 400 ARKANSAS. Fort Smith - F ort Smith Commercial Col- George M. Neale ... 3 1 93 74 167 lege. K.K.Ford . . 2 0 125 35 160 LeA’^i Kej''s . . 6 5 210 182 392 1 lege. ARIZONA, i i E. M. Lainson _ 1 1 1 50 11 61 j CALIFORNIA. Eureka Business College . C.J. Craddock . 0 1 27 11 38 Los Angeles _ Woodbury Business College. . N.G.Felker . 0 4 250 KXl 3.50 Sacramento _ _ Atkinson’s Business College . . E. C. Atkinson . 6 1 119 87 206 San Francisco _ Ayers’ Business College . W.F. Avers . 2 3 310 285 595 . do . Heald’s Business College . C.S. Haley 19 9 526 159 685 . do - - Munson School of Shorthand. E. M. Carpenter _ 0 e 22 31 53 do _ _ San Francisco Business Col¬ C.Fi.How;ird 5 7 262 207 469 lege. Santa Ana . Orange County Business Col¬ R Ti RisbA^ 0 1 63 21 84 lege. Santa Barbara. . . Santa Barbara Business Col¬ E. B. Hoover _ 2 0 20 10 30 lege. Santa Cruz . . ChestnutAvoods Business Col- ‘ H. E.Cox . 3 1 95 35 130 lege. San J ose . . San Jose Business College J.P C Fellows g 4 84 87 171 Santa Rosa . Santa Rosa Business College.. J. S. Sweet, A. M _ 2 2 80 •10 120 Stockton. _ _ Stockton Business College _ W. C. Ra.msey 8 2 200 100 300 COLORADO. 1 ~ Denver . . Wallace Business College _ R. J. Wallace 1 >> 213 192 405 Pne bio . . Pueblo Business College . . W. E. Anderson . 2 1 90 62 1.52 1 Trinidad . Trinidad Business College .... C. H. Donaldson _ i 1 60 46 106 CONNECTICUT. i Bridgeport . Martin’s Business College .... 1 William J. Martin.. 1 0' 20 60 80 Hartford _ Morse Business College. _ F, R Morse 3' 346 221 567 _ do . Huntsinger’s Business College E- M. Huntsinger... 5 3 218, 147 365 Middletown _ Connecticut Business College . A . ,T. Harding 1 2 New Haven . The Childs Business College.. Sidney P. Butler ... 3 1 ”56 ”56 ”ii2 . do . GaffeA’^’s Shorthand School .Toll 71 F (Jaffey 1 3 72 144 216 _ _ do . Vale Busiue®!:; College R C Tioveridp'e 0 54 38 92 Norwich _ Norwich Business College _ W. E. Canfield 2 0 51 36 87 Stamford . Merrill Collep'e Mrs. M. A. Merrill 2 4 37 30 67 Waterbnry . Waterbury Business UniA'er- H C.Post . 0 3 43 55 98 sity. DELAAVARE. Wilmington _ Goldev College . H. S. Goldey 11 1 320 93 413 DIST. COLUMBIA. 1 ! Washington _ Spencerian Business College*. Mrs. Sara A. Spencer 1 3 184 46 230 . do . . Tanner’s Shorthand and Bus¬ H. ( t Ta.nTier 1 3 189 223 412 iness Collge. ! . do _ _ W^ood's Commercial College neni’t F Weed 2 0 284 330 614 ... . .do . Washington Business High Allan Davis () 14 267 397 664 School. * Statistics of 1898-99. COMMERCIAL AXD BUSmESS SCHOOLS, 2481 schools in the United States in 1899-1900, Aetna] number of students enrolled. Average daily at¬ tendance In com mercia,! course. In amanu¬ ensis course. In English course. In teleg¬ raphy. Months necessary for gradua¬ tion. Q-radu- j ates in ' com- 1 mercial course, j Gra atef ama du- j i in mu- sis I’se. Day school. Evening school. en! COUl Male. Female. Male. Female. >■.0 CS 0 Q'g cc Evening school. Male. Female. .1 A ' i g A *ZL| Male. Female. Male. Female. Day course. Evening course. 1 Male. 1 Female. Male. Female. 9 liP 11 13 14 15 16 If IS 1© 22' _ j 21 25 2&I27 2S 111 75 143 50 74 8 68 67 0 4 IS 4 17 » 198 19 132 42 85 103 23 3 4 13 60 20 18 ? 15 1 30 15 48 10 5 6 50 4 5 0 93 74 0 0 68 0 87 29 97 55 0 0 9 0 34 13 14 21 4-0 15 10 6 40 25 35 11 5 4 4-5 8-10 10 1 ifo 109 40 73 i2a 70 6 9 40 9 10 9 9,7 8 15 2 5 33 1 10 20 20 4 23 6 9 7 8 20 215 IGO 25 10 100 25 250 100 200 im 25 0 7 75 6 50 0 101 81 18 6 85 41 48 59 12 ! 3 7 18 250 243 50 42 135 25 106 ' 119 204 124 6 9 68 ' 49 147 losi 481 144 45 15 340 25 431 144 15 5 6 22 31 7 i7 198 173 64 34 169 31 203 98 52 104 7 5 8 11 162 141 41 68 54 20 9 1 52 5 50 19 13 11 18 12 10 26 15 0 0 26 13 1 6 4 4 0 0 95 35 0 0 95 35 0 15 8 0 12 84 87 0 0 40 59 24 25 63 18 20 12 21 18 0 2 80 40 84 75 35 1 9 43 33 i 2C0 100 200 100 25 25 25 100 25 30 20 193 187 20 5 60 48 30 20 85 ”45 60 20 20 30 10 12 12 4 1 7 33 37 27 9 25 10 31 ~8 11 28 18 1 9 3 6-9 12 0 0 0 12 40 8 20 15 10 20 60 10 50 293 184 53 37 302 87 44 ! 134 106 29 14 50 218 147 218 147 1 7-10 67 43 65 15 56 56 7’’ 144 50 42 30 62 i 3 6 45 33 9 5 35 11 40 38 14 16 1 35 ! is 2 20 44 30 8 68 14 36 12 5 18 1 40 21 10 10 30 ! 8 4 12 28 26 9 4 4"5 8 20 7 14 20 i 3 3 6-8 10 1 2 6 12! 18 3.5 25 20 35 25 35 8 30 1 10 16 6 2 16 182 90 141 20 140 32 45 50 43 6 21 30 108 30 76 16 77 47 115 35 37 27 184 48 23 1 9 9 9 128 164 61 59 10 1C 23 8 4 12 267 397 497 267 397 267 1 397 267 397 0 0 18 39 58 39 58 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 IG 17 18 19 20 21 oo 23 24 25 2ft 27 28 29 30 31 32 33 34 35 3ft 37 38 ED 1900 — VOL 11—76 2482 EDUCATIOJT REPORT, 1899-1900, Table Q.— Statistics of commercial and business schools 39 40 41 42 43 44 45 40 48 49 50 51 52 53 54 55 50 57 53 59 60 61 62 63 64 65 66 67 68 69 70 71 72 73 74 76 77 79 80 Post-office. Name. Executive officer. In¬ struct¬ ors. Actual num¬ ber of stu¬ dents en¬ rolled. Male. 6 g s Male. Female. Total. 1 3 3 4 5 7 S FLORIDA. J.H.King . . 3 1 202i 108 310 L. M. Hatton and 2 116 35 151 J. W. Shaffer. GEORGIA. A. C. Briscoe . 4 2 284! 92 376 ness University. Brother Odon . . 5 0 160 0 160 stitute. Richard M. Massey. 5 2 302' i 128 430 H. S. Shockey _ 2 o 76 1 64 140 C. L. Richmond _ 3 2 123 43 166 _ do . . J. T, Brandley . •> 1 225 40 265 IDAHO. ! Boise Citv . Boise Business and Shorthand Grace E. Doyle _ 1 2 32 29 61 College. W’’m. Perkins . .. 2 0 9 3 12 ILLINOIS. Amboy . Amlioy Bu.sine.ss Collefe No report Aurora . Aurora Business School _ L. M. Allen . . \ ^ 2 129 64 193 Belleville . Belleville Commercial College Jos. P. Foeller . 1 2 1 85 21 106 Bloomington Bloomington Business College i I. N. Wright _ 3 2 96 60 156 Champaign . The Champaign Business Col¬ j G.W. Temiile. . 4 0 70 31 101 lege. Chicago _ Chicago Business College . Gordening and Vir- 14 4 1232 734 1966 1 den. _ do . - De La SaJle Institute _ _ i Brother Peter _ 12 0 297 0 297 . _..do . Jones Business College . . i Chas.E. Jones . 4 4 155 189 344 _ do . Kimball’s Business Training ! D. Kimball . o 1 26 52 78 School. j do . . Metropolitan Business Col¬ 13 4 983 859 1642 lege. j O. M. Powers _ do _ St. Patrick’s Commercial Bro. Joseph, F. S. C . 10 0 376 0 376 1 Academy. _ do . . i North Chicago Business Col- C. C. Cochran . 2 3 175 125 300 1 Danville _ _ 1 Danville Business College J. C. Walker 2 c 63 22 85 Decatur . . Brown’s Deca,tur Business G. W. Brown 4 107 50 157 College. _ 1 Dixon . Dixon Business College . ' J. B. Delle 11 3 582 125 707 Elgin . . j Drew’.s Business College - W. A. Drew 2 2 1 60 50 110 . do . . Elgin Business College. W. H. Callow _ 1 2 79 61 140 Freeport . . Freeport College of Commerce J.J. Nagle . 3 2 60 30 90 Galesburg . . 1 Brown’s Business College _ W.F.Cadwell _ 4 2 126 72 198 Jacksonville . j Brown’s Business College . Frank C. Keach . 3 2 100 53 153 Kankakee . . Kankakee Business College. N. L Richmond _ o 2 59 33 92 Lincoln . The Lincoln Business College . W. R. Whetsler. 2 1 52 1 19 71 Monmouth . Monmouth Business College.. E. Shultz. . 1 1 6 i 10 16 Naperville . Northwestern Business Col¬ H. J. Kickhoef er _ 1 0 31 6 37 lege. 1 Ottawa . . Brown’s Ottawa Business Col- W. G. Rosebery 3 1 80 1 *^0 155 1 lege. Peoria . Brown’s Peoria Business Col¬ W. H. H. Garver _ 5 2 150 125 275 lege. Quincy . . Gem City Business College . . . D. L. Musselman . .. 9 3 662 168 830 Rockford . Rockford Business College J. E. Ka.rns 8 0 300 150 450 Rock Island . Augustana Business College.. Rev.O.Olsson, D.D., 4 1 101 85 186 Ph. D. Springfield . Spring-field Business College.. Henry B. Henkel ... 5 o 230 87 317 INDIANA. 1 -4nderson . Anderson Business School _ L. J. Weichmam .... 1 1 1 59 76 135 Evansville . Columbian Commercial Col¬ Curnick and Wilson 3 0 ! 125 j 75 200 lege. i 1 Statistics of 1898-99. COMMEECIAL AISTD BUSINESS SCHOOLS, 2483 in the United States in 1S99-1900 — Continued. Actual number of students enrolled. Average daily at¬ tendance. In com¬ mercial coui-se. In amanu¬ ensis course. In English coarse. In teleg¬ raphy. Months necessary for gradua¬ tion. Gradu¬ ates in com¬ mercial course. Gradu¬ ates in amanu- en.sis course. Day school. Evening- school. Male. Female. Male. Female. Day school. Evening school. Male. Female. I Male. Female. Male. Female. Female. Day course. Evening course. Male. a 0 1 Male. Female. 9 1© 11 13 13 14 15 IG ir as 1© ‘J© 31 2.3 24 1?? 2© 2?- 2§ im 80 251 115 15 130 10 50 SO 5 10 50 4 5 10 59 33 60 48 33 86 11 31 38 5 2 2 2 4-6 8-12 7 2 4 13 93 12 0 0 0 100 100 39 160 0 0 0 145 0 120 0 0 0 145 0 0 0 4 14 0 881 130 11 8 130 18 200 28 102 100 4-6 6-8 51 8 14 22 76 46 0 0 68 0 115 25 115 64 49 17 13 7 4 6 23 39, 17 85 41i 35 5 90 20 98 110 20 10 20 10 16 4 5 6 40 45 835 40 80 225 40 38 36. 4 3 48 5 23 10 14 5 5 8 3 1 1 5 3 10 9 3 9 3 4 3 1 139 64 86 12 43 53 6 12 37 7 73 0 53 30 29 3, 46 38 73 6 9 17 80 18 0 0 8-12 12-18 3 2 0 3 96 60 81 15 12 48 16 2 1 0 70 31 70 31 16 5 935 644 280 90 776 169 200 525 356 40 13-15 8-16 33 4 14 70 397 0 237 150 0 150 0 237 0 10 26 0 26 0 155 189 155 189 6-9 13 39 i4 13 13 8 26 52 3-4 5-6 14 27 733 569 1 350 90 495 130 565 132 219 469 199 58 0 0 12 0 15 2 1 29 376 0 0 0 315 131 0 20 0 279 0 0 0 36 12 0 13 0 98 117 60 1 25 80 50 4:5 13 8 90 45 15 6 12 36 19 37 1 , 30 25 55 10 8 13 34 15 5 3 85 I 38 33 13 57 9 38 39 0 0 0 0 6-8 15-30 4 0 5 6 583 1 ! 13:5 487 25 46 95 51 8 43 6 39 85 33 38 38 33 50 35 45 35 2 20 8 0 0 0 7 14 3 4 0 • 1 31 49 38 23 71 23 8 38 0 0 0 0 9 16 7 3 1 6 50 35 10 5 48 7 5 15 7 8 6-10 6 3 6 10 100 61 26 11 100 25 116 43 37 49 6-15 100 53 80 20 20 33 10 io 0 3 8 45 33 1 = 1 35 12 25 4 20 18 9 16 7 13 3 3 3 6 17 15 2 30 10 36 16 13 8 8-12 18-24 ^4 9 . 2 1 13 3 6 9 6 9 0 1 12 31 6 0 0 98 0 26 4 5 4 0 0 6 0 6-9 0 14 2 3 2 75 60 10 10 75 60 4 1 3 2 130 90 4C 35 i 95 40 75 50 35 50 13-18 2 3 4 6 663 168 400 537 28 125 140 6 170 10 75 35 300 150 180 265 35 , 50 100 do 50 9 40 20 15 25 101 85 70 20 31 65 14 9 4 15 133 63 108 24 99 26 28 52 96 16 6 12 : 16 1 2 9 4.' 68 11 8 40 15 48 65 4S 6( 8 6 20 30 1 18 40 10{ 60 2; 1.5 1 100 15 61 1 39 40 41 43 43 44 45 46 47 48 49 50 51 53 53 54 55 56 57 58 59 60 61 63 63 64 65 66 67 68 69 70 71 73 73 74 75 76 77 78 79 80 2484 EDUCATION EEPOET, 1899-1900, Table Q.— Statistics of commercial amcl business schools Post-office. 1 81 82 88 84 85 88 87 88 89 90 91 92 93 95 97 98 99 100 101 102 103 104 105 100 107 108 109 110 111 112 113 114 115 116 117 118 119 120 121 122 123 lADTAXA— cont’d. Frankfort . I Fort Wayne _ ' . do _ Huntington _ '■ Indianapolis _ I Lafayette _ j Logansport . Marion . . Muncie . New Albany . Richmond. . I South Bend . I Terre Haute _ _ do . Valparaiso. . j Washington _ IOWA. Burlington . Cedar Rapids _ Clinton . . Council Bluffs . Davenport - Des Moines . . do . _ do _ _ _ 1 Dubuque . Fairfield . . Iowa City . Keokuk . . Marishalltown ... Mason City _ Muscatine . . Oskaloosa . Otftimwa . . Sioux City. . . do . Waterloo . . Webster City _ KANSAS. Atchison . Lawrence . Leavenworth .... Ottawa . . Parsons . In¬ struct¬ ors. Actual num¬ ber of stu¬ dents en¬ rolled. N ame. Executive officer. Male. Female. 'cS Female. Total. j ‘J 3 4 3 a 7 8 Minor’s Business College * _ Fremont C. Minor.. 2 82 68 150 Fort Wavne Business College * E. D. .Douglass . 6 0 70 33 103 International Business Col- T. L. Staples . . 4 3 231 125 356 lege. Huntington Business Univer- O. E. Hawkins . 3 0 85 70 155 sity. Indianapolis Business CJniver- E. J.Heeb . . 8 2 308 119 427 sity. Vories's Business College . Henry D. Vories _ 9 5 779 I 567 1,346 Union Business College. . _ S. A. Drake . . 5 2 158 86 244 Logansport Commercial High G.F.Ramer _ 3 1 80 60 140 School. J. D. Brunner .. 3 1 100 105 205 Muncie Business College*.... J. W. Howard. . 2 3 90 85 175 New Albany Business College. D. M. Hammond _ 2 2 (j8 76 144 Richmond Business College .. O. E. Fiiighum . 5 1 125 30 155 South Bend Commercial Col- Chas. C. Cring . 5 2 207 100 307 lege. 1 3 Terre Haute Commercial Col¬ S. S. Frederick and 2 70 100 170 lege. Garvin Commercial School. ._ A. E. Hortenstein. M. P. Akers and E. 3 100 90 250 Northern Indiana Bu.siness 1 D. Wagnalls. H. B. Brown . . . 11 ! 4 628 176 804 College, 1 , Southern Indiana Business J. J. Barrett _ 2 40 20 60 1 College. Elliott's Business College _ G.W. Elliott. . 9 2 255 137 392 Cedar Rapids Business College A. N. Palmer _ 7 2 305 120 425 Clinton Business College B. J. Heplin . 3 2 121 71 192 Western Iowa College R. E. Wiatt . . 2 1 2 192 ' 111 303 Davenport Business College. . J. C. Duncan . . . 1 0 1 Capital City Commercial Col¬ lege. Iowa Business College J. M. Mehan . . 5 'sio 192: “708 E. L. Moore . o 300 200 500 People’s Commercial College * B. W. Bowen . 2 i 33 40 Bayless Business College . C. Bayless. . 4 1 214! 62 276 Fairfield Business College _ Fred. W. Cook . •> 1 331 21 54 Iowa City Commercial College J. H. Williams . 4 1 70 * *^1 30 - 102 ana School of Shorthand. 2 (J Keokuk Business College * . . . Marshalltown Business Col¬ M.J.Mallery _ J. R. Starr _ 2 ‘i 1 55; 45 100 lege. 1 33 Mason City Business College . B. A. Wright . . 1 20 13 Muscatine Commercial Col¬ F.H. Shinn _ 9 2 120 44 164 lege. 1 27 Oskaloosa Business College* . B. A. Wright . 1 16 11 Ottumwa Commercial College J. W. Bryan. . . 2 2 281 195 476 Brown’s Business College .... G. W. Brown, jr _ 2 2 90; 90 180 Metropolitan Business Col¬ H. A. Miller . 3 1 60 72 132 lege. * Waterloo Business College ... A. F. Harvey... . 2 4 89 136 225 Webster City College of Com¬ J.F. Robinson . 1 1 21 17 38 merce. The Atchison Business Col¬ A. F. Heck . . 4 1 85 65 150 lege. 128 Lawrence Business College... J. C. Stevenson _ o 1 105 23 Leavenworth Business Col¬ lege. Ottawa University Business College. Parsons Business College . N. B. Leach . 1 1 64 36 100 G.H. Crain . 4 1 50 40 90 J.C.Olson.M. A .... 5 3, 147 106 253 i I * Statistics of 1898-99. COMMEECIAL AI^D BUSINESS SCHOOLS, 2485 in the United States in 1899-1900 — Continued. Actual number of students enrolled. Average daily at¬ tendance In com¬ mercial course. In amanu¬ ensis course. In English course. In teleg¬ raphy. Months necessary for gradua¬ tion. Gradu¬ ates in com¬ mercial course. Gradu¬ ates in amanu¬ ensis course. Day school. Evening school. Male. Female. Male. Female. Day school. Evening school. Male. Female. Male. Female. ci3 Female, j Male. Female. rt 52 — ' 0 0 Evening course. 6 Female. | a5 a Female. 9 I^> 11 1 ^ IS 14 15 16 17 IS 19 29 31 ^3 23 •J4 2S LSI •^8 55 49 19 43 15 60 40 9 15 7 10 6 3 6-9 112-18 40 i 20 6 11 29 20 41 13 45 45 33 4 14 39 23 0 10 18 11 3 6 8 112 98 93 135 115 149 48 48 100 8 1 10 20 31 11 9 18 70 55 65 63 45 6 57 50 58 40 245 98 63 21 181 19 73 91 16 o 13 1 j 6* 9-24 34 9 16 00 516 396 263 171 485 108 671 374 508 527 311 204 48 26 7! 12 0 0 0 0 146 82 12 4 103 12 123 41 15 45 20 0 14 36 8 8 2-1 50 30 10 70 20 60 35 30 45 8 3 12 5 3 3 6 90 100 10 0 ISO 12 75 50 12 45 13 15 11 20 40 45 li; 70 35 15 100 25 110 0 120 {) “io “3 lOj 12 68 76 95 40 31 58 6 19 2 7 20 103 30 19 3 100 13 109 18 16 12 7 1 8 16 34 10 5 5 207 100 8 15 65 90 5 10 65, 12 25 15 45 85 0 7 3 130 70 30 20 1 90' 40 130 50 80 40 68 638 176 0 0 - i 537j 0 638 176 6 0 382 111 30 20 10 0 35 7 20 3 18 J 20 10 2 0 6 8 30 8^ 10 J 255 137 ! 255 137 6 290 117 15 3 169 4 316 33 127 118 8 1 23 5' 4 6 93 71 28 0 90 58 63 66 60 32 18 28 33 123 102 70 9' .. 193 111 i"" 6 3 516 192 365 339 38 116 156 71 10 0 33 8 i 4 17 300 200 4 17 350 ! 200 20 20 170 80 10 7 30 10 14 30 16 4 17 3 1 33 13 13 5 1 176 60 38 3 100 25 146 17 30 43 20 5 6 9 31 21 2 0 13 1 9 1 5 17 14 8 73 30 61 1 13 11 18 16 4 ! 3 8 1 45 35 10 10 25 15 20 30 7-9 1-4-20 5 3 10 14 30 11 1 1 15 2 16 1 ' 7 5 8 6 6 47 31 73 13 16 11 15 13 1 ' 8 3 3 1 0 6 6 171 160 3(' 27 113 “20 110 ‘ 41 38 80 47 62 8 16 31 16 17 49 66 68 34 23 10 ! 43 17 74 19 11 6 1 1 3 6 60 73 3! 10 54 4 30 60 10 9 6 13 9 4 5 10 89 136 80 0 1 36 1 13 19 48 31 6 0 0 0 1 3 10 21 17 12 16 12 6 9 3 2 7-5 3 0 0 0 73 47 18 13 60 30 70 30 10 30 6-9 5 i! 3 2 8 87 21 19 3 50 15 71 10 24 17 3 1 6-8 10-13 13 0 1 7 1 38 28 28 8 55 25 40 15 25 31 6 0 6 12 15 . 6 i 8 12 50 40 20 10 30 30 2 0 9 1 1 147 106 0 0 80 0 85 40 45 50 16 10 0 6 12 ; 6 1 5 7 81 82 83 84 85 86 87 88 89 90 91 92 93 64 95 96 97 98 99 100 101 103 103 104 105 106 107 108 109 liO 111 113 113 114 115 116 117 118 119 120 131 123 133 2486 EDUCATIOIS' EEPORT, 1899-1900. Table 9. — Statistics of commercial and business schools Post-office. Name. Executive officer. In¬ struct¬ ors. Actual num¬ ber of stu¬ dents en¬ rolled. j Male. Female. Male. Female. Total. 1 3 4 5 6 S KANSAS — cont’d. 1 i j 124 ! W’. H. Skelton 5 0 70 0 1 70 raphy and Railway Busi- i ness. 1 1.25 Wicliita . Wichita Business College _ C. *D. Fazel and C. 3 2 41 65 106 F. Adams. 12G Winfield . . The Winfield Business and Dr. H. F. W. Kue- 3 0 40 25 65 Academic College. huue, A. M., B. D., Ph.D. KENTUCKY, 127 Covington . Covington Commercial Cob WL D. Clark . 2 1 21 38 59 lege. 128 B. B. Jones 5 1 158 61 219 129 Lonisvilie - . . . Louisville Bryant and Strat- Edwin J. "Wright . .. 6 1 389 214 ! 603 ton Business College. 130 do . . - Enos Spencer .. . 5 i 2 114 66 1 180 131 Owensboro . . Owensboro Business School Miss L. Anna Carter 1 1 18 20 38 LOUISIANA. 132 New Orleans .... Carillon's Shorthand SchooL. A. C. Carillon . . 2 9 15 30 45 133 i _ do . E. G. Durel’s Commercial E. G. Durel _ 2 0 21 0 1 21 School. 1 134 do . - Soule's Commercial College Georire. Soule 8 9 493 66 ! 559 1 and Literary Institute. 1 135 Shreveport . Draughon's Practical Busi¬ P. E.Townsley _ 1 1 76 70 146 ness College. MAINE. 13o Bangor . Bangor Business College* - Miss Mary E. Edge- 1 3 120 1 58 178 comb. 137 Lewiston ... Gray’s Lewiston Business N.E. Rankin . 1 1 29 21 50 College. 138 Portland . Gray’s Portland Business Frank L. Gray . 4 2 185 135 320 College. 1 139 Rockland . Rockland Commercial Col¬ H. A. Howard . o 9 160 102 262 lege. MARYLAND. 149 B.altimore Eaton and Burnett Business A. H. Eaton . 6 0 200 159 a59 College. MASSACHUSETTS. 141 Boston . Bryant and Stratton Com¬ H.E. Hibbard . 14 8 361 354 715 mercial College. 142 . do . 1 1 Bradford Commercial College j E. E. Bradford . 1 I 38 9 47 143 do _ . . Comer's Commercial College . C. E. Comer . 8 6 361 ' 243 604 U4 _ do . Hixox’s Shoi’thand School. Wm. E. Hixox . 1 1 24 1 96 120 145 Holyoke . . . Holyoke Business Institute .. J. E. Joiner . 2 1 62; 48 110 146 Lawrence. . Cannon's Commeicial Col¬ G. C. Cannon . 2 3 50 130 180 lege. 147 Lowell . Lowell Commercial College *. Albert C. BlaisdelL. 3 4 1,20 150 270 148 Pittsfield . Berkshire Business College _ L. M. Holmes . 1 1 36 34 70 149 Salem . Salem Commercial College _ j Geo. P. Lord 6 2 99 93 192 150 Springfield . Bay Path Institute . Myron F. Palmer _ 3 2 13 38 51 151 _ do . . Hinman’s Business College... Albert H. Hinman.. 1 3 53 47 100 152 _ do . Springfield Business School ..j B.J. Griffin _ 4 3 115 92 207 153 Worcester . Becker’s Business College .... E. C. A. Becker . 2 5 63 113 176 154 _ do . Hinman’s Business College ... A. H. Hinman. . 3 1 80 120 200 155 . do . . W orcester Business Institute . C.B.Post . . 2 0 57 47 104 MICHIGAN. 1 i 156 Adrian. . Brown’s Business University *, L. S. Brown . . 1 1 58 i 25 83 157 Alpena . 1 Alpena Business College . 1 Mrs. M. L. V^eenfliet. . 2 3 73; 45 118 * Statistics of 1898-99. COM^klEBCIAL ANU BUSIMSS SCHOOLS, 2487 in the United States in. 1S99-1900 — Continued. Actual number of students enrolled. Average dailj^ at¬ tendance. In com¬ mercial course. In ama,nu- ensis course. In English course. In teleg¬ raphy. Months necessary for gradua¬ tion. Gradu¬ ates in com¬ mercial course. Gradu¬ ates in amanu¬ ensis course. Day school. Evening school. Male. Female. Male. Female. Day school. Evening school. Male. Female. Male. 1 Female. Male. Female. Male. Female. Day course. Evening course. Male. Female. Male. Female. 9 10 11 IS 13 14 15 16 17 IS 1© © ! SI ^ s S3 S4 1 1 S6 ^^7 70 0 0 0 35 0 70 ■ 0 5-6 41 65 0 0 39 14 7 35 4-6 0 0 10 15 35 0 30 10 15 5 5 4 6-9 25 10 6 4 31 38 43 13 10 31 6 0 10 158 60 8 0 140 8 130 13 59 49 96 28 35 3 3 6 18 3 4 7 305 201 84 13 293 91 70 106 37 4 6 13 184 46 45 82 114 66 150 75 43 35 77 13 53 35 32 40 14 6 10 i2 13 4 5 19 6 . 9 15 30 0 20 8 13 8 13 3 8 13 8 ! 13 19 0 2 0 16 31 0 298 51 195 15 350 100 311 11 69 45 190 6 0 0 4-13 9-18 43 0 3 14 58 70 18 0 31 76 70 146 4 8 23 3 0 0 120 58 50 25 36 19 13 3 8 0 13 14 17 7 13 15 25 8 4 13 6 13 3 1 3 185 135 170 70 15 65 39 14 5 35 148 82 33 20 50 30 152 56 14 [ 34 3 4 4-13 33 6 6 15 135 135 65 34 140 50 145 150 50 15 0 0 8 12 75 18 50 90 361 354 450 340 80 31 374 6-18 40 25 23 4 11 5 15 13 33 8 o 9 10 15 1 0 1 0 361 243 361 343 20 80 8 13 50 10 34 96 ' 6-9 4 8 20 18 44 28 30 23 40 27 13 30 10 30 c 3 4 8 20 60 30 70 40 45 40 70 10 60 6-9 10 10 2 6 60 75 60 80 75 80 30 25 6 9 35 10 34 20 6 io 0 0 0 0 6 5 4 8 5 71 81 28 13 152 40 50 41 31 40 10-30 40 30 30 15 13 38 29 13 30 1 33 10 35 0 6 10 8 9 1 26 26 37 37 10 48 24 41 19 14 40 6 14 13 7 26 115 93 115 92 43 94 20 19 100 20 63 113 63 113 43 94 50 70 30 50 140 40 150 60 70 170 6-10 70 50 60 90 37 33 30 14 38 13 32 3 5 31 57 47 8-15 6 1 1 4 58 25 50 54 5 18 32 13-15 8 1 3 10 63 38 io 9 75 35 29 26 16 i 34 9 i7 3 2 8-10 i3 20l 11 9 33 134 125 126 127 138 129 130 131 133 133 134 135 136 137 138 139 140 141 143 143 144 145 146 147 148 149 150 151 153 153 154 155 156 157 2488 EDUCATION BEPOET, 1899-1900. Table 9. — Statistics of commercial and business schools Post-office. Name. Executive officer. Ill- skruct- ors. Actual num¬ ber of stu¬ dents en¬ rolled. 6 ; Female. Male. Female. Total. 1 3 3 4 3 7 8 MICHIGAN— con- tinned. 158 Battle Creek _ Michigan Business and Nor- C. J. Argubriglit _ 2 2 98 112 210 mal College. 159 R. R. Lane . 2 o 103 79 181 100 W.P. Jewell 14 i 030 330 950 161 . do _ _ C.C. Miles - 4 5 335 75 300 103 . do . . St. Joseph’s Commercial Col- Bro. Juman Peter .. 0 0 114 0 114 lege. 103 Grand Rapids--- Grand Rapids Business Uni- A. S. Parish . . 3 0 74 72 140 versity. 104 Jackson . . Devlin’s Jackson Business H. C. Devlin. . 1 2 45 30 75 College. 1 165 Kalamazoo . Parson’s Business College and Wm.P. Parsons _ 2 1 135 50 175 Shorthand Institute. ' 1 100 Lansing . . Lansing Business Lbiiversity. H.J. Beck _ 2 3 63 35 97 107 Pontiac . . Pontiac Business College _ C. A. Passell . 1 2 20 17 37 168 Sag’inaw _ International Business Col- F. H. Harper . . o: 1 no 80 190 lege. 100 St. Louis _ Yerington’s College . . C. W. Yerington _ 5 4 75 50 125 170 Three Rivers _ Three Rivers Business Acad¬ Charles H. Sage _ 2' ! o 49 40 89 emy a.nd Normal School. MINNESOTA. 171 Brain ei’d--- . Brainerd Business College _ Lewis H. Vatli . . •7 0 05 20 85 173 Duluth . Parson’s Business College _ A. C. Parsons . . l' 1 31 7 38 173 Faribault _ Brown’s Business College _ A. E. Brown _ 2 1 85 50 135 174 Mankato _ Mankato Commercial College. J. R. Bandoup and 3 4 175 135 300 G. E. Nettleton. 175 Minneapolis _ Archibald Business College. .. A. R. Archibald _ 5 0 230 70 300 170 _ _ do - . . Caton College . . . . T. J. Caton . . 4 o 130 137 373 177 - do - - Munson Shorthand Institute. R. J. Smith _ 1 1 75 139 304 178 Owatonna _ The Canfield School . W. P. Canfield . 0 1 55 i 23 78 179 Red Wing . . Red Wing Normal College H. J. Meyer . . 3 1 08 15 83 and School of Business. 180 St. Paul . Globe Business College . ... F. A. Maron . 4 1 151 08 319 181 _ do . . . Boenisch’s Commercial Col¬ B. W. Boenisch _ 0 •7 03 19 81 lege. 183 _ do... . . St. Paul Business College and Maguire Brothers . . 0 4 250 70 330 Telegraphic Institute. 183 Sauk Center _ Academy and Business Col¬ F. B. Webster . 3 0 53 10 63 lege. MISSISSIPPI. 184 Bay St. Louis _ St. Stanislaus College . . . Brother Isidore _ 14 0 160 0 160 185 ( 'orin til Km’rna.l Business lioilep'ft H. J . Williams 1 0 30 10 40 186 Meridian _ _ Queen City Business College . G. A. Macon _ 3 1 74 23 97 187 Natchez . . Cathedral School . . . Brother Chaj’les _ 0 0 188 0 188 188 Vicksburg.. _ St. Aloysius Commercial Col¬ Brother Gabriel _ 8 1 249 0 249 lege. 189 _ do . . Vicksburg Commercial School G.K. McDonald .... 3 .2 35 33 67 MISSOURI. 190 Clinton . . Clinton Normal Business Col¬ H. A. Harness o o 20 50 70 lege. 1 191 Hannibal _ ... Hannibal Commercial College F. L. Kelly . 3 2 1.53 130 283 193 Joplin Joplin Business College W. B. Joiner . .,i 2 50 75 135 193 Kansas Citj^ . Cathedral Commercial School Brother Charles.... 4 0 130 0 130 194 . do . National Business College _ Henry Coon . 5 0 no 120 ;230 195 . do _ Spald ing’s Commercial School James F. Spalding.. 13 3 000 300 900 190 St. Joseiih . . St. Joseph Commercial College Brother Elzear . s 0 200 0 200 197 . do . St.Joseph Business University E.E.Gard. . . 3 0 100 59 1.50 198 St. Louis . . Barnes Business College _ J. R. Anderson . _ 3 3 88 83 171 199 d o _ Draughon’s Business College. D. S.Hill . 3 ‘7 200 50 250 200 . do . . Hayward’s Business College . L. F. Hayward . 4 i 200 300 500 201 . do - . . . Jones Commercial College _ J. G. Bohmer _ 0 1 301 137 438 203 do. Perkins and Herpel’s Mercan¬ H. C. Perkins . 0 0 218 07 285 tile College. J 203 1 Sedalia . : Central Business College . C.W. Robbins . 10 478 230 708 COMMEEGIAL AND BUSINESS SCHOOLS. in the United States hi 1SD9-1900— Continued. 2489 Actual number of students enrolled. Average daily at- : tendance. ■ Day school. Evening- school. Male. Female. Male. oi Is B Day school. Evening- school. 9 1© i t 13 til 14 98 112 0 0 125 . 86 54 31 10 64 38 475 250 155 70 125 50 75 50 114 0 0 0 104 61 63 13 9^ 34 16 15 i«! 40 IS 100 40 25 15 75 15 40 32 02 3 15 8 5 9 20 10 90 20 ] 5 75 50 0 0 90 41 38 9 1 55 11 45 14 20 6 40 15 14 6 18 0 12 8 70 30 20 . 5 75 10 175 125 1 150 180 50 50 20 100 25 113 131 19 6 149 16 50 79 50 25 34 68 14 15 21 9 40 25 128 49 3-1 19 112 26 33 10 29 9 43 38 110 60 40 10 100 35 48 10 4 0 35 1 160 0 145 20 5 9 9 22 15 74 23 0 0 25 188 0 0 0 175 249 0 0 0 220 35 32 20 50 0 0 1 30 153 130 i 0 f ) _ 40 60 1 10 15 ( 50 20 136 0 1 0 C ) 125 i 445 i 220 • 188 3^ |. . i 20C ; C 1 190 i i lOO 1 5C 1 40 1C ) 70 1 25 i 85 1 86 80 1 i 175 p 4C ) 25 1( ) 74 15C » 275 > 50 25 i 200 1 70 207 ' 117 ' 94 2( ) _ 1 IE ! 51 ! 106 i 14 t IOC ( 105 1 385 i m : 95 ; 3C ^ _ In com¬ mercial course. 80 55 480 40 In amatni- onsis course. 105 20 402 200 100 42 200 150 281 106 210 In English course. In teleg¬ raphy. Months necessary for gradua¬ tion. Gradu¬ ates in com¬ mercial course. Gradu¬ ates in amanu¬ ensis course. Male. Female, j 6 Female. Male. Female, j . <35 cc ^ o o Evening course. Male. j 1 Female. Male. Female, j 18 i 3©' j S‘2 114 2:5 45 !_<4j 2^ 40 60 18 12 9 8 4 3 15 40 0 0 0 0 10-12 24-36 0 0 0 0 65 215 85 35 6-12 12-24 65 ■ 7 0 0 6 0 0 0 0 0 0 30 15 0 11 41 32 5 10 3 5 10 6-9 35 40 0 0 0 0 10 10 4 J 0 0 9 24 9 0 0 0 6 1 1 0 0 8 14 3 4 0 0 6 12 8 4 5 9 ! 12 25 15 Tj 5 5' 0 12-24 8 8 16 10 12-18 2 0 1 2 30 16 9 1 0 0 0 i 4 17 1 12 34 2 3 3 ' 25 50 6 9 25 15 20 30 25 85 10 15 6 20 5 4 16 29 40 10 10 6 12 20 0 20 30 13 80 12 0 6 12 47 29 7 43 75 129' — 50 25 0 10 9 8 8 . 6 9 0 1 27 31 oo 8 32 IJ. 6-8 8-10 14 6 8 11 1 4 4 c 9 9 12 29 3 0 4 1 38 76 17 8 15 4 6 8 80 37 33 71 0 0 32 9 0 0 8 8 1 ) 6 0 10 7 ! . 0 ) 1-3 1-4 ivO '! : 33 25 4 15 3 '! 5 2 ) 188 0 0 0 ; 0 ) 51 0 6 0 10 6 . 0 t ) 2 10 5 6 2 0 1 2 ) 33 ) 25 100 3-6 ! 50 6 6 15 5 . 5 3( ) 0 ' 0 0 0 ‘ 0 0 20 e 1 0 1 .... 6 L ... > 104 : 217 14 4 : 23 i i 6-9 12 328; 15 1 84 187 10 0 1 . 1 15 1 40 t 12 0 1 12 ! 0 9 ' 18 lO! 4 2 2( 1 43 ; 83 3 1 8 1 li ) 90 1 38 7 35' 10 1 15 , 7 1 150 > 300 i 30 34 6 1 9 140 140 1 145 > 29( 3 176 1 118 1 329 56 1 47 ' 78 6-12 i 12-18 159, 78 1 123 ; lut 1 48 1 55 1 64 3 6 i 12 36 4 : 12 ! 3] B 244 : 166 24 t 0 461 12 1 31 . 3( 158 159 KiO 101 102 103 164 165 166 lor 108 169 170 171 172 173 174 175 176 177 178 179 180 181 182 183 184 185 186 187 188 189 190 191 192 193 194 195 196 197 198 199 200 201 202 203 2490 EDUCATlOi?^ REPORT, 1899-1900. Table 9. — Sfatisties of commercial and business schools Post-office. Name. Executive officer. In¬ struct¬ ors. Actual num¬ ber of stu¬ dents en¬ rolled. Male. Female. Female. Total. 1 .‘5 4 5 6 7 8 :montana. 2Q^ Butte . ; A. F. Rice, C.V. Ful¬ 8 2 291 317 611 ton, and E.W. Gold 205 Helena . Engelhorn Helena Business H. T. Engelhorn - 4 3 75 90 165 College. 2(!6 Garden City Commercial Col- ! E. C. Reitz . 3 1 40 30 70 lege.* NEBRASKA. i 207 1 P. G. Liman _ 3 1 98 91 189 lege. 208 j G. M. Barrett 2 -2 61 14 75 209 Grand Island _ Grand Island Business and 1 A. M. Hargis . 4 3 205 122 327 Normal School. 1 210 Hastings. . Queen City Business and H. S. Miller . Q 2 88 52 140 Normal College. i 211 1 C. A. Murch . 3 1 100 50 150 College. 212 ! J. L. Stephens _ 2 284 128 412 218 IVlcCook- . McCook Phonographic Insti- i L. W. Stayner . 1 0 6 3 9 tute. 2U Omaha. . i Omaha Commercial and Busi¬ M. G. Eohrbough . .. 8 o 800 300 1,100 1 ness College. NEW HAMPSHIRE.! 215 Concord . National School of Business .. No report. . . 210 New Hampton .. New Hampton Commercial 1 F.W. Preston . 4 0 41 16 51 ! College. NEW JE.RSEY. j 217 Camden _ * Abrahamson Business College Chas. M. Abraham¬ o 1 89 46 135 1 son. 218 Elizabeth . ' Lansley Business College . James H. Lansley, 2 o 32 45 77 j Ph.D. 219 Jersey City . ' Drake Business College _ Wm. E. Brake . 3 2 206' 102; 308 220 Newark... . : Coleman National Business Henry Coleman _ 6 3 i 425 128 553 1 College. 1 221 . do . Woods College . S. I. Wood . 3 ! 483 315 793 212 . .do . New Jersey Business College- G. T.iVIiiler . . 5 1 117 104 257 228 Trenton Rider Business College .. F. B. Moore _ 6 o 200 75 275 224 no Stewart Business College . ... Thos. J. Stewart _ 9 3 388 112 500 1 NEW YORK. 1 225 1 Albany . ’ Albany Business College . John R.Carnell .... 14 7 471 322 793 225 Rinp-hamtoii Binghamton School of Busi¬ John F. Riley . 3 4- 1 72 44 116 1 ness. 227 ' do . . Lowell School of Business .... J. E. Bloomed . . 4 2i 95 62 157 iio Brooklyn _ Charles Commercial School .. Wm. R. Charles . 6 68 112 180 281 dn Heffley School . - N.P.Heffiey. . 12 7! 285 412 697 282 1 . do . Long Island Business College. Henry C. Wright... 9 468 377 845 283 1 _ do . . St. James Commercial Acad¬ Brother Castoris . . . o 0 590 0 590 emy. “l 231 i Chatham . Whiteman's Telegraphic Frank Whiteman .. Q 1 87 8 95 School and Railroad Busi¬ ness College. 2.35 ' Elmira . . Estey’s School of Commerce. . Sherman C. Estey.. 4 1 175 100 275 286 Fort Edward - Haley’s Business Institute J.W. Haley . . 1 2 44 14 58 and School of Shorthand. 237 ! Geneva . . Geneva Business Training In¬ Ansel E. Mackey — 1 1 18 6 24 stitute. 288 ' _ do . . Geneva Shorthand and Com¬ Floyd E. Decker _ 1 0 30 20 50 1 mercial School. 239 ' Gloversville _ Gloversville Business School . Patterson and Burr 3 1 65 57 122 210 Hornellsville Hornellsville Business School. C.E. Willard _ 1 1 31 32 63 241 Ithaca . . . Wycoff’s Phonographic Insti¬ Mrs. M. A. Adsitt . . . 0' 1 14 21 35 tute. J 242 Jamestown . Jamestown Business College . H.E.V. Porter . I 4: 3 71 82; 153 * Statistics of 189S-99. COMMEECIAL AND BUSINESS SCHOOLS, 2491 in the United States in 1S99-1900 — Continued. Actual number of students enrolled. Average daily at¬ tendance In com¬ mercial course. In amanu¬ ensis course. In English course. In teleg¬ raphy. Months necessary for gradua¬ tion. Gradu¬ ates in com¬ mercial course. Gradu¬ ates in amanu¬ ensis course. Day school. Evening school. Male. Female. Male. Female. Day school. Evening school. Male. Female. 1 Male. j Female. Male. 1 Female. Male. 1 Female. Day course. Evening course. 1 Male. L Female. Male. 1 Female. 9 10 11 13 13 14 15 16 19' IS 19 S3 S4 S6 S§ 198 84 175 50 200 100 120 20 40 60 150 50 6 4 12 30 2 4 1 12 204 60 40 25 50 65 25 40 30 35 60 20 30 8 4 10 15 4 8 5 3 205 48 40 14 8 8 12-24 3 0 6 0 206 98 91 71 76 20 35 6 41 6 22 3 15 25 207 61 14 54 10 3 8 10 5 2 1 2 208 205 199 175 60 183 85 70 35 9 15 6 12 14 209 88 52 0 0 65 78 23 10 30 2 0 0 0 10 8 0 0 10 210 100 50 00 15 5 5 3 90 40 27 10 2 5 3 211 281 128 185 175 35 71 93 284 1.28 6-12 61 9 14 30 212 6 3 6 3 6 4 2 213 780 280 20 10 350 25 500 100 200 200 40 10 214 215 41 16 35 41 16 6 4 10 9 16 4 0 0 216 89 46 135 75 28 20 12 10 50 15 15 9 217 16 36 14 11 38 20 32 45 5 1 g 7 1 218 81 74 125 28 95 90 105 20' 49 80 52 3 10-15 12-18 9 1 1 20 219 217 157 102 81 371 183 217 25 25 135 14 4 30 5 6 50 220 223 214 260 101 180 150 450 150 200 285 45 18 8 16 130 35 73 155 221 79 68 68 36 120 41 14 78 134 117 0 0 12 10 17 13 5 23 222 200 75 175 200 20 12 5 5 0 12 223 214 85 174 27 221 26 31 68 136 18 10-20 6-12 31 3 9 27 224 410 295 61 27 290 68 100 220 0 0 20 5-6 10-12 200 50 87 200 225 45 36 21 5 65 15 39 24 14 30 22 4 5 9 15 11 0 7 226 95 62 60 82 52 10 6 0 6-8 12-16 45 6 5 35 227 31 77 45 33 60 45 23 14 64 106 10 8 5 8 21 11 59 98 230 98 209 212 195 175 160 54 61 12 205 18 19 6-10 7-10 21 17 7 119 231 179 227 289 150 2-48 44 59 307 161 26 10 18-20 86 21 23 127’ 232 590 ~ 0 550 80 0 60 0 20 0 10 11 0 2 0 233 87 8 35 87 8 6 234 6 6 235 32 14 11 0 40 8 42 8 3 12 4 1 3 0 1 6 236 15 3 3 3 12 10 2 1 1 5 0 2 1 4-0 6-10 3 2 1 1 237 25 15 5 5 25 .j- 6-8 8-18 12 10 238 32 36 33 21 48 41 20 19 12 17 6 12 12 10 4 8 239 24 30 7 2 16 10 7 19 8 3 0 (' 8-10 12-20 0 0 0 0 240 14 21 20 8 12 6-12 241 71 82 0 0 1,20 11 41 60 41, 26; 23 0 C 7 16 11 J 5 242 2492 EDUCATIOK KEPORT, 1899-1900. Table 9. — Sfafistics of commercial and business schools Post-Oiiice. Name. Executive officer. 1 1 In¬ struct¬ ors. Actual num¬ ber of stu¬ dents en¬ rolled. Male. Female. Male. Female. Total. 1 4 5 7 S NEW YORK— 1 continued. 243 Kingston _ Spencer's Business School _ B. H. Spencer . 5 0 152 178 330 2i^ Lockport - Lockport Business Institute.. J. Franklin Ryan. .. 3 0 75 33 108 245 Newburgh - . . Spencerian Institute of Busi- E. M. Turner . 3 2 92 no 202 ness. 25;) W. L. Mason . .. 1 4 25 125 150 School. 251 _ do . — A. 0. Hall Business College . . . Aldis Owen Hall . .. 5 5 300 25 325 252 . do . . New York Commercial and Philip B. Gibson _ 7 0 93 215 308 Stenographic School. 253 _ do . Packard Commercial College. L. H. Packard. . 10 5 530 240 770 254 . do . The Paine Uptown Business H. W. Remington. .. 3 6 314 152 466 College. 255 _ do . . Wood’s Hew York School _ Frederick E. Wood. 13 3 492 520 1012 255 . do _ Walworth .Business and Sten- G. S. Walworth _ 3 4 149 no 259 ographic Institute. 257 Niagara Falls _ Niagara Business College* _ F. C. Hovey _ 1 0 37 75 E.M.Wolr . 0 3 35 25 60 tute. 259 Rochester . . Rochester Business Institute* A. S. Osborn . . 8 4 578 100 678 2o0 - do , The Underliill Business Col¬ B. S. Underhill .. 3 67 144 lege. 201 Schenectady . Bu.siness School and Short¬ Wm. F. Fitzgerald.. 0 3 79 46 125 hand Institute.* 282 Troy . . Troy Business College . Thos. H. Shields _ 6 1 2 381 164 545 2o3 CJtica . Utica Business College* _ _ G. F. Kendrick _ 5 3 161 72' 233 NORTH OAROEINA. 205 W ashington _ Washington Business School. G. A. Heptinstall ... 1 0 8 0 8 NORTH DAKOTA. 2b9 Grand Forks _ Northwestern Normal Col¬ J. J. SwengeL. . 4 0 60 20 80 lege and Commercial Insti¬ OKLAHOMA. tute. 267 Guthrie _ Capital City Business College. R. A. Gaffney . . 5 3 87 73 160 26S i Oklahoma _ Oklahoma Business College. .. A. L. Van Buskirk.. 1 50 30 80 209 I OHIO. Akron . . Hammel’s Business College.. . P. Hammel _ 3 1 120 48 168 27(1 j Canton Actual Business College . W. V/. Patterson _ 3 3 105 95 200 271 ' Ciucinnati The Bartlett Commercial Col¬ C. M. Bartlett 4 4 200 200 400 lege. 272 do . . St. Joseph’s College . Rev. Jos. M. Scherer. 7 0 72 0 72 273 Cleveland Spencerian Business College.. H. T. Loomis _ 11 4 400 ,275 675 274 ... do - . The Central Institute.. . James G. Hobbie ... 5 2 176 108 284 2b Columbus Parson’s Business College .... M. B. Cooper . 3 0 65 29 94 270 East Liverpool .. Ohio Valley Business College. J. H. and F. T. 4 3 158 66 224 Weaver. 277 Lancaster _ Columbia Commercial Uni¬ T.E. Warren . . 2 2 41 31 72 i versity. 273 i Lima . . Lima Business College . Howard W. Pears .. 9 1 90 58 148 279 ; Mansfield Ohio Business College . J. W. Sharp _ 1 65 40 105 280 Massillon Massillon Actual Business F. G. Yocum . 0 2 41 43 84 College. 281 Newark NevAark Business College _ S. L. Beeney . . 1 0 130 20 150 282 N e w Philadel¬ New Philadelphia Business V/. C. Snort . 1 28 21 49 phia. College. 283 Oberlin . Oberlin Business College . J. T. Henderson . 4 2 182 54 236 284 Piqua . . Piqua Commercial College .... C. E. Beck . . 2 1 40 25 65 285 Portsmouth Graham’s Business College _ W. R. Graham . 2 2 64 30 94 286 Springfield . Nelson’s Business College .... R. J. Nelson. . 2 1 126 6 132 287 . do... . 1 Williss College . F.W. Williss . 1 1 20 30 50 * Statistics of 1898-99. COMMERCIAL AKD BUSINESS SCHOOLS, 2493 in the United States in 1899-1900 — Continued. Actual number of students enrolled. Average daily at¬ tendance. In com- , mercial ‘ course. Day school. Evening school. A 1 Female. Male. Female. 1 Day school. Evening school. Male. ' 1 Female. 9 lO IS 14 15| IS 148 166 8 12 125 18 89 43 12 •42 30 11 28 20 27 14 62 78 32 30 85 40 51 40 10 50 50 50 200 (J 50 25 75 20 93 215 102 530 240 0 0 340 0 480 40 222 113 92 39 52 27 164 31 244 390 248 130 500 250 300* 120 89 60 60 50 60i 60 37 38 54 30 ^ i 50 578 100 67 77 27 36 52 10 19 321 115 60 49 250' 70 200 54 94 57 67 15 90, 50 75l 26 8 0 8 0 51 17 9 3 80 12 60 12 74 60 13 9 90 17 58 21 40 20 10 10 43 30 79 43 41 5 57 9 6( 70 45 25 90 50 90 25 150 150 50 50 250 60 200 200 60 0 60 36 0 300 200 ! 125 50 300 125 300 100 86 89 90 19 100 55 76 30 44 28 12 5 42 5 11 60 120 40 65 95 80 10 41 25 35 30 * 41 31 IJ-O 0 82 ! 53 ; 8 5 , 64 1 1*^ 75 43 6fi 1 30 1 50 35 i 20 26 32 ; 18 8 I 48 i 20 30 1 12 97 15 1 33 5 1 63 ; 32 125 . 17 28 21 0 C 1 35 . 0 17 11 17C 1 5.^ : 12 2 : 125 . 25 14C 1 15 35 1 22 ; 5 38 i 6 2(! 1 26 ; 40 8 i 42 ; 37 18 ; 10 IK ' 5 • 16 1 12c i 6 2t 1 3C I 47 In ensis course. 18 93 40 29 52 42 37 20! 75 150: 150 13 lOU' 150 50; 64 23! 24 20 40 20 30 In English course. In teleg¬ raphy. Months necessary for gradua¬ tion. Gra^du- ates in com- ; mercial course. Gradu¬ ates in amanu ensis course. . a3 6 s p o A rS 0 li a 6 1e 13 a q; Day ours •rH M P ^ o A 13 13 a a) a) 13 a o I9| _ 1 1 1 ® 22 2:s ‘J4 .NlJ 27 8 6 43 12 38 i 911 12 3 6 8 15 12 12 231 11 0 6 12 8 o 8 19; 4-6 6-8 20 115 3 4 5 61 171 10-12 59 3 16 63' 46 29 46 15 8 12 16 9 9 20, 75 20 10 10 120 75 290 350 6 9 10 12 10 14 O 20 6 12 16 0 6 17 6 20 30 151 31 12 9 1.3 24 45 32 24 65 56 12 6 1 6 12 6 6 9 4 3 1 2 6-9 9-12 7 0 6-8 21 2 8 12-15 10 1 7 16 24 10 10 20 12 24 60 0 30 1( 0 or. 2(J 50 10 25 50 50 14 0 0 35 15 30 44 1 6 12 60 20 1 6 i 12 8 0 2 8 12 : 18 18 1C 1 15 la 1 12 : 18 55 36 1 46 38 6 35 • 1C 1 10 i 2." 5-8 ; 12-20 1 23 ; 9 1 6 i 2£ 4 6 1 64 12 e \ _ 9 1 1 2 2C 1 € e ;1 . 5C 1 1C ) 35 1 38 e i| 12 ; 14 : 5 s e i 1C 30 I 25 t .... 15 ! 3C ) 1£ 1 9 ) 2 : 15 6-8 s' 12-18 5 .... 15 > , 2C ) 3C 243 244 245 250 251 252 253 254 257 258 259 260 2G1 262 263 265 266 267 268 269 270 271 273 274 275 276 277 278 279 280 281 2.82 283 284 285 286 287 2494 EDUCATION KEPORT, 1899-1900. Table 9. — Stcdtstics of commercial and business schools In¬ struct¬ Actual num¬ ber of stu¬ dents en¬ ors. rolled. Post-ofiice. Name. Executive officer. , ^ "3 A A g S S Eli o H 1 3 4 ! i« 7 S OHIO — conf d. I 2SS Tiffiu . Heidelberg College of Com¬ merce. C. C. Kennison . o 1 ' 29 1 32 289 290 M. H. Davis 5 0 400 200 60f) Bryant, Sti*atton and Smith Business College. G. H. St. John . 3 : o 1 5. i 99 i 291 The Bixler Business College.. Browne’s Business College ... Hall’s Business University ... Gideon Bixler _ 1 ! 3 75 60 135 J. C. Browne . 3 0 40 50 90 21)3 . del . E. A. Hall . . . • 43 85 128 294 Zanesville Business College .. W. C.Howey . . 2 4 1C9 106 215 OREGON. 295 Holmes English and Business College. Miss G. Holmes _ 4 4 200 100 300 296 _ do . Portland Business College _ A. P. Armstrong _ 6 2 250 150 400 297 Salem . W. I. Staley...- . 1 o 65 30 95 PEIvNSYEVANIA. 298 AOento'^u . Allentown Business College . . The American Business Col¬ W. L. Blackman _ 2 0 99 21 120 299 _ .do . . . S. C. Speer . 4 0 180 41 221 300 Altoona . lege. Mountain City Business Col¬ lege. George G. Zeth , . 3 1 359 136 495 301 Allegheny . . Actual Bu.siness College . . Butcher’s .Business College... T. M. Williams. = o 1 130 60 190 302 Beaver Palls _ J. W. Butcher . „ <•> 1 60 50 110 303 Corrv . Corry Business College . . Geo. M.Nicol _ ... 0 26 8 34 304 Du Bois . Du Bois Biisiness C.’ol]ege _ G. W. Thorn . i 75 65 140 3' )5 Easton .. Easton College of Business.. . The Tubbs Business College.. Erie Business University _ Harrisburg Business College _ School of Commerce . C. Lincoln Free 2 0 3-3 35 68 306 Emlenton . Delavan C. Tubbs 9 1 34 20 54 307 Erie _ _ _ J. Ivl. Glasier . 4 2 100 40 140 308 Harrisburg . . . J.E. Garner . o 1 61 50 111 309 . do _ J. C. Shumberger and G. S. McClure. o I 71 73 144 310 Lebanon . .. Lebanon Business College _ Lock Haven Business Insti¬ J. G. Gerberich . 3 2 217 103 320 311 Lock Haven . Benj. F. Plelcher ... 1 0 6 6 12 tute. 312 Norristown _ Schissler College of Business . College of Commerce _ _ A. J. Schissler _ 6 6 216 230 446 313 1 Pbiladelnbia. ... T. H. McCool _ 6 3 2501 75 325 314 -_..do--t _ Pa,lmer’s College _ _ .. O. R. Palmer . 4 117 252 369 315 _ do . . . Palms's Business College . Theo. W. Palms . 0 210 90 300 316- . do.- . Pierce School n . . ... L. B. Moffett . 3U 4 968 410 1,378 600 694 317 rlo . The U^nion College of Business James M. Lingle _ Win. H. Duff . 8 4 300 300 318 Pittsburg _ Duff's Mercantile College _ The Martin Shorthand School. 0 529 165 319 _ do . H. L. Andrews . 5 4 200 5*50 750 320 Pottsvilie . Pottsvilie Business College... The C oin m e r cial Public Frank Tavlor . 1 1 41 48 321 _ do . G. A. Transue . 1 0 32 20 52 School. 322 Reading . Interstate Commercial Col¬ H. Y. Stoner . 6 0 184 60 244 lege. 1 823 _ do . . . Reading Business College _ j South Bethlehem Business D. B. Brunner . 2 1 104 18 122 321 Scuth Eetiilebem W. F. Magee . 4 0 165 64 229 College. 1 325 Scranton _ _ Scranton Business College _ H. D. Bttck and 4 1 439 115 584 A. R. Whitmore. 326 Towanda . . Towamda Business and. Short¬ M. S. Cronk . 1 0 19 3 22 hand College. 327 Wasliinffton _ Washington ISusiness College Louis Van Arden .. 1 o 70 66 136 328 Williamsport .... Potts’ Shorthand School _ John G. Henderson. 3 0 175 134 309 329 .....do . . . Williamsport Commercial College. W. A. Tomb- . 6! 1 224 112 338 1 330 Wilkesbarre .... Wilkesbarre Business Col¬ F. MMUlen . . 1 75 25 100 lege and School of Short¬ hand. 4j a Tlie report of Pierce Scliool sworn to by business manager. COMMERCrAL AKE BUSmESS SCHOOLS 2495 in the United States in 1899-1900 — Continued. Actual number of students enrolled.. Average daily at- teu dance. In com¬ mercial course. In amanu¬ ensis course. In English course. In teleg¬ raphy. Months necessary for gradua¬ tion. Gradu¬ ates in com¬ mercial course. Gradu¬ ates in amanu¬ ensis course. Day school. Evening school. Male. Female. Male. Female. Day school. Evening school. Male. Female. Male. Female. Male. Female. Male. Female. Day course. Evening course. 6 Female. Male. Female. 9 19 11 IS 13 14 45 16 if- IS 19 SI 33 33 34 36 37 20 17 30 25 4 3 15 6 10 2 15 1 300 150 100 50 200 100 200 200 400 200 12 36 46 43 6 4 80 9 52 27 26 29 52 47 6 13 28 3 9 29 60 50 60 40 30 35 25 7-12 25 10 15 20 40 50 25 97, 20 20 12 20 20 17 15 1 35 8 7 60 18 40 50 30 45 6-8 20 25 6 30 95 98 14 8 15 80 55 15 43 6-8 40 15 10 36 200 100 200 150 30 70 100 100 12 20 15 6 20 250 150 175 200 50 125 6-9 75 25 10 4o| 30 60 15 9 11 1 1 5’ 56 15 43 6 35 26 38 4 56 17 5 0 10 5 2 13 9' 116 28 64 13 70 50 109 20 71 21 12 3 0 0 10 20 32 3 4 1| 273 95 86 41 69 25 74 40 103 112 94 20 — — 6 9 102 19 78 9o: 20 30 60 50 60 50 6 12 26 8 18 0 26 4 2 7 20 4 6 4 2 2 i 65 58 10 7 70 35 60 30 20 50 TO 40 0 0 10-12 6-8 20 10 10 25' 33 35 33 24 15 35 21 20 12 33 23 20 10 6 40 6 34 20 9 12 10 18 4 18 40 85 <7 8 100 15 70 30 15 25 io 4 6 50 41 ' 21 9 58 15 40 30 35 35 50 45 8 12 6 9 6 6 41 52 30 21 57 31 49 42 51 G4 6-10 14 16 14 16 102 57 27 11 142 28 197 53 57 23 6 14 41 o 28 20 6 1 ^ 2 2 6 4 190 215 26 15 30 216 230 216 230 10 18 18 2 42 75 ! no 75 250 75 125 200 30 8 14 28 65 1 198 52 54 30 50 75 100 150 ! 70 60 20 195 30 15 60 6-8 24 470 ! 258 498 152 435 412 741' 166 244 254 7-10 18 "'69 33 "ii ’ 52 200 i 200 100 100 1.50 75 300 300 300 300 300 300 11 15-18 65 60 50 75 434 ! no 132 18 300 90 310 10 124 92 6 6 167 27 105 85 125 ' 475 75 75 200 100 200 550 9 9 38 1 6 ! 3 1 23 3 25 5 2 0 6 1 8 1 9 O 32 20 0 0 47 32 20 18 12 10 12 9 11 7 140 30 44 30 50 70 163 41 21 19 10 20 19 4 2 8 68 28 16 10 36 18 26 12 42 14 10 20 8 6 90 45 75 19 60 47 77 20 60 41 28 6-10 9-15 14 " 3 7 16 3 3 0 10 0 14 3 1 0 1 0 4.-8 8-16 6 0 8 0 50 58 19 9 65 41 17 38 157 119 IS 15 145 129 175 134 5 7 95 37 194 98 30 14 128 28 12Q 15 93 81 5 p 6 12 29 7 18 12 30 15 45 10 25 30 75 25 j 288 289 290 291 292 293 294 295 296 297 298 299 300 301 3.02 303 304 305 306 307 308 309 310 311 312 313 314 315 31(3 317 318 319 320 321 322 323 324 325 328 327 328 329 330 249G EDUCATION EEPOET, 1899-1900. Table 9. — Statistics of commercial and business schools Post-office. Name. Executive officer. In¬ struct¬ ors. Actual num¬ ber of stu¬ dents en¬ rolled. Male. 1 Female. a5 Female. Total. 1 2 3 4 5 G 7 S 1 KHOBE ISLAXT). i 331 Providence Bryant and Strat- T.B. Stowell . . 8 9 164 171 ' 335 ton Business' College. 1 1 332 . do _ Scholfield’s Commercia,! Col- Albert G. Scholfield 3 1 103 43 148 lege. SOUTH CAROLINA. 33:3 Charleston . . Charleston Mercantile School Maizie J. Bergmann 0 2 20 15 35 SOUTH DAKOTA. 334 Aherdeen _ A.berdeen Business College- H. A. Way . 1 1 38 31 69 3:35 Sioux Fails . Sioux Fails Business College . G.C.Christopherson 6 0 114 37 151 TENNESSEE. 333 Chattanooga _ Mountain City Business Col- J. A. Wiley and E. 3 1 109 92 291 lege. L. Wiley. 3:37 Knoxville . Knoxville Business College.. _ J. C. Woodward _ 4 0 90 40 130 333 - do . . McAllen’s Business and Jno. A. McAllen _ 2 1 43 18 61 Shorthand School. 330 do . Young’s College of Shorthand L. B. Smith . . 0 0 28 24 52 340 Memphis . Watson’s Business College _ W.T. Watson . 2 4 130 60 190 341 Nashville - . . Draughon’s Practical Busi¬ J. F. Draughon . 7 1 600 100 700 ness College. 1 342 do . Jennings’s Business College .. No report . . .. 1 34:3 _ do . . Fall’s Business College.. . Alexander Fall _ 3 0 432 323 755 TEXAS. 344 Dallas . Metropolitan Eusine.ss College W. W. Darley and 6 1 300 60 360 A. Ragland. 345 Fort Worth . Fort Worth Business College. F. P. Preuitt _ 3 0 3,22 104 426 34G .do _ _ Draughon’s Practical Busi¬ J. W. Draughon _ 3 1 150 100 250 ness College. _ 347 rial vestmi Galveston Business Univer¬ J. F. Smith . 0 0 3-4:7 128 475 sity. 348 Houston . . Houston Commercial College. No report _ _ 349 Paris Southwestern Business Col¬ E. M. Charlier . 4 0 133 61 194 350 Smi ATarcos lege. Lone Star Business College _ M. C. McGee _ 1 1 58 9 67 351 Tvler Tyler College . . . N. Adair and H. E. 3 140 122 262 Byrne. 352 Waco . Edward Toby’s Practical Edward Toby. . 5 1 342 61 403 Business College. UTAH. 353 Ogden . . - Inter-Mountain Business Col¬ James A.. Smith _ 2 <> 75 40 115 lege. 354 ' Salt Lake City... Salt Lake Business College... Joseph Melson . 5 3 241 133 374 VERMONT. 355 Burlington Burlington Business College.. E. G. Evans _ 0 2 57 51 108 356 Rutland .. . . .. Rutland Business College . L. J. Egelston. . 3 2 88 52 140 VIRGINIA. 357 T .ynflilmrg Piedmont College . . J.W. Giles . . 3 0 66 40 106 358 Nnvfolls Southern Shoi'thand and J. M. Ressler . 4 1 200 150 350 Business University. 359 Richmond . Smithdeal Business College... G. M. Smithdeal _ 6 4 230 79 309 360 d 0 Virginia Business College . B. A. Davis . 4 1 96 47 143 361 Roan oke National Business College _ Cbas. E. Eckerle _ 6 3 163 113 276 362 Staunton . Dunsmore Business College.. J. G. Dunsmore . 5 1 160 20 180 COMMERCIAL AMD BUSINESS SCHOOLS, 249T in the United States in 1899-1900 — Continued. Actual number of students enrolled. Average daily at¬ tendance. In com¬ mercial course. In amanu¬ ensis course. In English course. In teleg¬ raphy. Months necessary for gradua¬ tion. Gradu¬ ates in com¬ mercial course. Gradu¬ ates in amanu¬ ensis course. Day school. Evening school. Male. Female. Male. Female. Day school. Evening school. Male. Female. Male. Female. Male. Female. rS Female. Day course. Evening course. 1 Male. A S CD Male. Female. !> io 11 13 13 14 13 S3 1 1 SS S4 IGt 171 199 0 147 82 99 10 21 15 9 56 331 27 31 16 81 16 4 17 20 10 51 15 4 17 332 20 30 5 0 0 20 15 3 6 3 2 0 0 333: 38 31 23 17 10 3 14 19 16 12 334- 107 31 7 0 .40 12 IO6 10 8 2J 114 37 6-9 4 4 835 135 82 64 10 335- 90 40 90 4(i 5 10 5 337 29 16 18 3 27 13 17 S3 0 4 0 8 12 0 tt 338 8 9 3 0 17 3 0 0 6 17 3 3 5 8 i 5 839^ 130 GO 175 100 40: 140 20 so 6 33 8 340- coo 100 200 600 100 250 50 34L . i 342 24C 273 186 50 133 56 432 323 432 323 77 16 2,1 4-6 5-9 265 287 S65 287 3-io' 300 60 250 10 45 45 6 5 50 5 344 220 80 80 46 140 1 25 310 40 26 50 10 9 26 3 8 18 345 150 100 110 150 100 40 40 4-8 65 SO 346- 275 107 72 15 250 1 250 16 97 112 347 128 6-24 47 2 14 11 347 1 ! 348 133 G1 85 130 6 3 55 12 1 12 L... 349 58 9 23' 55 9 51 9 6 7 0 350’ 140 112 245 50 30 45 50 4 25 20 15 19 351 271 71 9 155 50 266 17 76 44 342 61 4-6 273 12 54 29 352 35 20 5 1 50 20 65 5 8 20 10 0 6-9 9-18 22 3 6 14 353- 152 93 G5 59 120 35 129 32 94 76 18 25 9 12 10 5 15 18 354 51 50 40 25 6 20 10 0 5-10 15 5 2 15 355 58 37 30 15 40 25 65 35 28 20 24 7 6-9 12-18 3 5 7 356- CG 40 40 10 20 36 66 40 5-7 10 10 2 20 357 150 150 50 0 75 30 175 50 175 100 175 100 15 0 6 12 3 0 1 (J 358 176 54 76 3 122 8 47 40 78 9 5 0 359 96 47 90 96 47 96 47 9 9 10 10 10 10 369 131 73 56 16 160 37 86 42 93 55 163 113 10 4-6 17 3 11 14 361 160 20 139 4 271 18 8 45 s 18 6 362' ED 1900 — VOL II - 77 I 2498 EDUCATIOI'T EEPOET, 1899-1900. Table 9. — Statistics of commercial and business schools Post-ofiice. Kame. Executive ofScer. In¬ struct¬ ors. Actual num¬ ber of stu¬ dents en¬ rolled. 1^ i ^ [ Female. Male. Female. Total. 1 3 i 4 5 6 7 S WASHINGTON. • 363 Seattle _ _ Acme Business College _ F. R. McLaren . 1 250 150 400 361 _ clo . — . Wilson's Modern Business J. P. Wilson . . 6 6 250 204 454 College. 1 1 365 Spokane . Engelhorn Spokane Business H. F. Engelhorn _ 8 3 200 85! 1 285 College. i 366 Tacorra-.- . Tacoma Business College _ W. H. Stapleton _ 2 3 71 66 137 367 Walla Walla . Empire Business College . 1 Reed Brothers . 3 1 69 19 88 WEST VIRGINIA. 368 Huntington . Marshall Business College .... ‘ G.A.Promtt 2 2 51 66 117 369 Wheeling _ Wheeling Business College ... ! .1 . M. F'ffj.sher 6 2 272 1.53 424 WISCONSIN. j 370 Apnleton _ De Land's Business College _ ' O P. Be Tifi.nd ] 1 30 80 60 371 Ashland. . - _ - Gordon’s Business College.... 1 F P) (-r-rirfli")n 1 1 40 40 60 373 Chippewa Fails.. Chippewa Falls Business Col¬ C. H. Howieson . 0 50 44 94 lege. 373 Eau Claire _ School of Shorthand and ! Mrs. M. .J. Lam hear. 0 2 71 130 191 Einsiness.* 374 Green Ba.y . . Green Bay Business College.. E.O.E'olsom . . 3 2 200 50 250 375 Kenosha _ Kenosha College of Com¬ Otis L. Trenary _ 4 0 96 32 1.28 merce. 378 La Crosse . Wisconsin Business Univer¬ F.J. Poland . 4 9 246 68 31-4 sity. O'V.'V Ol i Ivladison . -- Northwestern Business Col¬ E.G. Demmg 4 1 108 77 185 lege. 378 Marinette . Marinette Business College... A. S. Hutcheson _ 3 1 76 43 118 379 Milwaukee _ Spencerian Business College . Robert Spencer - 4 6 284 101 385 B80 Plattevilie _ Plattevilie Business College.. John Alcock 1 1 24 6 30 381 Portage . College of Commerce and H. A. Story 100 75 175 Shorthand. =!= 383 Sheboygan . Sheboygan Business College.. M. E. Patten . 3 i 90 25 115 383 Waukesha . Waukesha Bu.sine.ss College .. William A. Priecs .. 3 0 3 14 17 384 Wausau . Wausau Business College . C. M. Boyles _ 2 SO 60 150 =*= Statistics of 1898-99, COMMEKGIAL BUSINESS SCHOOLS, 2499 in the United States in 1899-1900— Coutxnxied. Actual number of students enrolled. Average daily at¬ tendance. In com¬ mercial course. In amanu¬ ensis course. In English course. In teleg¬ raphy. Months necessary for gradua¬ tion. Gradu¬ ates in com¬ mercial course. Gra,dn- ates in amanu¬ ensis course. Day school. Evening school. Male. Female. Male. Female. Day school. Evening school. Male. 1 Female. 1 Male. d 'cS a Q Male. Female. 1 Male. 1 Female. Day course. Evening course. Male. 1 Female. Male. *3 a !D 9 1© 11 13 i 3 14 15 *• 16 IS 1©' 30 ■21 IH 33 34 35 36 38 200 125 50 25 75 10 175 50 75 100 6 10 5 5 15 363 IDS 85 32 4 30 68 34 12 50 15 9 5 4 10 18 364 85 75 50 20 125 40 10-0 50 85 70 40 10 4 9 15 25 20 15 25 385 44 59 27 7 48 12 35 20 4 37 5 2 6 9 26 20 4 31 363 60 18 9 1 52 5 9 9 4 1 6 12 0 0 0 o 367 AO 60 11 6 21 27 30 33 6 10 368 _ 187 118 85 34 121 69 122 64 52 72 83 26 11 3 4 10 i ^9 33 24 47 369 1 80 30 30 24 22 ^ 11 18 12 370 20 12 12 8 30 15 10 10 10 12 8 5 0 0 6 12 6 7 10 9 371 50 44 35 10 15 34 5 6 6 372 53 104 18 16 40 10 48 60 8 8 12 6 12 12 9 21 33 373 2CiO 25 25 0 175 25 50 50 10 6 30 0 15 0 374 6? 26 29 6 33 4 8 13 0 1 0 0 0 9 5 0 1 7 375 246 68 0 0 290 200 14 46 54 246 68 0 0 6 ! 101 6 30 50 376 79 66 29 11 75 16 53 ■ 26 24 56 28 0 0 6 6 16 9 16 2 377 31 31 46 10 29 10 2 21 20 0 0 0 6 13 1 0 378 197 87 87 14 10 10 0 379 24 6 24 6 3 4 6-8 6 1 ' 3 3 380 100 75 40 20 14 26 30 45 5 381 42 15 48 10 55 66 80 5 10 20 0 0 0 0 6 12 80 5 10 20 382 3 14 0 0 11 1 7 3 *14 0 0 0 0 6 8 11 8 383 70 58 20 59 25 80 50 80 50 90 60 15 5 .... 384 CHAPTER XLII. EDUCATION OF THE COLORED RACE. Refereuces 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; 1873, pp. svii, xviii; 1873, p. Ixvi; 1875, p. xxiii; 1876, p. xvi; 1877, pp. xxxiii-xxxviii; 1878, pp. xxviii-xxxiv; 1879, pp. xxxix-xlv; 1880, p. Iviii; 1881, p. Ixxxii; 1883-83, pp. xlviii-lvi, 85; 1883-84, p. liv; 1884-85, p. Ixvii; 1885-86, pp. 598, 659-656; 1886-87, pp. 790, 87-4-881; 1887-88, pp. 30, 31, 167, 1G9, 988- 998; 1888-89, pp. 768, 1412-1439; 1889-90, pp. 620, 621, 6M, 634, 1073-1103, 1388-1393, 1395-1485; 1890-91, pp. 630, 634, 793, 808, 915, 961-980, 1469; 1891-93, pp. 8, 686, 688, 713, 861-867, 1003, 1334-1237; 1893-93, pp. 15,443, 1551-1573, 1976; 1893- 94, pp. 1019-1031; 1894-95, pp. 1331-1434; 1895-96, pp. 30S1,.3115; 1898-97, pp. 3395-2333; 1897-98, pp. 2479-2507; 1898-99, pp. 3201-3335; Introduction to Annual Report for 1898-99, pp. Ixxxviii-xcii; also in Circulars of Information— Uo. 3, 1883, p. 63; No. 3, 1886, pp. 123-133; No. 3, 1888, p. 132; No. 5, 1SS8, pp. 53, 54, 59, 60, 80-86; No. 1, 1893, p. 71. Special Report on District of Columbia for 1869, pp. 193, 300, 351-400. Special report, New Orleans Exposition, 1884-85, pp. 468-470, 775-781. The estimated number of children in the South (the 16 former slai^e States and the District of Columbia) between 5 and 18 years of age for the scholastic year 1899-1900 was 9,094,490. Of this number 6,103,390, or 67.15 per cent, were white and 2,991,100, or_32.85 per cent, were colored, as shown in the hrstpart of Table 1. The same table shows that the enrollment in the white xmblic schools was 4,167,489, or 68,28 per cent of the white school population, while the enrollment in the col¬ ored public scliools was 1,539,507, or 51.46 per cent of the colored school population. The average daily attendance in the white schools ¥7as 2,711,701, or 65.06 per cent of the white enrollment, and the average daily attendance in the negro schools was 957,160, or 62.17 per cent of the colored enrollment. It is shown in Table 2 that the total expenditure for the public schools of the South for the year 1899-1900 was $35,594,071. It is estimated that about 20 per cent of this sum, or $7,118,814, was expended in support Of the negro xiublic schools. The table shows the expenditure for both races for each year since 1870-71, the aggregate for the 30 years being $815,103,948. During the first imvt of the period the colored schools did not receive as large a share as 20 per cent of the whole, but it is estimated that the South has expended for the education of the colored race in the public schools about $109,000,000, It is Impossible to obtain an accurate statement as to tlie amounts separately expended for the education of the negroes, for the reason that in twelve of the Southern States separate accounts are not kept. In Maryland the expenditure for negro scliools is known for each of the 30 years. In North Carolina separate accounts have been kept since 1873, in the District of Columbia since 1875, in Kentucky since 1880, and in Florida since 1893. These statistics were given in the Report of the Commissioner of Education for 1898-99, pages Ixxxviii-xcii. PUBLIC HIGH SCHOOLS. Tables 3 to 6 summarize the statistics of 92 public high schools for the negroes, 86 of these schools being in the South and included in the statistics of public com- 2501 2502 EDUCATION EEPOET, 1899-1900. mon schools given in Table 1. For the 92 schools there were 272 teachers in 1899- 1900 and a total enrollment of 8,448. There v/ere 3,216 pnpils in elementary grades and 5,232 in secondary or high-school grades proper, as shown in Table 3. There were 1,083 students in the classical course, 1,303 in scientific courses, 2,788 in the English course, 100 in the business course, and 206 in the normal course. There were 600 pupils in manual training. The number of graduates from the high- scliool course was 646. Table 6 gives a very incomplete financial summary of the colored high schools. Of the 92 schools, 59 had libraries aggregating 14,961 volumes, valued at $13,041, The value of the property of 62 schools was $661,875. The total income of 24 schools was $36,555, In most cases separate accounts for public high schools are not kept. SCHOOT^S SUPPORTED FROM PRIVATE SOURCES. There were, for the year 1899-1900, reporting to this Office, 145 schools of second¬ ary and higher grade for the education of colored students and supported almost entirely by funds from private sources. The statistics of these schools v/ill be found summarized in Tables 7 to 12. The 145 schools had 37,698 students — 22,043 in elementary grades, 13,267 in sec¬ ondary grades, and 2,386 in collegiate grades. Of the students in secondary grades there were 4,881 in training courses for teachers, and of these 803 were graduated. In higher education there v/ere 1,751 students in professional courses, as shov/n in Table 10. There were 15,683 pupils of all grades in industrial training. The aggregate income of 123 of the 145 schools was $1,182,365, as shov/n in Table 12. Of this aggregate $212,950 was ‘received by 39 schools from public funds, 99 schools received $148,506 from tuition fees, 39 received $142,932 from productive funds, and 102 schools received $677,977 from other sources. The greater part of this latter sum must have been contributed by iirivate individuals for the support of the schools during the year. It is shown in the first part of the table that 56 schools received in benefactions for the year $661,480. Only 117 of the schools reported libraries, aggregating 247,780 volumes. The statistics of the 92 public high schools are given in detail in Table 13. The detailed statistics of the 145 private schools are given in Tables 14 and 15. Table 1. — OGrumon-school statistics, classified hy race, 1899-1900. State. Average (jaily at¬ tendance. Pex’ cent of enroll¬ ment. Number of teach¬ ers. V^'liite. Colored. V/hite. Colored White. Colored. Alabama . . . 398. 463 99, 343 53,656 0.3, 947 11,611 38, 736 119,376 a 43, 074 56, 130 84. 81 69. 75 5,000 5,518 734 1,578 1, 441 106 A I’kansas . . . . . 142, 745 a 19, 740 33, 852 40, 267 178,961 a 205, 623 90, 187 61.97 62. 45 Delaware (1891-92) . 69. 73 60. 66 District of Columbia . . 76. 39 76. 09 814 413 F lorida . . 68.97 68. 75 3, 084 6, 557 8,564 3,073 4,300 4,871 645 Georgia . . . 63.36 61.08 3,583 1,396 1, 085 837 Keatucky (1890-97) . 61.41 62.14 Louisia.na . . . 73.96 75. 62 Maryland (1898-99) . 109,696 98. 695 33, 989 102, 898 a 23, 001 64, 505 no, 947 67. 904 60.11 49. 07 Mississippi (,1898-9'9) . . 59.45 53. 45 3,385 804 Missouri . . . . . a 437, 011 142, 413 90, 348 63. 77 66.59 15. 397 North Carolina . . 52.65 49. 61 5, 600 3,270 a 7, 329 3,387 2, 394 South Carolina . 71. 54 71.30 Tennessee . . 370, 663 70. 30 67.43 a 1,866 Texas . a 309. 876 a 83, 904 68. 58 66.28 13,019 3,001 Virginia . . . 141, 383 145, 774 61, 754 5,480 58.50 52.73 6,671 6,853 3, 165 West Vii’giiiia . . _ .. . 65. 01 67.57 337 Total 1899-1900 . Total 1889-1890 . 3, 711, 701 3, 165, 349 a57.160 813, 710 65. 06 63. 64 62.17 63. 74 98,0.53 78, 903 37, 183 34,073 a A pproximateiy . EDUCATIOIT OF THE COLOEED .EAOE, 2503 Table 1. — Common- school statistics, classified hy race, 1899-1900 — Continued. State. Estimated num¬ ber 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, j Colored. White. jColored. Alabama . 351, 630 301, 300 53. 35 46. 15 234,000 143, 423 66. 54 47. 36 Arkansans . 337,380 130, 740 72.06 37. 94 230,345 84,317 68.29 64. 49 Delaware (1891-93) . . 39,470 8, 900 81.61 18.39 28, 318 4, 858 71. 74 54. 58 District of Columbia - 45, 640 25,110 64. 36 35. 64 31,261 15, 358 68.49 60. 76 Florida . 97, 970 77, 640 55. 79 44. 21 67,077 41, 797 68.48 53. 83 Georgia . 405, 950 380, 970 51.59 48.41 287, 397 195,276 70.79 51. 25 Kentucky (1898-97) . 575,040 98,490 85. 37 14. 63 433, 573 69, 331 75.33 70. 38 Louisiana . 337, 760 243, 590 48.43 51. 57 121,936 74,283 53.53 30.60 Maryland (1898-99) _ 268, 060 77, 290 77. 63 23. 37 183, 480 46,8.53 68.07 60. 61 Mississippi (1898-99) . 237, 470 331.330 40. 71 59.39 167,684 192, 493 73. 71 58. 09 Missouri . 910, 980 55', 430 94.36 5.74 685,276 34,540 75. 23 63. 33 Nortli Carolina . 418. 560 250, 970 62.53 37.48 370, 447 130, 005 64. 86 51.80 Soutb Carolina — . 185, 860 311,900 37. 34 63. 66 136, 289 155,002 67.94 49.88 Tennessee . . . - . . 517, 060 174, 510 74. 76 25.34 384, 849 100, 705’ 74.39 57. 70 Texas . - . . 819, 140 250, 860 76. 55 23. 45 451, 830 126. 588 55. 10 50. 46 Virginia . 385, 890 260,320 58.43 41. 57 241,698 117, 129 66.05 44.99 West Virginia . 303, 630 12, 760 96.04 3.96 324, 233 8,110 73. 40 63. 55 Total 1899-1900 . 6. 103. 390 2,991,100 67. 15 33. 85 4,167,489 1,. 539, .507 68. 38 51.46 Total 1889-1890 . a5, 132,848 2,510,847 i 67.15 33. 85 3,402,420 1,296,959 67. 15 32. 85 a United States Census. Table 2. — Sixteen former slave States and the District of Columbia. Year, Common-school enrollment. Expendi¬ tures ( both races). Year Common-school enrollment. Expendi- itures (both races). White. Colored. White. Colored. 1870-71 . $10,335,464 11,623,238 11,176.048 11,82:3,775 13,021,514 12, 033, 865 11,231,073 12,093,091 12,174,141 13, 678, 685 13, 656, 814 15, 241, 740 16,363,471 17,884,558 19,353, 874 30, 208, 113 1886-87 . 3,975, 773 3,110, G06 3,197,830 3,403,420 3,570,»M 3,607,-549 3,697,899 8,848,541 8, 848, 267 3,943,801 3,837,992 4,145,737 4, 187,489 1, 118, .556 1,140, 405 1, 313. 093 1,296; 959 1,329,549 1,354,816 1,367,515 1,433, 198 1,433,593 1,449,325 1,460,084 1,540,749 1,511,618 1,539,507 S30, 821,969 31, 810, 158 23,171,878 24,880,107 26,690,310 27,691,488 38,535,738 29,223, 548 39,443,584 31,149,724 31,144,801 31,247,218 33, 849, 893 35, 594, 071 1871-73 . 1887-88 . 1873-73 . - 1888-89.- . 1873-74 . 1889-90 . 1874- 75 . 1875- 76 . 1890- 91. . 1891- 93 . 1876- 77 . 1877- 78 . . 1878- 79 . 1879- 80 . 1880- 81 . . 1881-83 . 1883-83 . 1883- 84 . 1884- 85 . 1885- 86 . 1,837.139 3, 034, 946 3. 013, 684 2,215,674 2,234,877 2,249,363 2, 370,110 2,546,448 2,676, 911 2, 773, 145 571, 506 675, 150 885,943 784, 709 803,374 803, 983 817,240 1,003,313 1,030, 463 1,048,659 1893- 9:3 . 189:3-94 . 1894- 95 . 1895- 96- . 1893-97 . 1897- 98 . 1898- 99 a . 1899 1900 a _ Total.... 74,545,366 37,398,804 615, 103, 948 a Subject to correction. 2504 EDUCATION REPOET, 1899-1900. Table 3. — Teachers and students in public high schools for the colored race in 1S90-1900. Location, Number o t 1 schools. Teachers. Pupils enrolled. Male. Female. Total. Total. Elementary. Secondary. Male. Female. Total. Male. Female. Total. Male. Female. Total. Alabama. . . 1 1 i 1 2 25 45 70 ' 0 0 0 25 45 70 Arkansas . . 4 6 0 15 282 452 734 199 262 461 83 190 273 District of Columbia _ 1 19 11 30 198 50() 704 0 0 0 198 506 704 Florida . . . ti 4 1 5 17 43 60 0 0 0 17 43 60 Georgia . . 4 4 6 10 184 294 478 170 229 399 14 65 79 Illinois . . . o 2 2 4 23 41 64 0 0 0 23 41 64 Indiana . . 3 5 2 7 119 159 278 69 87 156 50 72 122 ■Kentucky . . 8 19 ‘'2 41 414 711 1, 125 163 248 411 251 463 714 Maryland . . o 5 6 11 112 1.50 262 41 0 41 71 1.50 221 Mississippi . . 7 8 8 16 143 363 506 56 56 112 87 307 394 Missouri . . . . . . 15 25 7 32 416 736 1, L52 .219 251 470 197 485 682 North Carolina - - o 3 3 6 80 123 203 53 73 126 27 50 77 Pennsylvania . . 1 1 0 1 5 17 22 0 0 0 5 17 22 South Carolina . 7 9 o 11 87 140 227 38 20 58 49 120 169 Tennessee . — 8 15 4 19 225 420 645 102 118 .220 123 302 425 Texas . . . . . 18 25 13 38 502 739 1.241 307 381 688 195 358 553 Virginia . . . . 5 G 14 20 127 494 621 18 56 74 109 438 517 "VYest Virginia _ 3 4 0 4 16 40 56 0 0 0 16 40 56 Total . . 9:1 IGI 111 2,975 5, 473 8,448 1,435 1,781 3,216 1,540 3,692 5,232 Table ■i.—Cla.ssihcation of colored students in j^i^blic high scjiools by courses of study, 1S99-1900. Location. Students in clas¬ sical course. Students in sci¬ entific course. Students in Eng- li.sh course. Students in busi¬ ness course. Male. Female. Total, Male. Female. Total. Male. Female. Total. Male. Female. Total. Alabama . 25 45 70 Arkansas . . . . 25 45 70 34 65 99 District of Columbia _ 11*7 279 336 0 0 0 0 0 0 55 39 94 Florida . . i 0 0 0 1 2 3 15 35 50 0 0 0 Georgia _ _ | 9 39 48 76 121 197 Illinois . 0 0 0 5 6 11 18 35 53 0 0 0 Indiana . } 50 72 122 0 0 0 3 7 10 0 0 0 Kentucky - - 13 13 i 80 143 223 206 273 479 1 5 6 Maryland . . . . 0 0 40 1.50 190 71 150 221 0 0 0 Mississippi ... _ u 30 44 31 6 37 79 286 365 Missouri . 1 77 217 294 82 179 261 43 91 184 0 0 0 North Carolina, 1 6 22 28 63 85 148 0 0 0 Pennsylvania 1 o 3 South Carolina _ 9 4 13 3 14 17 21 30 51 0 0 0 Tennes.see . . . 15 28 43 13 42 55 65 125 190 0 0 0 Texas . . . 4 7 11 127 245 372 122 223 345 0 0 0 Virginia . . . . 1 ^ 0 0 5 2 7 97 375 472 0 0 0 West Virginia.- . . 1 9 1 _ 30 39 0 0 0 0 0 0 0 0 0 Total . j 319 764 1,083 427 876 1,303 905 1,883 GO CO 56 44 100 EDUCATION OF THE COLORED RACE, 2505 Table 5. — Niimher of normal students, manual-training students, and graduates in colored high schools in 1SD9-1900. Location. Students in normal course. Pupils receiving manual training. Graduates of high- school course. Male. Female, j Total. Male. Female. Total. Male. Female. Total. 2 8 10 39 14 25 District of Columbia . 0 0 0 1 35 G4 C9 Florida . 6 19 25 5 3 8 Georgia . - 5 12 17 76 121 197 1 12 13 Illinois . . . 0 0 0 0 0 0 4 5 9 Indiana . 0 0 0 0 0 0 4 . 4 8 Kentucky . - . - 0 20 20 1 7 8 IG 77 93 Maryland . . 0 0 0 59 0 59 IG 12 28 Mississippi . - . 1 1 2 0 0 0 7 23 30 Missouri . . . 0 0 0 58 192 250 19 53 72 North Carolina, _ _ 17 15 32 19 49 63 3 14 17 Pen n syl v.q.n i a, 0 0 0 1 o 3 South Carolina . . . . . . . 0 0 0 1 1 o G 19 25 Tennessee . . . . 10 15 25 5 11 IG 19 48 G7 Texas . . . 3 1 4 0 0 0 IG 28 44 Virginia . . . . 9 70 79 0 0 0 8 59 67 "Vest Virginia . . 0 2 2 0 0 0 4 10 14 Total . 51 1.55 20G 1 219 1 331 GOO ISO 466 G-4G Table 6, — Financial siunniarij of the colored, public high schools. Location. Number of schools reporting. | Volumes in libraries. Number of schools reporting. | Value of libraries. Number of schools re^ orting. | Value of grounds, furniture, and scientific apparatus. Number of schools reporting. | Amount of State or munici¬ pal aid. Number of schools reporting. | Amount received from tui¬ tion fees. Number of schools reporting. | Amount received from pro¬ ductive funds. Number of schools reporting ] Amount received from other sources unclassified. Number of schools reporting. | Total income for the year . 1899-1900. A labn.mn, Arkansas 2 2, 120 2 $900 3 LC Vi c:> 1 $800 1 $800 District of Columbia . i 1,400 1 2,200 1 136, 150 Florida . . . 1 250 1 500 2 9, 000 1 s2 150 0 0 0 0, 0 1 2,150 Georgia . . . 3 380 3 185 3 8,200 1 ... _ 1 2,234 Illinois 2 218 2 476 2 23, 000 1 1,800 1 1,800 Tndia.na, 1 3, 500 Kentucky . . 5 2,04i 5 1,720 5 70, 500 1 1,560 1 |170 0 0 1 600 1 2,3,30 Maryla.TT d 1 375 1 400 Mississippi - . 3 238 3 325 7 24, 975 6 13, 6.54 1 ioo 2 $34()! r'2 1,832 ! 6 15,928 Missnn i-i 13 2 772 13 2, 375 10 97, 600 2 2, 440 2, 440 N or th Ca.r ol i n a, 1 *^’480 1 190 1 10, 000 Pe n ri s vl van i a. 1 ■ South Carolina . . . . 2 195 2 1,30 3 11, 500 2 575 ]' 62 6 6 1 28 ! 3 685 Tennessee,.. . . . 7 1, 248 7 1,230 7 74, 200 2 1,650 1 1,50 0 0 0 0 1 4 1,800 Texas 12 2, 150 12 1,572 12 113,500 5 6, 190 4 2,20 5 6,410 Virginia, 3 731 3 563 3 27, 000 1 W ost V i rgi n i ;i, 3 363 3 275 2 19, 500 ! Total . . . 59 14, 961 59 13,011 62 661, 875 21 32,253 8 702 2 340 5 3,260 24 36, 555 2506 EDUCATION EEPOIlT, 1899-1900. Table 7. — Teachers and students in private institutions for the colored race in 1S99-1D00. State. Number of schools. | Teachers. Students. Is Female. Total. Elementary. | Secondary. Collegiate. Total. Male. Female. Total. Male. Female. Total, Male. Female. | Total. Male. 1 ! Female. 1 Total. Alabama . 11 108 118 33? '1 1,208 3,4-31 035 1,073 3, 007 33 10 33 2,183 2, 2S8i 4,471 Arkansas . 7 37 33 50 ’393 400 793 144 164 308 49 31 70 586 585 1,171 Delaware . 1 5 1 6 0 0 0 16 15 31 13 8 30 28 23 51 Dist. Columbia . iJ 70 31 91 333 247 480 143 134 376 357 |135 482 732 506 1,238 Florida . - 8 17 43 59 6S8 714 1,402 131 175 306 1 0 1 820 889 1,709 Georgia - O') 73 154 227 1,616, 3, 799 4, 415 566 958 1,524 233 67 290 2,405 3,824 6,229 Kentucky . 5 11 19 30 198 149 347 154 116 370 18 18 36 370 283 653 Louisiana . 6 38 43 86 541 739 1,370 190 339 539 23 13 35 754 1,080 1,834 Maryland . T) 18 25 43 31 147 178 86 113 199 10 1 11 127 261 388 Mississippi . 11 53 69 121 403 577 980 732 596 1,318 46 G 52 1,171 1,179 2,350 Missouri - o 13 10 23 108 139 337 116 113 328 13 1 13 236 242 478 New Jersey 1 3 1 7 10 0^ 0 0 46 63 109 0 0 0 46 63 109 N . Carolina _ 31 94 108 303 1,018: 1,468 3, 486 633 861 l,.54-4 343 81 429 2, 049 2, 410 4,459 Ohio . . 1 13 7 20 0 0 0 56 ! 53 108 76 83 1.58 132 134 266 Pennsylvania . . 3 14 6 20 73 95 167 49 103 151 142 0 142 263 197 460 S. Carolina - 11 49 78 137 881 1.126 3,007 5S1 701 1,362 45 31 76 1,487 1, 858 3,345 Tennessee _ 8 61 79 140 731 775 1,496 489 571 i, 060 330 77 297 1,430 1,423 2, 853 Texas . . 6 34 56 90 340 545 885 323 337 650 97 91 188 760 963 1,723 Virginia. . . 14 101 140 341 970 1,378 3, 348 633 569 1,301 47 6 53 1,649 1,9.53 3,602 West Virginia . 2 It 8 30 54 67 131 66 120 186 0 0 0 120 187 307 Total - 14.5 1,0191,836 9,493 1 13, .551 33,043 6,107 7, 160 13,261 1,749 ,637 2,386 1 17,348 20,348 37,696 Table 8. — Classification of colored students, hij courses of study, in private instC tutions, 1S99-1900. State. Students in clas¬ sical courses. | Students in sci¬ entific conrses. Students h lish coui 1 Eng- •se. Students in busi¬ ness course. Male. Female. Total. Male. 0 g S Total. Male, Female. Total. Male. Female. Total. i Alabama . . 15 0 17 11 28 39 228 354 582 25 32 Arkansas . . . , 22 11 33 10 11 21 192 228 420 0 0 0 Delaware _ _ _ 0 0 0 11 5 16 1 0 1 0 0 0 District of Columbia ... 21 4 25 3 0 3 71 70 141- 71 70 141 Florida . . 10 16 26 0 0 0 101 98 199 0 0 0 Georgia . . 64 29 93 37 95 132 643 966 1,609 7 0 7 Kentucky . 78 43 121 18 16 34 25 48 73 0 0 0 Louisiana . 40 54 94 27 42 69 628 877 1,505 12 11 23 Maryland . . 31 5 36 0 3 3 84 151 235 0 0 0 Mississippi . 43 25 68 42 4 46 595 482 1,077 0 0 0 Missouri . 9 0 9 0 0 0 0 0 0 0 0 0 New Jersey. . 0 0 0 0 0 0 36 49 85 0 0 0 North Carolina . 142 15 157 21 13 34 590 763 1,353 0 0 0 Ohio. . . . . 51 24 75 0 0 0 0 0 0 0 0 0 Pennsylvania . . 140 0 140 0 0 0 0 0 2 7 15 22 South Carolina . 132 60 182 2 0 2 601 819 1,420 1 0 1 Tennessee . 176 71 247 51 59 110 468 625 1,093 5 10 15 Texas . . 19 11 30 33 16 49 65 58 123 36 30 66 Virginia . 94 64 158 42 57 99 709 779 1,488 23 14 37 West Virginia . 7 0 7 0 0 0 0 0 0 0 0 0 Total . . 1,084 1 434 1,518 308 349 657 5, 039 6,367 11,406 187 157 344 EDUCATIOIS^ OF THE COLOEED EACE- 2507 Table 9. — Number of colored normal students and graduates in private institu¬ tions, 1SQ9-1900. ' State. Alabama . . . Arkansas-- . Delaware, . District of Columbia. Florida... . Georg-ia . . . Kentucky . . . Louisiana . . . Maryland . Mississippi — . Missoui’i-. . New Jersey . . N orth Carolina - Ohio _ _ _ Pennsylvania . . Soutb Carolina . . . Tennessee _ Texas. . . Virginia . . West Virginia - Total Students in nor¬ mal course. Graduates of higb-scliool course. Graduates of nor¬ mal course. Graduates of col¬ legiate course. Male. Female. Total. Male. Female. Total. Male. Female. Total. Male. Female. Total. 1 612 754 1,426 56 39 95 31 36 67 p 1 4 64 75 139 15 0 15 6 7 13 3 1 L. 0 3 3 0 0 0 0 3 3 1 0 1 31 181 212 41 98 139 7 13 20 3 0 3 28 38 66 3 16 19 10 10 20 0 0 0 68 318 384 78 116 194 19 68 87 6 3 9 40 83 123 0 0 0 11 12 23 0 0 0 7 38 45 13 23 36 3 14 17 6 3 9 12 37 49 0 0 0 7 6 13 0 0 0 37 68 105 14 22 36 15 33 48 13 2 15 12 6 18 7 "l 8 15 7 22 0 0 0 0 0 0 G 0 0 0 0 0 0 0 0 286 505 791 49 33 82 99 73 172 39 4 43 23 60 83 0 0 0 0 0 0 0 0 0 0 0 0 7 15 22 0 0 0 29 0 29 106 160 266 25 37 62 42 73 115 6 6 13 212 448 660 8 1 9 25 57 82 13 2 15 47 50 97 12 5 17 1 3 3 3 0 3 110 206 316 34 39 73 34 47 81 9 0 9 38 60 98 0 0 0 7 10 17 0 0 0 jlA9l 3,000 4,881 362 445 807 332 471 803 134 23 156 T.kBLE 10, — Coloredv professional students and. graduates in private institutions^ 1899-1900, , . I Professional students and graduates. Students in _ State. professional courses. Theol¬ ogy. Law. Medi- i cine. Den¬ tistry. Phar- ' macy. Nurse ' trainings Male. Female. .Total. _ Students. Graduates. CO s III Graduates. Students. Graduates. 1 Students. 1 Graduates. 1 Students. Graduates. Students. I Graduates. Alabama . . 206 35 241 208 6 0 0 0 0 0 0 0 0 35 i Arkansas . . . 66 0 66 62 0 3 0 3 1 0 0 0 0 0 0 0 Delaware . . . . 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 District of Columbia _ 326 32 358 58 4 77 16 135 19 32 8 26 12 32 11 Florida . 16 0 16 16 0 0 0 0 0 0 0 0 0 0 0 Georgia . . . 183 67 250 leo 23 3 0 0 0 0 0 0 0 67 1 Kentucky . . . . 23 0 23 23 3 0 0 0 0 0 0 0 0 0 0 Louisiana - - - 41 12 53 9 3 0 0 32 8 0 0 0 0 12 j Maryland . . . 19 0 19 19 5 0 0 0 0 0 0 0 0 0 0 Mississippi _ _ _ 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Missouri . . . . 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 New Jersey _ . 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 North Carolina.- . 178 13 191- 75 12 16 3 80 13 0 0 10 6 13 5 Ohio _ _ - . 24 0 34 ! 23 0 1 0 0 0 0 0 ^ i i 0 0 0 Pennsylvania . - . . . 15 0 15 15 15 0 0 0 0 0 0 0 0 0 0 South Carolina — _ _ 65 0 65 57 0 8 0 0 0 0 0 0 0 0 0 Tennessee . . . i 281 0 281 53 14 8 6 185 36 19 .2 16 1 0 0 Texas . . . . . . 41 0 41 41 1 0 0 0 0 0 0 0 0 0 0 Virginia . . . 108 0 108 1G8 18 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 Total. . . 1,592 159 1,751 943 104 115 24 434 51 10 52 19 159 31 2508 EDUCATION REPOET, 1899-1900. Table 11. — Industrial training of colored students in nrivate institidions, 1899- 1900. Pupils receiv¬ ing industrial training. Students trained in industrial branches. State. Male. Female. Total. Farm or gar¬ den work. Carpentry. Bricklaying. Plastering. Painting. Tin or sheet- metal work. Forging. Machine-shop work. j bo ■ ^ Ti a 0 CO Printing. Sewing. Cooking. Other trades. Alabama _ 1,388 1,.302 2, 690 222 183 36 0 29 14 43 62 33 57 765 160 257 Arkansas _ 136 280 416 "93 34 0 0 4 5 15 10 3 32 257 133 40 Delaware - . 26 20 1 : 46 12 14 0 0 2 0 4 2 0 3 20 4 0 District of Co¬ 1 lumbia - . 145 116 261 0 81 0 0 0 15 0 0 0 52 113 0 0 Florida . . 154 276 i 430 1,38 72 0 0 6 16 0 0 0 2 276 144 21 Georgia . - 440 2,037 2,477 79 220 22 9 12 0 34 0 15 87 1,859 286 149 Kentucky . Louisiana _ 89 192 '281 72 59 0 0 0 0 0 0 18 181 70 0 161 225 386 48 72 0 0 0 11 11 0 0 39 205 44 44 Maryland - Mississippi - 31 161 192 31 9 0 0 0 0 3 0 4 11 147 77 10 .504 423 927 153 204 0 0 31 0 20 5 43 5 369 150 89 Missouri . 88 89 177 0 36 0 0 0 0 34 6 0 18 89 0 O' New Jersey - 46 63 109 0 28 0 0 0 0 0 0 0 0 41 32 9 North Carolina 530 1,029 1,559 154 283 40 23 5 1 88 6 21 1 72 1,025 561 13 Ohio . - 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Pennsylvania .. 102 170 272 0 24 12 0 0 0 0 0 15 11 0 87 123 South Carolina 599 1, 158 1,757 112 258 175 42 21 0 50 50 16 ' 58 1,091 234 50 Tennessee . 27 1 600 871 85 72 2 1 0 4 Q 0 2 ■ 73 656 192 42 Texas . . 275 401 676 32 15 24 0 2 0 15 15 5 : 70 358 74 0 Virginia _ 761 1,290 2, 051 573 66 15 16 8 1 55 13 16 52 1,114 270 229 West Virginia. . 40 65 • 105 0 35 0 0 0 0 0 0 0 : 0 40 40 0 Total _ '5, 786 1 9,897 15,683 1,804 1, 765 326 |»i 120 67 374 169 173 Ibgo I 8, 606 2,558 1,076 Table 12. — Financial suminary of the 115 private colored schools. State. 1 Number of schools 1 reporting. Value of benefac¬ tions or bequests, 1809-1900. Number of schools reporting. Volumes in library. Number of schools reporting. Value of library. Number of schools reporting. Value of grounds, buildings, furni¬ ture, and scien¬ tific apparatus. 1 Number of schools 1 reporting. Amount of Btate or municipal aid. Al.abama . . 3 899,113 9 17,148 9 $22, 662 9 $520,238 3 $17,000 Arkansas . . . 3 735 5 6, 700 5 5,200 7 166, 000 2 3,500 Delaware _ 1 850 1 300 1 27, 000 1 6,000 2 14, 745 2 40.500 2 701,200 1 35, 100 Florida . - . 2 2. 994 5 2, 728 5 2,800 6 100, 044 2 7,000 Georgia . . . 12 64, 583 18 38,, 362 18 34, 260 19 1,141,712 3 16, 775 Kentucky . . 1 155 3 2,704 3 1, 925 3 88, 369 1 3,000 Louisiana . . 4 29, 958’ 5 14, 353 5 10, 250 6 498, 103 2 10, 240 Maryland . - . 1 1,000 3 4, 700 3 2,3.25 0 44, 000 2 6, .500 Mississippi . 4 10,927 9 18, 400 9 18, 300 11 504, 000 2 15,100 Missou.ri . . 1 200 2 2,800 2 / 2, .300 0 120, 800 1 1.5,295 Now Jersey _ North Carolina . . 7 43, 393 16 25, 207 16 30,375 19 703, 000 9 18,402 Ohio . . 1 8, 6,29 1 5, (too 1 5,000 1 128,000 1 16, 868 Pennsylvania . _ _ 1 16, 250 1 9, 000 1 257, 500 South Carolina . . . 3 26, 200 10 15, 600 10 10, 550 10 364, 000 1 150 Tennessee. . . 5 49, 235 7 19, 718 7 16,380 7 804, 000 3 3,870 Texas . . . . 2 3,208 6 11,560 6 11,9(X) 6 389, 287 1 15,000 Virginia . — 7 321, 1.56 12 24, 8,35 12 14, 625 14 1, 554, 800 2 15,400 W’est Virginia - - 2 6,560 0 6,000 2 149,500 2 7,750 Total - - 56 661,486 117 247, 780 117 244, 652 128 8,261,553 39 212,950 EDUCATION OF THE OOLOEED RACE, 2509 Table 13. — Financial summary of the llfB private colored schools — Continned, State. Number of schools reporting. Amount received from tuition fees. j Number of schools j reporting. Amount received from productive funds. Number of schools reporting. Amount received from sources un¬ classified. Number of schools reporting. Total income for the jmar 1899-1900. Alabama . 8 $8,239 3 $10,205 8 $1,28, 259 10 $163, 703 Arkansas . - . . 6 4, 718 1 800 7 16,313 7 35, 331 Delaware --- . . . 1 6, 000 District of Columbia . . . 1 1,000 1 8,000 1 6,000 3 50, 100 Florida . . - . 6 3, 449 3 3,100‘ 5 18,999 6 31,548 Georgia . - . . 17 31,317 7 33,373 17 81,436 19 143, 801 Kentucky . 3 3, 733 3 1,495 3 9,780 3 16,997 Louisiana . . - . 5 4, 400 O O 8,700 5 16,030 6 39,366 Maryland . . - — 2 3,100 1 350 1 7,000 3 15, 8,50 Mississippi . 8 7,083. 1 6,815 9 46,774 10 75, 773 Missouri . - . - . 1 1,800 1 135 3 3,339 3 30, 559 New Jersey . . . 1 32? 1 308 1 5, 000 1 5, 635 North Carolina . 13 15, 973 3 800 13 33, 780 16 67, 454 Ohio . - . 1 3,364 1 1,636 1 6,143 1 37,010 Pennsylvania . . — 1 1. 155 1 31, 886 1 13,346 1 35, 787 South Carolina. . - . 7 8,998 2 7,300 7 39, 163 8 45,511 Tennessee . — 6 19,018 3 4,733 6 68, 56i 7 96, 173 Texas . 5 28,758 0 0 5 18, 951 5 63, 709 Virginia . - . 9 15, 799 6 41,393 9 170,063 13 343, 655 West Virginia . 1 387 1 3, 133 1 145 3 11, 405 Total . 99 148,506 39 143, 933 103 677,977 133 1, 183, 365 2510 EDUGATIOK REPORT, 1899-1900. Table 13. — Public high schools for negroes- Location. Name of school. Tea er cli- S. j Pupils enrol] Male. Female. Total. Lie- , men- ’ tary grades. 1 A ' Male. Female. 1 s 3 4 5 & 7 i ! AI.ABA^IA. r'l ! i'i 1 1 1 05 45 0' 0 ARKANSAS. 1 1 1 2 Fort Smi<-h 1 2 25 248 45 o' 0! 3 2 361 199 262 4 1 0 s 32 5 0 1 14 DISTRICT OF CO- LUMBIA. 6 Hio-h School . 19 11 193 506 0 0 FLORIDA. i 7 1 1 2 8 0 0 8 0 0 15 0 0 GEORGIA. 9 1 6 "'ll 263 170 229 10 Madison _ _ _ High School . - . 1 (1 ^ 0 12 11 Rome . . rlo _ 0 12 Sandei'sville . - . flo _ _ _ i 0 j 0 12 ILLINOIS. i 13 Cairo - . . Sumner High School.. . . 1 1 18 35 0 0 ]4 East Sfc. Louis _ Lincoln Hi'^h School . 1 ' 1 5 0 INDIANA. i i j 15 Evansville . . . Clark High School. . 3 ' 1 37 i 43 16 New Albany... . Scribner High School . 1 i 1 39 ’ ryy 20 30 ir Vincennes _ High School . 1 , t' 52 (31 49 57 KENTUCKY. i ' 1 18 Covington . William Grant High School .. 1 i 1 0 1 16 0 0 19 Frankfort _ Clinton Street High School _ 1 ! 0 12 31 20 Lexington _ Russell School. . 2 1 T) 98 ' 109 6 ... 1 ^ 21 Louisville . Central Colored High School. 0 1 1 75 ; 220 0 ! 0 22 Owensboro . . 'Western High School . . . 2 1 1 2 ' 33 0 ! 0 2:3 Paducah . Lincoln High School . 1 0 11 1 14 1 0 0 24 Paris . . Paris Colored High School _ 2 1 2 206 ' 273, 163 243 25 , Winchester.. . i 8 15 j MxVRYLAND. j High School . . - . . . 1 1 i 26 , Baltimore.. . . Baltimore City Colored High 1 6 40 , 1.50 ; 0 0 ' School. ! 1 27 - do . Colored Polytechnic Institute 4 0 72 0, 41 0 MISSISSIPPI. 1 28 Greenville . Greenville School No. 2 . . . 0 2 17 29' 0 0 20 Grenada _ Graded School . 2 0 3 1 13 0 0 30 Jackson . Graded School No. 2 . 1 0 3 1.... 31 Port Gibson . Graded School No. 1 . 1 0 1 5 32 Sardis . . .. Panola High School _ I 0 7 : 23 33 Vernon . Blue Ridge Academy . ! i 1 6O; 62 58 56 34 Vicksburg . i Cherry Street College . . 2 5 52 225 MISSOURI. f'" 35 [ Boonville _ _ Sumner High School . 1 1 10 00 36 Brunswick . . ' Elliott High School . . 2 0 55 59, 44 45 37 Carrollton . 1 Lincoln High School . 1 0 5 20 .... 33 Chillicothe . Garrison High School . 1 0 60 74; 60 65 39 Farmington . High School . 1 0 61 52 58 49 40 Fayette . Fayette Colored School . 1 0 12 2‘> 1! 12 17 41 Higginsville _ Douglass High School . 1 0 0 7 " 0 0 42 Huntsville . Lincoln High School . 1 0 6 6 1, 0 0 4:3 Kansas City . Lincoln High School . A 0 79 149 0 0 44 Louisiana . . . , Lincoln High School . i 0 91 61 0 ol Stu¬ dents. Clas¬ sical course. Male. Female. li 25 45 107 279 ^ 0 7 0 34 5 1 0 i 37 ; 10 3 4-3i 22i j.... [ I”:; ! i 0 13 1 0 Oi J r 1, 0 »’ 0 i 1 1 0 0 : ^ - i 3 • 10 5 20 t'.... 0 1 ...-I 'i ^ 0 ;i 9 EDUCATION OF THE COLOEED EACE, 2511 Teachers, studenis, courses of study, etc., 1899-1900. Students. Gradu¬ ates. Pupils receiv¬ ing manual train¬ ing. Volumes in librany. Value of grounds, build¬ ings, furniture, and scientific apparatus. Amount of State, United States, or municipal aid. Amount received from tuition fees. Amount received from productive funds. Amount received from other sources. Total income for the year 1899-1900. Scien¬ tific courses. English couj-ses. Busi¬ ness courses. Normal courses. 6 Female. g Female. '3 Female. Male. Female. Male. CD g CD Jr^ Male. Female. 13 14 15 1& i^r 1 ® 19 2© ill 23 34 35 3© 3^ 39 30 3i 25 2 8 - 1 6 6 2,000 2 3-1 65 11 $22, 250 3 0 0 3,000 4 1 8 120 8, 000 $800 $800 5 0 0 0 0 39 0 0 35 64 1,400 133, 150 0 0 0 0 0 6 0 0 0 3. OGO 7 2 15 0 0 6 if 5 3 250 6, 000 $2, 150 0 0 0 2, 150 8 1 6 i 300 4,000 2, 234 2,234 9 7i lOv, 71, lOOi 30 3, 200 10 i 0 6 1 _ 11 \ 12 5 12 0 0 12 50l 1, fiGO 12 0 - 0 5 j 18 35 0 0 0 0 3 4: 0 0 203' 3, 000 1, 800 0 0 0 1,80G 13 0 6' 1 J 0 0 15, 20. 000 0 0 0 G 14 1 1 1 j 4 ! J 0 i . 15 > --I 0 Oi 1., i _ 16 0 0 3; 7 0 0 . 0 o' 0 0 o' 0 3, 50,}' 17 2 16 0 2 i 1 18 12 81 1 5 91 i.5, (joi) 19 ‘it 44 4 12 700 10, 000 20 0 20 6 35 404) 2,500 21 1 20 1 5 0 9 150 22 4 7 23 is 17 206 273 0 0 0 1 7 1 ■7 700 1 40, OGf) 1,560 S170 0 600 2,330 24 ■ 8! 15 i ! ' 3,000 j 25 40 150 40 150 0 0 0 0 1 . 1 ! 12 0 1 i 0 375 26 0 0 31 0 0 0 0 0 1 i ^ 59: 0 i . 27 17 29 2 i 2 24 1 3,000 2. .500 2. .500 23 3, 000 1 1,000 _ 1.000 29 3 6 3 .... 6 I*”' 8,0-00 30 1 ' 4 0 1 0 60 2, 000 ! 1..5,¥v 1,586 31 1 1 4 20 1 1 1 0 375 ' 95 HI $240 1,140 32 3 6 1 ! i .... L--. 600 I 168: 100 100 32 400 33 SO 5 52 225 0 10 1 154 8,000 7,500 1,800 9,300 34 ■ 1(> 22 0 1 1 450 35 0 0 I 11 14 0 0 0 0 2 2 0 0 25 2,000 1 1,000 1 . 1,000 36 1 4 1 250 37 0 3 ■i _ _ - 600 6,500 38 3 1 39 12 22 0 0 0 0 0 0 j 0 0 50 2,400 40 0 7 , 0 0 0 0 0 1 0 0 ' 0 0 185 2,000 i . 41 1 62 3,000 1 42 79 149 j.... •3 18 . i . 43 i 1 0 1 650 i i . 1 . 144 2512 EDUCATIOI^ REPORT, 1899-1900. Table 13. — Public high schools for negroes — Teachers, 45 4B 47 4y 4'J 53 54 55 55 57 5S 59 69 61 63 63 64 65 66 67 68 69 70 71 73 73 74 75 77 78 79 80 81 83 83 84 85 86 87 88 89 90 91 93 Location. Name of school. Teach¬ ers. Pupils enrolled. Stu¬ dents. r2 .2 S CD Total. Ele¬ men¬ tary grades. Second¬ ary grades. Clas¬ sical course. rS c3 a 0) 0) Is Is B o fe g3 1 6 a 0 0 20 5,000 0 0 4 8 0 0 0 0 0 2 0 0 500 175 0 0 237 1 5 2 12 0 400 1 $28 428 4 18 3 6 50 30, 000 108 2, 500 0 0 30 35 0 0 10 15 0 0 5 11 200 1,000 250 125 ■ 0 0: 375 0 0 15 28 0 0 0 0 1 5 102 3, 500 1,400 25 0 0 1,425 9 24 6 6 0 0 0 0 4 3 655 15,000 0 0 14 56 0 0 0 0 2 13 125 1 5 8 2, 200 1 . 4 13 8 20, 000 0 0 4 7 0 0 0 0 1 1 0 (j 0 7,0U0 2, 200 50 2,250 0 0 0 0 0 0 0 0 0 0 0 0 75 0 0 11 29 0 0 0 0 1 1 0 0 10 300 300 15 315 0 0 10 15 0 0 0 0 0 0 10 2, 000 12 56 1 1 0 0 0 0 1 1 0 0 500 25, 000 1 5 128 18 27 18 27 2 4 0 0 250 13, 000 6 8 26 71 26 71 3 4 642 27, 200 0 0 9 5 0 0 3 1 0 0 0 0 4 4 15 28 1 0 8 3, COO 4 6 ]3 20 0 0 0 0 3 4 0 0 232 1, 000 990 0 0 0 990 5 0 0 0 0 0 0 0 1 0 5, 000 1,400 55 1, 455 15 20 15 20 125 6, 000 26 39! 2 8 50 20, 000 11 14 0 0 0 0 120 4, 000 1,300 100 1,400 : 0 0 5 15 0 0 0 0 4,000 0 0 0 14 37 1 8 0 0 200 4,000 2 11 0 0 72 316 0 0 9 70 4 35 0 0 300 5 2 6 7 0 0 0 0 1 5 0 0 231 19, 000 0 0 0 0 0 0 0 2 1 5 c 0 235 4,500 1 2 28 15,000 2 3 100 45 45 47 48 49 oO 51 53 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 99 91 92 ED 1900 — VOL II- ■78 2514 EDUCATION REPORT, 1899-1900, Table 14. — Private schools for negroes — Teachers, 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 28 29 30 31 32 33 34 35 36 37 38 Location. Name of school. Religious denomi¬ nation. Teachers. Pupils enrolled. White. Col¬ ored. -(.2 O h Total. Ele¬ men¬ tary grades. Male. Female. Male. Female. Male. Female. Male. q5 la a !■ 43 58 ‘7 1 1 0 8 116 or 61 47 6 8 4 5 5 3 0 0 0 0 0 0 '■■'o 1 117 40 36 40 36 4 1 118 84 120 0 0 0 0 0 ’ 0 302 416 84 120 0 0 9 11 0 0 119 58 92 6 21 . 6 21 73 87 58 92 0 4 120 84 81 127 58 25 20 45 34 20 30 8 37 4 10 2 4 0 121 78 114 50 9 50 8 0 1 4 100 1 12 8 1 122 '^v 84 81 37 2 91 17 16 62 8 i 4 18 1 0 123 'f 1 Vv' 27 22 16 10 11 12 27 oo 1 0 0 0 124 0 45 ! 12.5 1 76 48 2 1 2 0 0 1 17 23 8 2 1 126 't 30 26 25 19 10 5 12 1 4 3 2 0 i 127 ■'I 136 140l L... 1 128 1 *, ■ 54 46 70 71 7 6 5 3 54 46 3 5 36 30 0 j ' 2 1 0 129 0 13 0 13 130 jl 2 rr 14 12 131 ! i 26 38 15 22 21 11 47 13 8 12 22 11 2 5 132 i ¥• 133 69 0 0 0 0 0 0 523 416 1 0 27 13 0 3 0 0 133 1 ‘‘F 13 17 1 134 ,106 117 8 8 3 135 llj. 113 156 7 4 186 ! i 1 'i- 1 ... 137 i 20 28 21 27 21 27 114 221 21 28 138 2 0 3! 0 139 71 83 1 27 0 27 0 71 83 17 20 9 0 140 0 14 0 2 0 19 0 101 0 72 0 5 141 "■ 146 0 11 0 6 0 2 0 3 0 142 0 40 25 15 25 15 0 3 0 3 1 1 143 38 60 38 60 4 o 144 28 60! 0 0 7 0 0 0 3 8 0 0 145 ! i, 1 i [ ! ! ( 2522 EDUCATION EEPORT, 1899-1900. Table 15. — Private schools for negroes — Professional and 4 1 3 4 5 6 8 9 10 11 13 13 14 15 16 IT 18 19 21 oo 23 24 28 29 30 Name of school Students in pro¬ fessional courses. Pupils 1 receiving industrial training. Students trained in industrial branches. id o Pi 0 U cS bo c g s cj (in 'a 0 a ci Q S _0 M bi) •S 0 4^ m cS E bi) .2 rs Ph 12 id Pi 0 'cd 0 a A 0 0 CO L 0 s 13 bjj a 0 !i4 id Pi 0 a 0 pa to 0 s 0 15 bi) a E cd g 0 0 m lie bi) a +3 a bo p 0 CO IS bi) .a 3 0 0 0 19 to 0 "0 d Pi +4 0 id +3 0 20 0 s r2 S O E-^ 6 ,2 S IS o 1 2 3 4 5 6 7 8 9 10 11 ALABAMA. i Trinity Normal School a _ Central Alabama Academy « 1 Kowaliga Academic and In- 0 0 0, i 80 125 205 5 3 0 0 2 0 3 5 0 0 125 10 2 dustrial School, 1 Lincoln Normal School _ 0 0 0' 1 1... 1 _ 0 0 0 40 60 100 40 1.. 60 State N ormal School . - 0 0 0 152 314 466 33 1 25 17 289 :39 38 Agricultural and Mechani- 30 17 37 211 288 499 22 17 17 ”i 15 25 ’20 25 76 34 '337 cal College. 1 Alabama Baptist Colored 0 57 University.* i oo 0 Q9 54 141 195 9 43 0 115 26 Troy Industrial Academy*. 0 0 Ct 0 10 10 1 10 Oa-k"City Academy.. . 0 0 0; 1 Stillman Institute . . 19 0 19' 35 0 35 35 \ Tuskegee Normal and In¬ 88 18 loe; :8i6 364 1180 149 57 36 10 13 32 13 13 1 61 dustrial School. * ARKANSAS. 1 Shorter University . 4 0 4 r- 9 16 7 9 Arkadelphia Academy* . 0 0 0 6 14 20 3 0 0 6 0 0 0 0 0 0 '20 20 ‘*0 Arkansas Baptist College * . . 43 0 43 1 6 50 56 50 1 1 2 12 50 2 Philander Smith College _ 19 0 19 ! 13 82 95 13 82 82 Columbia, Lafayette, and ! 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Miller Baptist Academy. ! Branch Normal College.... 64 45 109 33 2 5 15 10 45 Southland College . . 0 0 0 40 80 120 '46' 2 2 0 0 1 0 60 20 40 DELAWARE. 1 State College for Colored 0 0 0 26 1 20 46 12 14 0 4 3 20 4 Students. DISTRICT OF COLUMBIA. Colored Woman’s League 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 0 0 0 0 0 Kindergarten Training School. Howard University. _ _ 326 33 358 145 78 223 81 15 52 75 Normal School (colored ) _ 0 0 0 0 38 38 "6 0 "6 "0 6 0 ”6, ■■5 "6 0 38 0 0 FLORIDA. District School No. 1 1 . 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Cookman Institute . 0 0 0 16 7 23 16 0 0 0 0 0 1 0 0 7 7 ... Edward Waters College .... 16 0 16 0 22 22 0 0 0 0 0 0 0 0^ 0 0 22 Florida Baptist Aca,demy. .. 1 1 Florida Institute a . "i i Fessenden Academy . 0 6 0 50 80 130 50 20 j 80 27 Emerson Memorial Home 0 76 76 76 19 21 and School. Orange Park Normal and 3G 43 79 36 36 43 43 Manual Training School. Florida State Normal and 0 0 0 53 48 100 36 16 6 16 2 48 48 Industrial College. 1 1 1 1 1 1 1 1 * Statistics of 1898-99. + Statistics of 1897-98. a No report. EDUCATION OF THE COLORED RACE 2523 industrial training — Equipment and income — 1899-1900. Chief sources of support. Value of benefactions or be¬ quests in 1899-1900. V olumes in library. I 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 vear 1899-1900. 21 22 23 24 25 26 27 28 29 1. . 1 250 S7, 000 $650 $650 American Missionary Association - 500 18. 000 1,087 S2, 452 3, 539 3 State, Slater Fund, Peabody Fund — 345 40, 000 S8, 500 2, 000 4, .500 15, 000 4 State and United States ........ _ 0 2,047 30,119 4,000, 0 0 10, 776 14, 776 5 500 30, 500 2,527 4, 000 6, 527 6 American Missionary Association . . $1, 682 6,500 134,000 0 1,500 $7, 500 5,000 14,000 7 200 6 300 0 175 25 200 8 Tuition and private donations . 200 200 9 Southern Presbyterian Church - . 0 2, 000 8,000 0 100 784 3, 116 4,000 10 State and donations . — 97,231 5,000 252, 319 4, 500 0 1,921 98,390 104,811 11 Tuition, church, and donations . 5,000 1,472 1,472 12 Benevolence . . . . 223 300 15,000 0 175 519 694 13 American Baptist Home Mission 300 25,000 500 4, 500 5,000 14 Society. Freedmen’s Aid and Southern Ed¬ 1,000 32,000 1,873 2, 450 4,323 15 ucational Society of M. E. Church. Donations . . . . 262 0 1,000 0 110 0 262 372 16 State . . 4,160 63, 000 3,500 460 6, 860 10,820 17 Donations and tuition.. . 250 1,000 25, 000 0 1,600 800 250 2, 650 18 Sta.te and United States 350 27, OOO 6,000 6, 000 19 1, 000 1,000 20 United States.. 14, 000 700, 000 35,100 8,000 6,000 49, 100 21 _ do . . 0 745 1,200, 0 0 22 State a.nd county 23 Preedmen’s Aid and Southern Ed¬ 0 25, 000 0 7'24 1,776 2, 556 24 ucational Society of M. E. Church. A. M.E. Church . . . 0 25, 000 0 400 0 3,350 3,750 25 400 10,000 26 State donations and Amer. Miss. 1,000 1,000 5,000 500 200 800 i, 506 27 Assn, W. H. M. S. M. E. Church 1,994 150 5,000 0 107 573 680 28 American Missionary Association _ 400 640 3,000 3,640 29 State and United States . . 0 778 30,044 6, 500 378 100 12, 500 19, 478 30 2524 EDUCATION KEPORT, 1899-1900. Table 15. — Private schools for negroes — Professional and industrial Name of school. Students in pro¬ fessional courses. Pupils receiving} industrial training. Students trained in industrial branches. Farm or garden work. 1 Carpentry. Bricklaying. Plastering. Painting. Tin or sheet-metal work. Forging. Machine-shop work. | Shoemaking. | Printing. | Sewing. | 1 Cooking. 1 Other trades. | i Male. 1 Female. o 53 d 53 3 0) "3 0 Eh 1 2 3 4 5 6 1 7 8 9 10 11 12 13 14 16 4«i 17 18 19 20 GEORGIA. 31 0 20 20 0 80 80 80 33 Knox Institute . 0 0 0 20 94 114 22 0 0 0 0 0 0 0 15 94 0 33 Atlanta Baptist College _ 0 0 0 0 0 0 "0 "0 0 0 0 0 0 0 0 0 0 0 ’7» 31 Atlanta University . 0 0 0 66 167 233 0 32 0 0 0 0 30 0 0 10 167 51 34 35 Morris Brown College . 23 0 23 25 58 83 6 2 9 1 0 1 4 44 44 36 Spelman Seminary.. . . 0 47 47 0 450 450 0 0 0 0 0 0 0 0 0 33 402 50' '63 37 Storrs School . . . 0 0 0 0 93 93 0 0 0 0 0 0 0 0 0 0 93 0 0 38 8 200 208 8 200 15 trial Institute. 39 0 39 40 Walker Baptist Institute + .. 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 41 0 0 0 100 40 140 12 8 8 8 10 8 8 40 College.* 42 Fort Valiev High and In- 25 50 75 26 30 50 30 dustrial School. 1 43 La Grange Baptist Acad¬ 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 0 0 0 0 emy. 1 44 Dorchester Academy * . 0 0 0 85 1 124 209 85 1 124 21 45 Ballard Normal School _ (1 0 0 0 272 272 0 i"o 0 "0 "6 "0 "0 6 ■7 262 10 '32 46 Central City College . 20 0 20 66 "25 91 1 35 26 5 0 0 0 0 0 0 15 10 1 47 ' Beach Institute . . 6 35 41 1 35 1 20 48 Clark Universitv . 34 376 310 1 15 0 0 0 0 6 0 6 1 7 175 48 49 1 Gammon Theological Semi- 101 0 101 0 0 0 0 0 0 0 0 0 0 0 0 ! 0 0 0 0 na7‘y. 50 Allen Normal and Indus¬ 5 73 78 78 6 trial School. KENTUCKY. 51 State Normal School for 0 0 0 89 81 170 72 59 0 0 0 0 0 0 0 18 70 70 Colored Persons. 1 ! 53 St. Augustine’s Colored ! ^ 0 i 0 0 0 0 0 0 0' 0 0 0 0 0 0 0 0 0 0 School. 1 1 53 Chandler Normal School ... 1 0 0 ! 0 0 111 111 0 0 0 0 0 0 0 0 0 0 111 0 0 54 Louisville Christian Bible 23 0 23 1 School. 1 55 State University . . . LOUISIANA. 58 Alexandria Academy . 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 57 Gilbert Academy and In¬ 89 52 141 48 11 11 10 32 44 dustrial College. 58 Leland University . 0 0 0 0 16 16 16 1 59 New Orleans University ... 32 12 44 1 i 60 1 i Southern University and 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 7 0 ' 0 j- A. &M. College. 1 61 Straight University . 9 0 9 72 157 229 ’ 72 1 291,57 ! .MARYLAND. 63 Baltimore Normal School .. 0 0 0 0 0 0 1 0 1 0 0 0 0 0 0 0 1 0 0 0 0 0 63 Morgan College . . . . 19 0 19 ' 0 0 0 1 0 1 0 0 0 0 (1 0 0 ' 0 0 0 0 • 0 64 St. Frances Academy . 0 0 fl 1 0 27 27 13 8 6 65 Industrial Home for Colored 0 1 c t o! (1 1105 105 105 40... Girls.* 1 1 1 66 Princess Anne Academy.... c 1 c ll c ) 31 . 29 6C » 31 . s 1 c (1 1 0 1 c 1 3 0 1 4 11 29 29! 4 * Statistics of 189S-99. t Statistics of 1897-98. EDUCATIOI^ OF THE COLOKED RACE, 2525 training — Equipment and income — 1899-1900 — Continued. Chief sources of support. Value of benefactions or be- 1 quests in 1899-1900. Volumes in library. Value of grounds, building's, furniture, and scientific apparatus. Amount of State, United 1 States, or municipal aid. Amount received from tui¬ tion fees. Amount received from pro¬ ductive funds. . Amount received from other 1 sources. Total income for the year 1899-1900. 1 21 22 23 24 25 26 27 28 29 Amer. Bapt. Home Miss. Soc., Je- $1,043 312 $2,500 0 $U5 0 .92, 130 $3, 611 rual Assn. Amer. Miss. Assn, and tuition . 350 8,000 0 Endowment, Amer. Bapt. H. M. Soc . 3, 500 75,000 0 696 $1,000 6,683 8, 379 Tuition and benevolence . . 38, 000 10, 500 355,00fl 0 2, 000 1,575 100 3, 675 1,500 75 000 0 1,315 9 8 685 10 00l)| W. A. H. M. S., Slater Fund . 33,414 3,400 180, 000 3’ 239 300 6* 608 10,’ 147 '370 100 6 2’ 134 0 ’302 3’ 43(3 Presbyterian Church . 4,500 450 30,000 0 900 150 4,4.50 5’ 500 M. E. Church South and Colored 500 43, 733 337 10,111 10,438 M. E. Church. 4, 500 0 585 0 ' 2, 054 2 639 United States . . . 0 400 30, 000 $15, 000 0 300 0 15, 200 Tuition, Sta.te, and donations . . 1, .500 10, 000 1,.500 900. 975 13, 000 16, 375 State, private subscription _ 300 0 1,000 60 0 0 335 Benevolence, tuition . . . . 403 1,300 13, 900 0 709 0 3.947 3, 656 Tuition, Amer. Home Miss. Assn... 100 3, 0(X) 40,orM) 0 3, 400 0 4,100 (5, 500 Missionary Bapt. convention, tui¬ 3,500 300 30, 000 0 1,000 0 3, 500 4, .500 tion, contributions. Gifts, tuition, and Amer. Miss. 200 5,000 0 1,200 4,200 5, 400 Assn. Freedmen’s Aid and So. Ed. Soc. 1,70, 0) p. fH cS Q bi) a 3 O cq .3 0) CO 03 be a +3 .3 dn M h O "S a 03 o Fo A 55 55 g S 55 o Eh 55 55 S (D 55 o 1 O 3 4 5 6 7 8 9 10 11 12 OHIO. 1 102 Wilberforce University *... 24 0 24 PENNSYLVANIA. 103 Lincoln University . 15 0 15 10-1 Institute for Colored Youth. 0 0 0 102 170 272 0 24 12 0 0 0 0 0 15 11 0 87 123 SOUTH CAROLINA. 1 105 Schofield Normal and In- 0 0 0 58 173 231 18 20 10 10 173 72 10 dustrial School. 100 Har bison Institute t . . 107 Browning Home School t . . . 0 136 136 75 1 100 ' 36 108 Avery Normal Institute - 0 6 6 0 75 6 0 0 0 0 0 6 6 6 6 75 0 ”6 109 Wallingford Academy . 0 0 0 0 0 0 / 0 0 0 0 i 0 0 0 0 0 0 0 0 no 0 0 0 88 117 205 57 24 2 2 3 117 i 40 40 111 Allen University . 24 0 24 0 84 84 0 0 0 0 0 0 0 0 0 84 1 20 0 112 Rpnpifbr-,t Collee’o . _ 0 41 104 109 213 10 8 9 4 25 109 20 113 Penn Normal and Indus¬ 0 0 0 98' 81 179 0 98 o' 0 0 0 0 0 0 1 12 ^ 91 0 0 trial School. 1 in Brewer Normal School* - 0 0 0 0 147 147 147 115 Claflin University. . 251 236 487 27 108 175 42 io '50 50 '8 195 46 0 TENNESSEE. 116 Warner Institute . 0 0 0 36 42 78 76 3 Q 1 o 52 84 30 117 Knoxville College . . 12 0 12 37, 31 68 9' 14 0 0 0 0 0 0 0| 'ii 36 10 0 118 Freedmen’s Normal Insti¬ 1 j ... tute. t 1 119 Le Moyne N ormal Institute . 0 0 0 160 302 462 45 0 0 0 0 0 0 0 19.378 30 0 120 Morristown Normal College 0 93 1 1 93 68 121 Central Tennessee College.. 246 0 246 36 34 70 ' i io 4 . -- 41 9 12 122 Fisk University . . 0 o' 0 0, 0 0 0, 0^ 0 0 0 0 0 0 123 Roger Williams University. 16 0, 16 o 98 ICO ---! ... 98 TEXAS. j 124 Tillotson College . . 0 o! 0 0 0 0 0 0 0 0 0 o; 0 0 0 0 0 0 0 125 Mary Allen Seminary _ (li O' o' ! 1 Hearne Academy, Normal i i 1 and IndustrialTnstitute.a 1 1 1 126 Bishop College . . 20 0 20 178 149 327 15 15 23106 14 127 Wiley University . . 40 160 200 24 2 5 20160 60 128 Prairie View State Normal 0 0 0 1 i 1 and Industrial College. 1 o-' 129 Paul Quinn College . 21 0 21 57 92 149 32 15; 92 VIRGINIA. 130 Ingleside Seminary* . . 0 0 0 0 109 109 109 109 109 131 Gloucester Agricultural 0 0 43 54 97 30 ...1 20 '26 and Industrial College.* Oj 132 Temperance, Industrial, and Collegiate Institute. 1 ia3 Hampton Normal and Agri¬ 0 0 0 .533 416 949 413 29 11 11 6 26 13 5 10 412 _ 130 cultural Institute. 134 Spiller Academy . . ...1 135 St. Paul Normal and Indus¬ 0 0 0 112 118 230 18 10 4, 5 2 1 6 10 8 72 72 trial School.* **1 136 Virginia Theological Semi¬ 42 0 42 1 nary and College. 1 1 1 * Statistics of 1898-99. t Statistics of 1897-93. a No report. ED1TGATI0]^: OF TECE COLOEED EACE 2529 training — Equipment and income — 1899-1900 Chief sources of support. Value of benefactions or be¬ quests in 1899-1900. V olumes 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 1899-1900. 21 22 23 24 25 26 27 2S 29 State, tuition, and endowment - . . . $8, 629 5, 000 8138,000 ^16,868 i $1,636 $6, 142 o o 1 Contributions . . 0 16, 250 257, 500 0 1, 155 21, 386 13,343 85, 787 En dowment, contributions _ 1,000 S, OGO 50,000 150 100 1,200 6,550 8,000 . . . 0 200 ; 5, COG 300 Tuition and Amer. Miss. Assn _ 0 800 , 15,000 0 2,500 0 3, OGO 5,6(K) Tuition and Presbyterian Church. 1 8.000 159 54 213 Presbyterian Church (ISTorth) 300 lO; 000 0 d'- . M. E. Church . . ^ . . . 0 500 35,000 0 909 0; 6,000 6,9G9 Endowment, Amei*. Bapt. H. fil. 3,000 76,000 6, C90 4,-359 10,359 SoG. ,_tuition. Donations _ 200 300 , 3,000 0 270 0 1,200 1,470 Amen. Miss. Assn _ 200 12,000 0 1,000 1,000 Freedmen's Aid and So. Ed. Soc. 25,000 8,000 150, 000 4,000 8,000 12,000 and J ohn F. Slater fund. A.M.j\ . . . . . 60 5. OGO 345 8 280 633 United Presbyterian Church _ Society of Frier, as . 2,000 ioo;ooo 2, 900 300 14,000 17,200 Tuition, Amer. Miss. Assn 4, 500 3.00.0 45, c-no 0 4,780 4,500 9,280 M. E. Church . . 31,000i ' 700 75, 000 761 761 Freedmen’s Aid and So. Ed. Soc. 7, 500 3, 090 19,00(1 625 6,168 500 8, 5Q0 15, 794 M. E. Ch. Amer. Miss. Assn, and donations .. 5, ono' 6,778 350,000 0 7,000 2, 400 33,091 43.491 Amer. Bapt. Home Mission Society . 1,235 4, GOO 200, 000 1, 823 8,190 10, 013 Amer. Miss. Assn, and tuition 2, GOO 42,000 0 90k0 0 3,200 3, 100 Tuition, donations . . _ _ . 4G0 40,000 6,000 5,000 11,000 Amer B.a,pt. TTnrne iViissimi 2, 700 100, 000 Freedmen’s Aid and So. Ed. Soc. 1,200 3, 860 80,000 5, 6C9 1,680 7, 280 of the M. E. Ch. SCO 100,287 i5,0(X) 11,848 6,250 .33,098 Tuition a.nrl rlonatiorts 2,008 1,800 77,000 4, 410 3, 821 8,231 Presbyterian Church 600 300 2.5,000 3,000 3,000 Rene v-olencft 3, 7Ch 700 20, 000 400 25, 800 800 1,000 1,800 United States, endowment, and 254,3.33 10,000 757,000 0 0 35, 3.36 138,668 172,004 contributions. 10, 000 428 35G 1,435 3.219 Con tri bn t1 on s 60, 000 3,500 8,500 12,000 2,OCO 54,090 6,000 6,000 103 103 1U4 105 lOS 107 103 109 110 111 113 113 114 115 115 nr 118 119 120 121 123 123 124- 125 125 127 128 128 130 131 133 134 135 136 ED 1900 - VOL II- ■79 2580 EDUCATION EEPORT, 1899-1900. Tasle 15. — Private schools for negroes — Professional and industrial 137 138 139 140 141 142 143 144 145 Name of school. Students in pro¬ fessional courses. Pupils receiving industrial training. Students trained in industrial branches. Farm or garden work. Carpentry. 1 Bricklaying. 1 Plastering. Painting. Tin or sheet-metal work. 1 Forging. 1 Machine-shop work. 1 Shoemaking. 1 Printing. 1 Sewing. Cooking. Other trades. | d 1 1 Female. | Total. j Female. Total. 1 2 3 4 5 6 i ' 8 9 10 jll 'l2 i !- 14 15 i 17 ;i8 i9|20 VIRGINIA— continued. Manassas Industrial School * Norfolk Mission Collesie 0 0 27 34' 38 372 1 >f5 O ' ; 3 27^ 23 1 ‘29 38 280, 92 Bishop Payne Divinity School. Virginia Normal and Col¬ legiate Institute. Hartshorn Memorial Col¬ 6 0 6 1 0 183 183 0 0 ! 0 i 0 0 0 0 0 0 0 183 20 0 i lege. Virginia Union University . . St. Paul’s Universalist Mis¬ sion School. Vr'EST VIRGINIA. Storer College 60 0 60 12 0 12 0 0 0 1 0 0 0 0 0 ‘ 0 5 0 0 7 i 40 65 105 40 40 V/est Virginia Colored In¬ stitute. 0 0 ! ■ * Statistics of i 898 -99. EDUCATIOls' OF THE COLOESD EACE, 2531 U'ainin g — Equvpmen t a nd i ncQ me — 1899-1900 — Con tinned . Chief sources of support. Value of benefactions or be¬ quests in 1899-1900. Volumes in library. Value of grounds, buildings, furniture, and scientitic 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 1899-1900. 21 22 23 24 25 26 27 28 29 1 Benefactions . . i |5, 340 300 S16. 000 |5, 500 1 ( ] s5 500' United Presbyterian Church .... 1 000 60’ 000 0 §1,700 0 7' 410 ■ill')' Endowment and contributions _ 4, (too 1,500 isiooo 4)000 State . . . . 5S5 157, 000 |;15, 000 1, .03 $672 300 4, 000^ 17 075 Amer. Bapt. Home Mission Soc. 1,005 1,000 50,000 0 1,048 3,350 ’ 1 4, 298 and contributions. I Amer. Eapt. Home Mission So¬ 52, 278 7, 000 300, 000 1, 200 4, OOo' 1 5, 200 ciety. i 100 3,000 400 20 29' 0 449' Free Bapt. W, Miss. Soc., endow¬ 5,000 50, 000 1,000 SS7 3, 133; 0 i i 4,510 ment, State. j I 1,560 99,500 6, 750 0 0 1451 1 1 6,895! i 13T 138 139 149 141 143 144 145 CHAPTER XLIII. STATISTICS OF REFORM SCHOOLS. Reports were received from 80 of the 88 reform schools known to this OfSce for the year 1899-1900. In these schools 538 instrnctors were employed. There were 21 ,G'26 pupils attend¬ ing school and 14,673 in industrial departments. The total number of inmates Vv as 23,901. The value of grounds and buildings was §17,504,444. The expenditures on buildings and grounds amounted to §576,344; for salaries and other expenses, $3,254,690. The number of assistants, not including instructors in school depart¬ ments, was 1,569. There were 20,279 white inmates and 2,695 colored inmates and 927 not reported as to race; 9,075 vrere of native xiarents and 6,924 of foreign- born parents. Those that could only read when admitted were 3,833, and 1,674 could neither read nor write. The number committed to the ii:^stitutions during the year was 12,750 and the number discharged 13,158. Vdhen discharged from the schools many of the pupils possessed a trade and vrere provided for in good homes; nearly ail could read and write; the majority had received the equivalent of a common-school education. The North Atlantic Division reports 33 schools, 243 instrnctors, 10,099 pupils in school departments, and 6,900 in industrial departments. The number of inmates reported was 10,683, of which number 9,052 were males and 1,631 females. The value of grounds and buildings was $7,277,725, The expenditures on grounds and buildings amounted to $169,285; for salaries and other expenseSj $1,458,120, making a total expenditure of $1,627,405. The South Atlantic Division reports 10 schools, 46 instructors, 1,819 pupils in school departments, and 1,095 in the industrial departments. Of the 1,819 Inmates reported, 1,604 were males and 215 females. The total value of grounds and build¬ ings was $1,353,802. The amount expended for buildings and imiirovements rvas $33,244; for salaries and other expenses, $163,404, making a total expenditure of $196,648, The South Central Division reports 4 schools, 25 instructors, 1,022 pupils in school departments, and 885 in industrial departments; total number of inmates, 1,206. Of this number 793 are males and 473 females. The value of grounds and buildings was $35,000, _ The totaJ amount expended was $98,614 — for buildings and improvements, $12 ,497, and for salaries and other expenses, $86,117. The North Central Division reports 27 schools, 199 instructors, 7,771 pupils in school departments, and 6,189 in industrial departments. The total number of inmates reported was 9,056, of v/hicii iimnber 6,542 were males and 2,514 females. The value of grounds and buildings was $8,067,009. The amount expended was $1,644,710— for buildings and iinprovenients, $303,783, and for salaries and other expenses, $1,340,927. The Western Division reports 6 schools, 25 instructors, 915 pupils in school departments, and 877 in industrial. The value of grounds and buildings was $770,908. The amount expended was $283,657— for buildings and improvements, $57,535, and for salaries and other expenses, $206,122. 2533 9 ^ i EDUCATION EEPOKT, 1899»1900. Table 1. — Summary of statistics ofreform schools, 18D9-1000, State or Terr?t-orj^. Number of i schools. Number or 1 teachers. Number of pu¬ pils. Number taught trades. Inmates. Value of grounds and buildings. Expenditures. Male. Female. Total. Buildings and im¬ prove- ments. For salaries and other expenses. 1 4 5> 6 7 8 9 10 11 United States . 80 ' 538 21,626 15, 946 18,963 4, 933 23, 901 S17,.504, 444 $576, 344 $3,254, 690 N orth Atlantic Di vision . 33 243 10, 099 6,900 9. 052 1,631 10, 683 7,277,725 169,285 1,4.58,120 South Atlantic Division. 10 40 1, 819 1, 095 1,604 215 1,819 1,353,802 33,244 163,404 South Central Division.. 4 25 1,0??2 885 793 473 1,266 35, 000 12, 497 88,117 North Central Division.. 07 199 7,771 6,189 6,542 2,514 9, 056 8,067,009 303, 783 1,340,927 Western Division . 25 915 877 977 100 1,077 770, 908 57, 535 208, 122 North Atlantic Division: Maine . . 2 7 220 220 135 85 220 185, 000 10, 300 13,000 1 3 122 122 102 20 122 100, 000 1 3 154 125 29 154 20, 772 p X Massachusetts. . . 11 47 1,105 920 934 171 1, 105 825, 432 79, 098 206, 773 Ehode Island - 2 0 368 109 328 42 370 223, 700 59. 012 Connecticut . 2 17 689 322 430 2.59 689 450, 000 ■"5,'l29' 109, 180 i 118 4,800 3, 903 4, 639 590 5.2:19 4.190, 748 27, 030 599,692 New Jersey . 3 15 732 293 594, 164 ' 758 . ' 488, 432 15, 631 110,] 90 Pennsylvania . - 4 29 1,909 951 1, 765 271 2, 036 793, 641 32, 097 3:39,398 South Atlantic Division: Delaware . . . 0 82 41 65 17 82 65, 000 1,100 17, 700 Maryland . . 5 30 1, 185 707 987 198 1. 185 1,195, 000 20, 900 111,818 District of Columbia . 1 1 8 206 206 206 0 '206 Virginia . . . . 1 i 2 125 70 125 0 125 23, 802 400 11,223 West Virg'inia, . 1 4 221 71 221 0 221 70, 000 10, 844 22, 663 N orth Carolina . South Carolina _ Georgia . _ _ Florida . South Central Division: Kentucky . . . 1 0 200 200 0 249 249 Tennessee . 1 14 760 685 536 224 760 12, 497 78, 132 Alabama . Mississipni . . 1 . Louisiana _ 1 1 1 62 1 . 67 0 67 35,000 0 7,985 Texas _ _ _ _ 1 4 I . 190 0 190 Arkansas _ 1 Oklahoma . . . 1 . . Indian Territory . I'"' North Central Division: Ohio . 4 32 1, 502 1, 263 1, 397 487 1,864 2,970,752 105, 0.50 305, 578 Indiana . 2 8 700 488 520 180 700 307, 447 5,617 94, 540 Tllinois. . 5 35 1 , 546 1, 7,26 1,855 279 2,134 1, .550, 477 36,994 275, 180 Michigan . 3 47 1, 065 627 667 702 1,369 474, 003 26, 732 115, 442 Wisconsin . 2 18 546 558 316 242 558 379, 496 71, 768 126, 252 Minnesota . 2 18 530 370 459 73 532 625, 500 22, 913 119,292 Iowa . . . 2 16 621 519 455 164 619 314,3.34 11, 000 77,010 Missouri.. . ! 3 14 863 325 682 199 881 590, 000 18, 200 141, 280 North Dakota _ _ 1 ; 1 South Dakota . . 1 1 2 82 83 65 18 83 80, 000 29,000 Nebraska . 2 6 189 103 126 63 189 665,000 '”3,‘000' 36, .500 Kansas . 1 3 127 127 0 127 127 110,000 2, 500 20,853 Western Division: Montana . 1 13 7o 75 65 10 75 60,000 Wyoming . Colorado . . 1 3 164 164 164 0 164 125,000 New Mexico . . Arizona . . Utah. . . . Nevada . Idaho . . . Washington _ 1 120 42 162 Oregon _ 1 0 113 75 113 0 113 100,000 17, 500 California . 2 7 563 563 515 48 563 485, 908 57,535 188,622 EEFOSM SCHOOLS, 2535 Table 2. — Summary of statistics of r^eform schools, 1899-1900. Sfcate or Territory. Number of assist¬ ants. Race. Nativity. Illiteracy. During year. White. Colored. Native par¬ ents. Foreign-born parents. Could only read. Could neither read nor write. Committed. Discharged. 1 3 3 4 5 6 7 S 9 19 United States . 1,5G9 20, 378 3, 695 9,075 6, 924 3,833 1,674 13, 750 13, 158 North Atlantic Division .. 480 9,469 947 3,146 3,443 1,385 699 6, 055 6, 615 South Atlantic Division .. 116 1,291 538 1, 238 140 686 143 775 . 807 South Central Division - 90 1,016 147 179 137 0 5 606 614 North Central Division - 745 7,658 1, 005 3,981 3,887 1, 476 806 4,991 4, 778 Western Division . 138 845 68 531 318 286 23 333 344 North Atlantic Division: 10 196 3 63 oO 11 131 1 34 47 13 148 6 25 30 60 55 Massachusetts . 111 1,060 44 207 487 3 29 781 838 Rhode Island . . . 31 335 35 87 259 24 6 295 343 Connecticut . 67 633 64 35 16 428 2 280 299 New Vork . 77 4,884 343 1,526 1,937 739 259 3,617 3,894 New Jersey . . 38 497 110 187 320 50 53 190 359 Pennsylvania - - . 110 1, 695 341 1,104 433 126 320 746 830 South Atlantic Division: Delaware . 14 57 35 66 16 33 13 35 44 Maryland _ _ 35 833 353 997 93 505 32 499 District of Columbia .. 33 86 1.30 175 31 116 90 64 107 Virginia . . . 13 135 0 0 0 43 17 70 54 West Virginia . . 33 190 31 107 67 North Carolina . South Carolina . Gieoi’P’ia - . i Florida . . . South Central Division: Kentucky - _ 31 348 1 114 135 44 35 Tennessee . . 51 657 293 277 Alabama . _ . . Mississippi . Louisiana . Texas . . . 4 21 48 65 2 5 270 302 ArkauKaR 14 90 100 Oklahoma, _ Indian Territory. . North Central Division: Ohio . . . 199 1,639 225 569 470 619 131 1,061 1,126 Indiana . 46 597 103 510 45 139 61 238 278 Illinois . 99 1,849 294 1,204 883 565 331 1,681 1,483 Michigan . . . . 73 926 43 370 619 35 49 4;i3 4] 3 V/isconsin . . 59 553 13 193 357 25 6 197 229 Minnesota, . _ 66 514 18 153 335 385 117 Iowa - . - . 46 533 87 503 116 9 193 239 Missouri . 93 711 170 380 113 18 16 688 684 North Da,kota . South Dakota . 14 83 1 80 2 76 4 33 40 Nebraska . . . 43 169 20 115 48 0 3 101 76 K a.n sa.s 8 96 31 93 93 Western Division: Montana _ _ 11 1 73 3 40 35 12 18 53 51 Wyoming _ _ _ Colorado . 18 144 20 100 64 164 100 100 "MewMexien A ri7,on a, Uta.h Neva.d.a T d a.b n "W* a rIt iTi crf.nn 7 Oregon . 14 111 2 80 33 110 3 50 25 California . . 90 518 43 311 186 0 1 121 168 2530 EDUCATION KEPOET, 1899-1900. Number of assist¬ ants. Post-ofiace. Name. Executive officer. 1 Male. c ■ce ri CJ 1 Total. 1 2 1 3 4 5 6 1 Sherman Smith . 42 16 58 School. 2 VYaterman, Cal . Prestoii School of Industrv . D. S. Firshberry . . 22 10 32 8 Barnard L. Olds . 14 2 16 4 Meriden, Conn . Connecticut School for Boys _ Charles M. Williams .. 21 20 41 5 Middletown, Conn - Connecticut Industrial School William G. Fairbank . . 7 19 28 for Girls. 6 No report 7 Marsliallton. Del . The Ferris Industrial School. . .. A. S. Meserve . . 7 4 ii 8 Mrs. E. B. Jackson . . . 1 2 3 Girls. 9 Wasliington,D. C . Reform School of the District of G. A. Shallenberger . . . 22 10 32 Columbia. 10 Augusta, Ga, . No renort Institute. It Helen M. Woods - 0 8 8 Reform. 12 , do . John Worthy Manual Training John J. Sloan . . 8 3 11 School. 13 Geneva, IlL . . State Home for Juvenile Female Onhelia L. Amigh _ _ 0 20 20 Offenders. 14 Glenwood,Ill - - Illinois Manual Training School Oscar L. Dndlev . Farm. 1.5 Pontiac, 111 . Illinois State Reformatorj^ . George Torrauco . GO (J 60 16 South Evanston, 111 . . , Illinois Industrial School for No report . Girls. 17 Indianapolis, Ind . The Indiana Industrial School flarah F. Keeley. . 0 13 13 for Girls. 18 Plainfield, Ind . Indiana Reform School for Boys.. Thomas J. Charlton .. 22 11 33 19 Eidora,, Iowa, _ Iowa Industri.al School B. J. Miles . . 18 10 28 20 Mitcheliville, Iowa - Iowa Industrial School (gilds’ de- P. P. Fitzgerald . . . . 18 18 Iiartment). 21 Beloit, Kans . Industrial School for Girls . Hester A. Hanback _ 0 6 8 22 North Topeka, Kans State Industrial School for Boys . No rej’.orf-, 23 Eouisville, Ky - Tnfinstri.a,] School of Reform No report 24 Newport, Ky . Convent of the Good Shepherd Mother M. Baptist ]. 20 21 of Newport. Jackson. 25 New Orleans, Ea _ Boys’ House of Refuge . Michael J. Mokler . 4 0 4 26 Hallowell , Me . . Maine Industrial School for Girls. Miss Harriet A. Leavill 3 6 9 27 Portland, Me State Reform School . Edwin P. VV'entworth- 1 0 1 28 Baltimore, Md . House of Refuge . Joseph Morris Fisher . 25 0 25 29 do _ _ _ _ Female House of Refuee . . . 0 7 7 30 Baltimore (Sta.D),Md- St. Mary’s Industrial School for Brother Dominic . 2 0 O Boys of Baltimore, Md. SI Clieltenham, Md . House of Reformation .... Nathan d’hompson . ... 32 Mel vale, Md . . Industidal Home for Colored Mrs. Emma B. Marks .. 0 1 1 Girls. 33 Rainsford Island, Bos¬ House of Reformation --- . . . Sumner D. Seavey _ 10 4 14 ton, Mass. /■ 34 Goshen, Mass . Hampshire and Franklin Coun¬ AY. 7v. Barrus . . 1 1 2 ties Truant School. 35 Lanca.ster, Mass - . State Industrial School for Girls. Mrs. L. L. Brackett _ 0 18 18 3(j Lawrence, Mass _ Essex County Truant School Henry E. S^van . 3 4 7 37 N or th Che 1 m s f o r d , Middlesex County Truant School. Moses A. Warren . . 3 10 Mass. 38 Oakdale, Mass . Worcester County Truant School- Frank Leroy Johnson. 3 4 7 39 Ralern , Tv1 ass Pin mm er Fs.rm School Charles A. Johnson _ 2 3 5 40 Spj'ingfield, Mass . Hampden County Truant School. Erwin G. AVard _ 1 4 5 41 Walpole, Mass . Norfolk, Plymouth, and Bristol Aaron R. Morse . 4 6 Union Truant School. 42 Westboro. Mass . . Lyman School for Boys . . Theodore F. Chapin... 9 17 26 43 West Roxbury, Mass.. Parental School . B. Clifton Day _ _ 4 7 11 44 Adrian, Mich ~ . State Industrial Home for Girls. . Lucy M. Sickles . . 0 0 0 45 Detroit, Mich . House of the Good Shep'ierd Mother Mary of St. 33 33 Scholastica. BEFOEM SCHOOLS 2537 1 Placed on probation. 2538 EDIfOATION EEPORT, 1899-1900. Post-office. ITams- 40 ! Ionia, Midi I Laij since, Midi... I Red lYing, Minn. j St. Cloud, Minn.. I Boonville, Mo.. .. Chillicotlie, Mo.. St. Louis, Mo . Miles City_^ Mont . Geneva, iNebr Kearney, Nebr . . Manclie.ster, N. H . Jamesburg, K. J . . Trenton, In . J . Verona, N.J . . Brooklyn, IST. Y _ Canaan Four Corners, N. Y. Elmira, N. Y . . Hudson, N. Y . . Hew York (Station M), N. Y. FTew York (Station L), N.Y. Utica, K. Y . Westchester, FLY.... Cincinnati, Ohio . Lanca-ster, Ohio . Mansfield, Ohio . Rathbone. Ohio . Turner, Oreg . Glen Mills, Pa . . Huntingdon, Pa . Morganza. Pa . Philadelphia, Pa . Howard, R. I . _ do . . Plankington, S. Dak . . . FTashvilie, Tenn. . Gatesville, Tex . Ogden, Utah . Vergennes, Vt . . School, Ya. . Chehalis, Wash . Prunt7/town, W. Ya... Milwaukee, Wis . Waukesha, Wis . State House of Correction and Reformatory. Industrial School for Boys . State Training School for Boys and Girls. Minnesota State Reformatory _ Missouri State Reform School for Boys. State Industrial Home for Girls.. House of Refuge . . . . . Montana State ReformoSchool _ Girl’s Industrial School of Ne¬ braska. State Industrial School for Boys. State Industrial School . . State Home for Boys. . State Home foi(^Giris . Newark City tioine. . Brooklyn Truant School . . . . The Berkshire Industrial Farm.. New York State Reformatory., blouse of Refuge for Women... New York Juvenile Asylum . The Society for the Reformation of Juvenile Delinquents. St. Vincent Industrml School _ New York Catholic Protectory .. Cincinnati House of Refuge . Boys’ Industrial School.. . Ohio State Reformatory . Girls’ Industrial Home . Oregon State Reform School _ House of Refuge (hoj'-s’ depart¬ ment). Pennsylvania Industrial Re¬ formatory. Pennsylvania Reform School . The House of Refuge (girls’ de¬ partment). Oaklawn School . . Sockanossot School for Boy.s . State Reform School . Tennessj5e Industrial School. . Texas House of Correction and Reformatory. Reform School . Vermont Industrial School . The Laurel Industrial School _ Washington State Reform School West Virginia Reform School _ Wisconsin Industrial School for Girls and Young Boys. Wisconsin Industrial School for Boys. Number of assist¬ ants. Executive officer. 6 Female. | Total. 1 3 4 6 1- 1 'No report _ _ _ 1 J.E.St. John . 30 10 40 J. W. Brown . . . 30 18 38 Prank L. Randall . 28 0 28 L. D. Drake . 35 7 33 Mrs. L. U. DeBolt . 0 9 9 Wm.. C. Nolte . 35 17 53 C. ti. Dickinson . . 6 5 11 B.R. B, Weber . 5 6 11 J. N. Campbell. . 35 6 31 T. W. Robinson . 7 4 i Ira Otterson . . Mrs. Myrtle B.Eyler.. 2 11 ... 13 C. M, Harrison . 20 5 25 N o renort . . W.W.*Mayo . 8 4 i2 Z. R. Brook way . . 110 0 110 Hortense V. Bruce, 0 33 33 M. D. Charles E. Bruce . 33 29 51 Omar V. Sage . 50 36 86 Brother Julian . 15 0 15 Brother Leoiitine . 70 0 70 Jain es Allison . . 31 16 37 Charles Dewey Hilies. 41 30 71 W. E. Sefton- . 60 0 60 i^lbert Vf . Stiles. . 8 23 31 R.E. Bickers . 8 6 14 P.H.Nibecker . 19 20 39 F. B. Patton . 0 0 0 J. A. Quay . 45 21 66 M. A. Campbell . 0 14 14 James H. Eastman _ 0 4 4 . do . . 17 13 30 W. H. Tompkins . 8 6 14 W. C. Kilvington . 89 13 51 L. J. Taukersley . 14 0 14 No report . Sumner A. Andrews .. 7 6 13 •John W. Cringan . 13 1 13 Thos. P. W estendorf . . 5 3 7 J.C. Gluck... . 16 6 22 Mrs. Emma P. Bland .. 3 14 17 Chas. O. Merica . 34 18 43 EEFORM SCHOOLS, 2539 Inmates. School. Value of grounds and buildings. Expenditures. Sex. Race. Na¬ tivity. Illit¬ eracy. During year. Number of teachers. Number of pupils. Hours of daily sessions. Number taught mechanical trades. Buildings and improvements. For salaries and other ex¬ penses. o' Female. Total. 3 1 Colored. I Native parents. 1 Foreign-born parents. 1 Gonld only read. 1 Could neither read nor write. Committed. Discharged. Male. 1 Female. Total. Male. Female. Total. 7 8 9 10 11 12 13 14 15 16 17 18 19 20 ;2i 22 1 23 24 26 27 28 1 667 0 667 630 37 150 517 7 3'22 296 1 11 12 667 0 667 44 225 $259,025 822, 450 $60,000 313 71 383 366 17 122 161 56 24 175 117 2 6 8 312 71 383 4' 090 307,000 j 9,413 66,292 147 9 149 148 1 31 74 no 10 0 10 147 0 147 1-1 147 318, 500 ■ 13,500 53. OCO 368 b 368 290 78 221 245 4 1 5 350 0 350 4 172 140, 000 7’ 000 75 200 0 89 89 89 0 80 3 18 16 11 7 0 3 3 0 89 89 6 89 200. 000 500 5,580 314 no 424 332 92 294 180 454 432 0 6 6 314 110 424 5 64 1 250, 000 10,700 60, 500 65 10 75 72 3 40 35 12 18 52 51 7 6 13 65 10 75 ! 4 75 ! 60,000 0 6o 63 55 8 40 23 ... 3 21 28 0 2 0 63 63 4 63 ! 65,000 1 30,500 126 0 126 114 12 75 25 0 0 80 50 4 0 4 126 0 128 44 40 600, noo I 3. 000 102 20 122 121 1 34 47 0 3 3 102 20 122 122 100, 000 379 0 379 293 86 102 267 50 53 118 174 1 8 9 379 0 379 6^ 210 200, 000 11, 268 54, 694 0 138 138 114 24 85 53 25 17 0 2 2 0 138 138 3 83 96, 077 2 405 19, 907 2151 26 241 47 68 1 3 4 189 26 215 3 192, 355 1,958 35,’ 589 53 0 53 53 33 14 1 1 53 0 53 3 53 40,000 400 10, OCO 1397 0 1397 1327 70 503 894 200 100 556 622 30 0 30 11186 0 1186 1 957 1, 457, 970 4,348 .220,413 0 260 260 240 20 168 67 0 15 108 111 0 3 2 0 104 104 3 no 301, 698 3, 161 65, 649 664 218 880 770 110 1024 1126 1 19 20 605 213 818 5 240 366, OSO 119, 404 702 114 816 702 115 482 454 0 22 22 702 114 816 5—6 816 535, 000 19, 123 IGO, 179 223 0 223 220 3 207 16 204 19 156 169 5 0 _^5 223 0 223 5 187 90, 000 24, 047 1660 0 1600 1575 25 650 950 325 125 1260 1398 36 0 36 1600 0 1600 44 1600 1,400,000 256 139 395 321 74 233 162 364 61 337 386 0 256 139 395 24 200 300,000 65, 582 832 0 832 759 73 129 206 444 472 3 14 17 444 0 444 4' 400 700, (X!0 '42, 'boo 95,219 309 0 309 290 207 102 239 70 221 188 309 0 309 2 309 1, 500, 000 49, 624 104, 832 _ 328 328 269 59 16 59 80 8 8 354 a54 5 354 440, 752 13,435 39, 945 113 0 113 111 2 "85 33 no "'3 50 25 "2 0 2 '113 0 113 U 75 100,000 17,500 815 0 815 652 163 212 145 12 170 357 370 0 13 13 815 0 815 4 340 5,398 117,223 484 0 484 422 62 441 43 4 48 484 0 484 24 484 4, 210 129, 467 466 144 610 513 97 406 204 98 85 322 357 7 5 12 466 144 610 5 607, 641 22,489 92, 708 0 127 127 108 19 45 41 12 17 67 103 0 4 4 4 127 186,000 0 42 42 39 3 13 4 1 21 39 0 1 1 0 42 42 3 6,029 328 0 328 296 32 80 246 20 5 274 304 0 5 5 326 0 326 4 1G9 52, 983 65 18 83 82 1 80 2 76 4 33 40 1 1 2 64 18 82, 3-4 83 80, 000 29,000 536 224 760 657 292 277 0 14 14 536 224 760 44 685 12,497 78, 132 190 0 190 90 100 93 52 4 0 4 125 29 154 148 6 25 30 60 55 0 3 3 125 29 154 5 20, 772 20, 875 125 0 125 125 42 17 70 54 2 0 2 125 0 125 "70 23,802 400 11,223 120 42 162 221 0 221 190 31 107 67 4 0 4 221 0 221 34 71 70,000 10, 844 .22, 663 10 242 252 246 8 125 127 25 6 60 30 0 7 7 242 252 44 252 119,560 14,919 36,230 306 «! 1 306 306 5 6S; 230 137 199 9 2 11 294 0 294 4 306 259, 936 56,849 90,022 4^ 47 48 49 50 51 53 53 54 55 53 57 58 59 60 61 63 63 64 85 66 67 63 69 70 71 73 73 74 75 76 77 78 79 80 81 82 83 84 85 86 87 88 CHAPTER XLIV. SCHOOLS FOR THE DEFECTIVE CLASSES. The sisty-Mth annual report of the Hew York Institution for the Blind contains a few interesting paragraphs on the use of the klei degraph, a machine with type- Y/riter keys which enables the operator to produce embossed printed matter which may be read by the touch. It is maintained that the Introduction of this machine marks a new period' in the education of the blind, and is the greatest aid to lan¬ guage study ever brought into use for those v/ho can not see. The following extract is taken from the report of the principal of tiie school, Mr. 'YVilliam B. Wait; The study of language constitutes one of the chief pursuits in school life. It is not only an important end, but is, in fact, the chief means in all educational work. The student who can see uses language in every form — spoken, written, and printed — while pencil and paper, pen and ink, blackboard and chalk, together with numberless books, are all supplied free, or can be obtained at almost nominal cost. Against this array of advantages the blind primarily have spoken language only; and so in the beginning of their education the instruction was almost entirely oral. Later, punctiigraphic handwriting, by means of a stylet and tablet, was devised, and this gave a nev/ and most important means of expression. The ratio of the utility of the stylus and embossing; tablet to that of the slate and pencil in genei al school v/ork, however, is about as 1 to 100, and hence it Y7as not until the intro¬ duction of the typewriting machine, supplemented to a limited extent by stylet writing, that an advance upon the oral method was gained. The typewriter key¬ board is readily leiirned, and a whole class soon acquires the means of facile expression, thus greatly increasing the amount of language work that can be done in a given time, and in such form that class papers can 'be readily examined and criticised by the teacher. Plane surface writing, liov^ever, has no tangible power, and hence it is clear that the chief advantage of typewriting to the student comes from the application of his knowledge during the exercise itself, and not from any direct use lie can make of the paper he has written. Although the advantages of facile expression afforded by the typewriting machine to both teachers and pupils have been very great, it is obvious that with¬ out some means of facile tangible writing our resources would ever be incomplete and inadequate. In addition to many other contributions which this institution has made in pro¬ moting the education of the blind, it has overcome the last remaining difficulty mentioned above through the kleidograph, a machine which enables the blind student to write with facility in an embossed form, readable by touch. As lan¬ guage is not only the foundation of education, but the means by which all educa¬ tion proceeds, the important qdac© which the kleidograph holds will at once be appreciated. This sketch briefly outlines the stages of progress and the methods of advance in this line of our V70rk. = During the past year our facilities in this department have been strengthened by the addition of 20 new writing machines of the letter-press type, making 05 in all now at command for class purposes. These, together with 70 kleidographs, constitute an equipment unequaied by any school in the world. 2541 2542 EDUOATIOISr REPORT, 1899-1900. The development of tonch for the purpose of reading has always been a matter of deepest interest and large importance in all schools for the blind, but it has been a diificnlt matter to prescribe an orderly and satisfactory method for this work at all c >mparable with the methods pursued in teaching other subjects. All embossed books are very expensive, and the work to be done within the period of school life is great and covers a wide field, so that it is important to attain satisfactory results within the shortest possible time. Schools for the blind. — The total number of schools reported to this Office for the scholastic year 1899-1900, was 37; number of instructors, 437 — male 144, and female 293; in music 142, and in the industrial departments lOG. The total num¬ ber of pupils was 4,021 — male, 2,104; fema^.e, 1,917. In the kindergarten, 429; in vocal music, 1,815; in instrumental music, 1,833. The industrial department reported 2,235. The total number of volumes in the libraries was 94,689. The value of scientific instruments was $78,928, and the value of grounds and build¬ ings $3,316,212. The total expenditures were $390,711, Schools for the deaf. — There are represented in this report 114 schools for the deaf, with. 1,184 instructors and 11,104 pupils. The 58 State public schools report 1,012' instructors— male 314, and female 668; in articulation, 403; aural develop¬ ment, 90; and in the industrial departments, 267. The total number of pupils reported was 9,787, of which number 4,342 were taught by the combined system, 2,978 by the purely oral method, and 3,150 by the manual method; 696 were taught in kindergartens. The number of graduates was 393.* The libraries of these iustifutions contained 90,229 volumes. The value of scientific apparatus -was $21,080; of grounds and buildings, $12,115,856. The total expenditures amounted to $1,863,126. The private schools for the deaf reported wei’e 17; the number of instructors, 70 — 45 in articulation, 11 in aural development, and 26 in industrial department. The number of pux3ils rex)orted was 478, of which number 261 were taught h}" the combined system, 185 by the purely oral method, and 10 by the manual method; 42 were taught in the kindergartens. The 41 day schools for the deaf report 99 instructors— 83 in articnlation, 29 in aural development, and 28 in industrial dex^artmeiits. The number of x^upils reported wms 749, of which number 124 were taught by the combined system, 609 by the xuirely oral method, and 12 by the manual method. The number taught in the kindergartens was 43. There were 3 graduates. Expenditures amounted to $57,714. There was an increase of 10 schools in day schools reported, the greatest increase being in V/isconsiu. Schools for the feeble-minded. — The number of schools reported wjis 29, with 304 instructors in the school departments, 208 in industrial departments, and 764 assistants in caring for the inmates. The number of puj^ils reported was 11,217, of which number 1,103 were instructed in the kindergarten and 2,149 in music. The 19 State public schools reported 248 instructors in school departments, 171 in industrial dex)artments, and 702 assistants caring for the inmates. The number of pux^lls rei3orted was 9,792. Of these, 932 were in kindergartens and 1,995 in music. The value of grounds and buildings was $3,608,198, and the exi^enditures were $1,400,783. SCHOOLS FOE THE BLIHH. 2543 Table 1. — Summary of statistics of schools for the blind, 1S99-1900. States and Territories. Instructors. Number of institu¬ tions. Male. Female. Total. Music. Indus¬ trial. 1 3 4 5 & 7 United Stages . 37 144 393 437 143 106 North .Atlantic Division... . 4 36 78 104 38 35 South Atlantic Division.. . . 8 38 47 75 31 31 South Central Division . 9 33 58 91 37 33 North Central Division . 10 51 94 145 45 31 ■Western Division . 6 6 16 3.3 11 6 North Atlantic Division; Massachusetts . 1 13 39 53 19 10 New Aork . . . 3 10 38 38 10 8 Pennsylvania . . . 1 3 11 14 9 (1 South Atlantic Division; Maryland . . . O 10 8 18 4 5 District of Columbia . . ■Virginia. . . . . . 1 4 6 10 3 3 West Virginia . 1 1 3 4 3 3 N orth Carolina . . 1 8 17 35 6 8 South Carolina . . 1 3 4 6 3 Georgia . 1 3 7 10 3 3 Eloridfl. . - _ 1 0 o 3 South Central Division; Kentucky . . 1 3 6 9 3 3 Tennessee.. . . 1 4 13 17 5 5 Alabama . . . 1 6 7 13 3 3 Mississippi . . . 1 3 5 7 3 3 Louisiana . . . 1 3 6 8 3 4 Texas . . . . 3 9 11 20 7 3 Arkansas . . 1 5 9 14 3 1 ^ Oklahoma, .. _ L . . Indian Territory . 1 1 3 3 1 North Central Division; Ohio . . 1 9 15 34 9 3 Indiana . . . . . 1 5 9 14 3 4' Illinois. . . 1 8 14 33 7 3 Michigan . . 1 4 8 13 3 4 Wisconsin. . 1 3 11 14 4 4 Minnesota. - . . . 1 4 7 11 4 3 Iowa . . . . - . 1 4 7 11 3 3 Missouri . 1 5 8 13 3 3 Noi’tb Da.kotp, South Dakota . . . . .^Nebraska . . . 1 5 8 13 5 3 ^l^ansas . 1 4 7 11 4 o Western Division; Montana . .. . . . . 1 0 1 1 1 1-. . W^ynmiup' Colorado . 1 3 6 9 3 3 ^^0-Y'y ]Vi0xico _ _ _ ......... _ _ A VI '7 011 a, Utah. . 1 0 1 1 3 2 Novnrla. Idaho _ _ _ Washington . 1 0 3 3 1 1 Oregon . . 1 1 3 3 3 1 California . 1 3 3 5 2 0 2544 EDUCATION EEPOST, 1899-1900. Table 2. — Sum'tnary of statistics of schools for the blind, 1S90-1900. Pupils. States and Territories. Male. Female. Total. Vocal music. Instru¬ mental music. Kinder¬ garten. Gradu¬ ates, 1899-1900. Indus¬ trial depart¬ ment. 1 2 S 4 5 7 8 © 2, 104 1,917 4,021 1, 815 1,883 429 171 2,235 North Atlantic Division. . South Atlantic Division .. South Central Division.. - North Central Division .. 408 389 419 849 89 357 -274 478 730 78 765 613 897 1,579 167 157 396 502 727 33 260 352 360 826 85 126 49 99 155 0 36 19 23 88 5 408 452 460 839 76 North Atlantic Division: 118 116 234 21 103 78 7 187 New York . 193 143 336 5 70 20 3 79 97 93 195 131 87 28 26 142 South Atlantic Division: T4 55 129 82 75 17 6 97 District of Columbia . Virginia _ . _ 34 25 59 52 39 0 3 57 West Virginia _ 19 24 43 15 36 1 25 North Ca.ro] ilia 1:11 107 228 2(K) 100 32 0 177 South Carolina . 29 18 47 47 43 0 5 47 Georgia, _ _ _ 53 42 95 53 4 49 Florida . . . 9 3 12 6 South Central Division: Kentu ckv _ _ _ 59 65 124 27 Tennessee . . 57 113 170 BIO 115 0 3 130 Alabama . 59 37 87 87 30 Mississippi . . 27 16 43 14 30 30 Louisiana _ _ 20 18 38 16 29 16 26 T'exas . . . 103 117 220 94 90 16 16 65 Arkansas. . . . Oklahoma _ 100 108 . 203 155 60 36 4 125 Indian TeT’ritory . 3 4 'j' 6 6 4 0 7 North Central Division: Ohio . 205 145 350 105 122 0 9 201 Indiana.. . . 71 70 14J 111 74 7 i:32 Illinois _ _ _ 149 119 268 119 119 39 16 137 Michigan 02 52 114 28 76 4 Wisconsin . 01 56 117 67 70 11 9 19 Minupsota, 50 34 90 60 50 oo 8 Iowa . . . 103 87 190 Ti¬ 105 26 9 125 Missouri . . 52 68 120 ll 67 30 6 73 North Dixkota . South Dakota. . _ _ Nebraska _ _ ‘■2 45 87 50 77 27 8 70 Nansas . . . 48 54 102 102 66 0 12 70 Western Division: Mon tan n. 4 3 0 4 V7yoming . . . Colvorado 23 24 47 5 40 ATM7nnn, 1 Utah . - . Nevada . . _ 5 3 8 0 6 0 0 8 Idaho . . . W ash in gt on . . 10 9 19 0 7 0 0 8 Oregon _ _ Cnli toruia. 14 m 13 26 27 59 27 ~0 21 47 0 0 20 SCHOOLS FOR THE BLIHH, 2545 Table 3. — Suuimary of at i sties of schools for the blind, 1S99-1900. States and Territories. Volumes i in library. ' ' ' Value of scientific apparatus. Value of grounds and build¬ ings. Expendi¬ tures for buildings and im¬ prove¬ ments. Expendi¬ tures for salaries and other expenses. 1 i 4 5 j 0 94, 689 $78,938 $6,316,313 $149,080 $890,711 34, 805 8. 767 1:3,451 34, :306 4, 460 7, 379 14,140 33, 950 30, 953 3, 608 1,613,308 1 813,000 i 630,000 ! 3,493,004 768, 0(X) 1 33, 341 51,000 36, 700 36, 789 1,3.50 195, 657 141, 334 174, 087 309, 419 70, 314 South Atlantic Division . North Atlantic Division: 1 _ 16, 913 571,093 4. 8:i3 5, 379 376, 533 14, 140 j 137, 733 13, 060 3, OfiO 665, 594 19, 301 1 67, 934 South Atlantic Division: :3, 4.58 1 6,390 397, 000 35.000 35, 384 V'iTg'inia. . _ _ _ :300 189 2. 750 150 3. 900 B'O 1 3, 100 1,000 3,000 \V pst Vit’g'inia. . . . _ 75, 000 305,OC'0 34, 850 44, 000 T^orth Dfl.roliri.a, . _ 15, 000 South flfiT’filina, _ Deo'!‘f>’'ifl, _ _ 1,350 400 3,000 4, 500 800 3,000 110.000 35, 000 150. GOO 135, 000 1,000 17, 000 10,000 i 37. 578 38; 000 30, 619 9, 000 10, 000 57, 390 31, .500 EloviHa. . r _ South Central Division: Kentnekv - . . . - ---- . Tennessee _ _ - 3, 600 1, 633 500 779 6,150 600 Alahanifl, _ Mississippi . . - . 50, 000 40, 000 5, 000 f.onisiana, _ _ _ Texas . . . - _ _ 1 9, 500 3, 000 165, 00*0 100, GOO 30, 300 11,. 500 Arkansas . . . . Oirlaho'm.q, 300 3, 750 1,800 8,000 3,000 3, 663 1, 600 4, 305 4,000 150 1,000 3, 000 851 4,000 4, 403 5, 000 3,000 5,000 North Central Division: Ohio . - . . 675, 000 545, 598 333, 106 136, 150 334, 800 60, 000 150, 000 350, 000 3, 865 1,497 1 10, 430 64, 697 39, 336 49, 685 36, 087 30,000 30. 000 39, 981 29, .500 Indiana . . . . Illinois . . . - _ _ TVii eh i P’a ri Wisconsin . . . . . i 5, 000 ' 1, 500 1 M.r Minnesota . - . Iowa . . - _ _ Missouri . . North Dakota - _ _ _ T'Vnlrnffi, Nebraska . . . . 1 1,389 3, 700 175 l,;ioo 3, 500 300 ■ 100,0(10 118, 350 4, 000 10, 000 20, 233 TCansas Western Division: IVf ATT f.fl fJ, Ool ora d o 750 333, 000 i3, i45 Arizona _ _ _ _ _ _ _ TTtah 133 1, 056 N©v9.id.ci Idfihio - _ - _ .......... _ p , (ilri Tt ^ f A 71 188 514 3,700 700 800 750 Oregon . . 30, 000 ,535.000 1,3.50 57, 169 Oa.h’ for Trip, ED 1900- — VOL II ■SO Table 4. — Statistics of Stoic institutions for the education of the blind, 1899-1900. 2546 EDUGATI0I4 EEPOKT, 1899-1900, Expendi¬ tures. I •^jaoddns .loj Ol 1.5 !5 0 rH 0 CO 0 2 2 t-'' cio CD cT •Tt* CD 00 -CO c: 01 cTo" 0101 X 0 io S t-^ 0 CJ 4H oi 1 of 10,059 •sq,u8iu0AOj:d -uii pun sSuipipig fe 1 s * 0 0 ? I 1 : 1 8 •sSui -p[inq pun spun6.i.g jo 5 S S 0 0 if ^ 0 0 0 0 ?? 71 0 lO lO i-O p 0 TC UO «-H 8 c s 2 1- ' 8 •sn'4.n.i'BcIdn opr^tiaps jo anin o o oc cc'^" i ^ ; ^ 00 0 0 CO** ■P P co''co'' 8 ci 0 8 s 1 •niiclno uod poo '[nunuy ^ i- M 0 ?i Oi -H i i li iC 01 •Ajn.Tqii; in sotunio^v i £ 2 of^ 0 0 »0 71 : 2 i 0 e-f co' QC ¥l \o 0 p p '-^71 1 cc I 1 . X KO 01 qu0ui -:^.Tnd0p X n T .T Cl s n p u I Oi ^ 5 CO 71 1- CO • :xcC 1 E 0 8 •006T-6681 uiS0xnupn.i9 5 ^ * - t-" c: ■■■■ ~d:01 . rH 01 •U0x.in.§.i0'pux3; 2 ?i ' )P “ 2i S Pupils. •oisuin x't3XU0uin.uxsux ;; 0 1- i 5 CO' Cl i-* * . CT. -H ; 01 10 3 •otsntu xnooA 2 * s'" 2 ' i S s 8 qnxog 2 :o CC Ci i- 01 1— i c: Oi = 01 ^ X i- 01 X 05 8 •exntnoj 2 " « ^ a: X ic 8 2 i? P •0inpf bi j 0 S 1— ( CO CO X i:- p-rH 05 CD 01 lO 01 10 61 rA quaui -X .indap X 'K 1 -1 ^ s n i; u I ” w 71 71 CO t 01 01 01 70 01 O 4^ •oisnjAi ' ~C^t' 70 TO t- Ct) r- i CO 'Th ! CO d ^ ; cr/” 71 “0 71 3 ” rH rH a X 01 0 CC •0Xnui0g IS * 1 i- d 0: t L-* t'- X 0 -.D C'i •0XnH 1 ^ * c: 71 CO c : CO X - X CO CD Executive officer. o m 5 O >-5 ;3 ©i^ t>i Q '9? M'S ' 8 i ' 0 g ; ^ p 0 S ^ ^ ."f 1 ^ ~ t:£i u3 0 " a> ii ;£ Q '© K 2 2 g PtH ; 2 : ' 1 -CO ' s ; 2 § 1 2;3 uo 0 c CP g ^5 S d 3 a © . © C5 S H J 0 2 T 2 § K ^ m ■8 1 © - M <1 1 ‘ 0 j ^ 1 Q i 2© 3 'c *-8 1 i'= ) s Name. (D rrt © ^ WS o III ci 2 O P -a ^^.2 g § o © © © ■2^55 !h M . .5 a £ c ^ 0 © .2 1 ^ © ’XS © ® ^ 2225 J 2 So 52©^ C3 fT; 'Tj ^ 0 0 0 g CC22 iU Q'^Q^ © ©W2 0 CP 0 S © 0) i © ,^=1 .a 4- ^ ^4-- r-^ ■ ^ P .^22^ S2 3 ©S3 ® ®.2 2 c 'P a ::2^^ o4 0‘r2 0-4 ".2 Sags .22.2 0 © ^ 0 S2o 2 rg.HI g I H'crq.^pq ^ 3 S 2 2w © © © 2 2 |2 2 S 3 024^'g ^ 44 jh23 ^ 2 W Offl fi 0 ^4 ® © 4J S, 5 _ © 2: ■^^2-^2 0 0 0 M 0 2 rd a iS >;V3 do ^ ©S cs S2^ S 2S^;s ©.s h H ©p!^ §23 W J 3 © u 0 3 0 0 <44 * ©J 4-4 1® 2Q CPn© ■2 S PI ©■d ©3 Post-office. a © Is fH ' J =? flU ® >> pH^ o'© .S © CO 2 i ^ 2, i ■fH 0 .2 I 2 -S ^ 0 3 "2 • So g 0 o a 0 in P4 0 ce 1 ! cn S iS 1 § a .3 So 3 ‘Jd g in § 2 IS ^ 0 -2 i ; ce I 4 "4 w S ^ s § 2 2! 3 0 .2 ^ -i f3 2 s 0 © c3 s pq pq c 'c: ) i - CO 3 CD t- CO Cl 0 01 X rH iO rH C o V o !3 n ^ w ^ o Q) tC Ph i-OO o CO o o o ooo lo '2.® 25 3 O CO TO 3 ■SCHOOLS FOE THE BLIHD. ill 'S .5 ;to 3 ooo O' O (M s S3 s s .; s s S toSo i© '. s s ic T-=( C'i • 1-! CC S 3 Sto ; 3^ = ' ; ; s 8 3 0 oic 1 3^ 0 3 ; ■ 1 C’ TO 0 S 88 : 8S 8 i i j S TO ' SP® pp 2 ^P"-' ; 335 5to 3 #©1 j ^7(7 ir: CO lO r-T trf 3 3 SS ; SS s =■ s 0 S OGCO J nocZ/OC::!— to' P ©i i '+00' P' P©!" P P 1 O O CO ' t-- ‘ ' o o OMO • 01 1 1 t.— CO 01 01 ' 01 - ‘ 0-1 S 3* 0 j;:; 0 [2 0 ft 0 S: =' ' 5 16, 913 3, ooo' 1,600 500 4, 000 175 1,389 4, 833 0 00 1 0 0 c:- CO 0 CO Cl 01 lO ^ ^ ' c: O' no CO CO X. cc 30 L- L- no 0 ; 0 no OC ^01 1-1 ::: 01 CO CO 1 01 tO CO ir- i.- . O CO • O Ol cc . oo > t- t- L- r-i 0 ox • 0 >0 c: cc t-* CO no Cl ^ 1 !>. -S cc - O ' GO CO “ — — l-- ^ _ TO _ r-i j 1 CO 1 Ol ■ O 1 o TO . 0 TO C CO ; C C C Ip c iRoto i.7 £© 0 01 1-H CO no X- 01 'ID Cl' L- ’d O 1 0 01 01X -:+< ^ CO CO L- rH rH 1-1 1 01 Oioi^ 0 0 ^ ^ ^ 0 X CD 0 01 d lO -^' C© TO O i— 1- Cl 00 O !~ic !' C© TO i-C TOO; Cl 00 l-^ TO T-l Cl ©i TO TO O; O'! TO ©to; -* i- TO TO +© ,— 1 1 C^:,-^r^ i-lrH©lTOr-l t-t-' T-^ O 01 O cc CO >0 O- ^ t*- >0 COCC cc CO — I CO »0 Cl ^ o rH OCOrH -H O CO O t-H 'Cl rH ^ o r-l 01 Ol lO GO 01 :c O! ^ Ol O':) i-o r^ lO cr. i- -r c: ic -H-i o o r-i r-^ OiOOl no pj ji; i-OCG 1-^ CO r-H cc c: CO ox CO 1 CO CO 10 cc CO r-iL- 01 lO CO c: 0!C1 rH 0! Cfl CO 'tH CO CO T— t io ^ cc XC Cl 01 Cl ox 0 ID 1-4 01 CO CO -r^ 01 01 1—1 i- CO T-^ CO 0 01 no CO I'- i.- CO r-1 0 CO ^ '-f iC-H^r-lrHr-l01010Xi— 1 1-HrH r-i t-H 0 X' iT- 10 00 ^ CC rH t- 1- no 01 — . 'T^: CO Ol 01 i-H C* CO CO r-i CO r-(r-lr- irHr^ 1— 1 1— 1 CO -li^'^OlnOOiCnOnOCO CIt-iCO 0> '^cOi-hC^-^O^CO M. Anagnos . E. P. Church . James J. Dow _ W. S. Sims . S. M. Green . . E. S. Tellinghast. ._ J. E. Harris _ Gardner Puller _ William B. Wait. . . John E. Ray _ Rev.R. W. Wallace J. L. Carter . Edward E. Allen .. No report. N.P. Walker . J. V. Armstrong... E.P.Becton,A[.D.. S. J. Jenkins . Prank W. Metcalf . Wm. A. Bowles _ Ja.mes Watson _ James T. Rucker . . H.F. Bliss _ 'T3 O ^ cdS fl « o !:§? n-. o c o ‘ocC’^ ® ce ft ^ . i-Sft; "'wft "ipq S ^ S? ®;2 O G (D I »3 "oS 02 C/2 c3 ^-) C/2 tI . o;:^ ;CQ o ^ §.3 ^ © § ©3 ©3 ^ o a opq a o G ^ O cS ' ■ O'G 5 H 33© 3 o3 J2; a a- as ^ 'a .a .3 '!-' .3 S 3g33 _ J'-gftS a. =4-, S, 0+3 c > oi _-r 33§^ Iss S a a P a 3 ^ M a c ^3 3 &CS ffl-g m < c3 © o ’-3 "^ © . ^ ^aaa.3?^2 5 a S o^ ||hS^ . cS 'O m 30 2 « ® o'-'^ a m SasTS 2 a a oS a +3 g cwP ® C/2 3^ £ ^ fia 3P^ 3^3 o ocq occ^ + 2 © o; rO c/2'a-^ S a p ■2 a 2:^ ft a o R'^rj^ a >< 5/)'^ a bJ3©3 S'm 33t>3g |a||| g'“l s m >. ' ; i ! G 1 •■13 1 . ' _o P.a m .a ^.23 3 0 0 0 0 p m a a" a 0 ftft M '3 © 0'©3 rt ^ a 0 fx S' be P g a - p' ^ CS a P 0 P © a © 3 '3 3 "o ppp COM 12^ pq Izi Ph 0 X Ol 20 31 01 CO ox ox o''x TO 0 UH ^ - qg as 3 p. P o a . a ; © I H t2 34 30 4 1 i Illinois -- -- _ 2 0 9 9 8 4 3 K) 51 67 36 31 ”6' i Iowa, 1 1 0 1 3 3 5 5 Tionisip.na. 1 3 5 8 3 3 6 32 16 48 '”47 Ma.ryla.nrl o o 7 9 0 o 26 31 57 0 57 0 o Massachusetts . . . 2 1 8 9 6 23 23 46 0 46 ir" 7 ’IVrichiP'a.u 1 3 1 4 3 0 0 16 21 37 37 3,400 Missouri .. 3 0 9 9 4 3 5 19 41 60 48 9 3 Hew Yorlr 1 3 6 9 9 11 30 31 Ohio 1 0 3 3 3 1 3 10 6 16 10 4 3 Ohla.homa. 1 1 0 1 0 0 5 5 Wisconsin . . 1 3 4 3 0 4 43 29 73 43 39 "o ‘l7' Table — Statistics of State public institutions for the deaf, 1899-1900. } i 2552 EDUCATION REPORT, 1899-1900. S 9 •pioddiis .lo^ ' a cc is ■ ^ Q 1 :0 iC 1 •xT ci o ■ O j Cl o |o 65, 718 .50,000 1 •s^ueuipAO.id -nil pa's sSuipiiug \ <^1 i 'll & ; •c: O 8 g ■ ■ ^ \ \ 1 ; CC ; g LC Cl pu-u •sSuipxiuq spiiu6.i.y jo eiiinA - s 5 i-2 1—1 i-O >0 2!>:P(1()0 : s ® ? : £ S O \ % ^ B I iS iC >c o ' ^ ic irc o X o ;C O toC o' o fl Cl oijr;uoTOS jo 0n]^'BA ; c ; . : ; : 8 ; ; ; ® : ^ 1 i 8 1 •'Blid'BO .led cjsoo [unuiiy c; : S ; rS ► Cl ; X X ^ ui i •A.iii,ioi[ III semnp v i X 8 § 7i' ills 71 i ii — "ci 1 . ! "S'' Cl Cl •0061-6681 td se:ii?upi3.io ic ' I “ I ^ ■pO ■ ’ •IT0^j;'8:g.I9pXIlJ[ o LO ig : •poqaetu XU unis in xtq opx^'^'^T 88 158 S ^ ^ ■ 1 I Cl ■poixxaui XU.io Axe.iud Aq x^qSnuq, = IfS ^ oc cc ^ ~ ■ “ ! I O 8 •iiiexsAs peiiiqiiioo Aix ^ixSuuj, 2 :c cc o 118 (1 im ; ^ 1 to 1 c: J o qiqoj, n •-C' 00 ri 15 S cc CO ; S itC ^ :C’ X X cc Cl LC Cl •exuiaeg i- 00 iC- 00 IS Si ' cc c-l Si '"■'5^ ~o cc" Cl CO 5 o § ^ Li ‘ O rH > IZ 1 a: Cl LC Cl r Cl Cl i- ^ 8 8 8 XueiuX.iudep xui.ixsnpiix s: ' ' CC Cl - c ^ Cl ■ X »C O ~ X •'4U9iiidoxe-V0p XUJUY GT O 3 ' - ■ -rt t • O r-i o o •uoixujiioix.iY !>• cc cs l7 L'C' ■ CO CC CO • cc iC -M •pdoxL CO “ ' fi ^ I ^ O ic •exuiiieg : .O '' - - CC iC cc 'H-' 1 cc ; . .^i 15 ^ - \ Executive officer. 1 Prank B. Yates — Warring Wilkin¬ son. W. K. Argo _ Job Williams . . Ella Scott, princi¬ pal. Edward M.Gallau- det, Ph.D..LL.D. James Denison, Xjrincipal. Frederick Pasco.. . Wesley 0. Connor _ Dr. J. C. Gordon . . . Richard O. John¬ son. Henry W. Rothert. H. C. Hammond . . . Name. i (51 1 Alabama Institute for the Deaf. Arkansas Deaf-Mute Insti¬ tute. California Institution for the Education of the Deaf and Blind. Colorado School for the Deaf and Blind. American School at Hart¬ ford for the Deaf. Mvstic Oral School for the Deaf. Columbia Institution for the Deaf and Dumb. rioUmnacii- nmiorr-o ) JO i r- 3 C 0 c P sS iT 3 C ^13 state Institute for the Blind and Deaf. Georgia School for the Deaf. Illinois institution for the Education of the Deaf and Dumb.* Indiana Institution for the Education of the Deaf. Iowa School for the Deaf - Kansas Institution for the Deaf and Dumb. Post-office. - ! ■ 1 Talladega, Ala . ; Little Rock, Ark.-. Berkeley, Cal . Colorado Sxorings, Colo Hartford, Conn — i Mystic, Conn . 1 I Washington, D. C-- 1 St. Augustine, Fla. Cavespring, Ga - Jacksonville, Ill ... 1 Indianaiiolis, Ind ; Council Bluffs, Iowa. Olathe, Kans . 'i't n 'i* o o i- 00 ci o -H e^j CO SCHOOLS FOH THE DEAF. 2553 1 ii 3S I 01 if S5 lii i i 3 d' 1 i 3 ■ 5 r 13 I i i cl 3 s i 1 I ; 1 1 1 s : Ct j 1 I cf i : ii : ■-= it OC ■•* 3? cC § >* s o g S i is <-"i- 3cc i i I II 1 u iia I SCSri = " c?‘- CJ I 1 1 1 V>. 1 3 3 F s 3 i s 3 I 1 o g I ^5 I-C cc i I ^ ^ i 1 1 g S 3 cf cc 1 ii i C2 1 C> j 3 3 i *3 ■c 3 : -c 3* n 'T'i I 1 I i giS ^■cf 35 3? s 3 ci I cf cl i I s 3 3 ‘i X 2 L^~ O CCr- 1 cc C. 1-C iC 'ci"' — * ^ '3 ' X ~ o o o ’ CC' cc s = = 3 ' 3 c: 3 3 3 5 ?: M 1 : ?? ii ' i- CC ■cl"' 5^ - S “ C> 1' -c' 5 s ^ 2 > ?? -T ; :§ : 5 ?i ! S * i 1 i 1 3 3 : cc r. cc 3i : s 5 3 I ^ 5 3 1 ; 3 “i- -t ; 1 ii- 5 2^ ■ i C> 3? s S p 1 T 1 ; 3 ' Its •d 3 3 cc ■c; 3 s T 1 il 2 3 B s 3 1' S 13 S " '* i 3 3 ' 5 ”!d i * “i”' ■- 1 V— 1 : -cci- CJ C2 c> w. '' * cc : tc - ‘ ^ c c > n j ?i 1 ' - ; ■ c> - : - - c: cc 0CC7 : 'r : cc 72 cc t- ; 00 CC t: 5 3 * S »-C O'. ?-: 00 s- ' 'cc “ '■'di ; 3 " ' ?- 5 5 'cl ■3 ^ ll ’ ’x ^ ^ o ' ;:; cc ’T 01 ; ?is c> Cl ~ .£ : 'X ?< 5 ?5 3 3 id cc i cc ‘ ss : c: c> C-. ic ~ C: C> iC X i.-C .-C p^-gx- K d I 1 o a * e 73 m 5 I 73 73 'S O 5 S ll I I a M w s*- s j^ritVi ■?£ ?i * ?i ^ S e? ?? c? i? M Table 9. Statistics of State })iibUc institutions for the deaf, 1S99-1900 — Continued. 4 'Ji EDUOATIOIT KEFORT, 1899-1900. ! I i 8 g 8 ri : : 8 q.ioddus .10,1 I ‘ ^ ‘d A : : j 1 ^ .H o ^ ^ CO 01 ^ - •s^uamaAO.id -TUT puB s.8utpi;i:i-^‘J 2i -MO O OOO' O - =g S : 8 8 8 8 8 : S cf o ' Cl I- .-T CO t— " ' d. ; •sSinpiTuq p a 'B s p n n o S jo oniB^Y I is :§i I iiii § |g| i^88 11^38 •suc^■s.IBc[fIB opiniapis lo GrqB^Y ooi ''2 ■ 0...0 ; 1 1 2 i o ' ' ' •B:^T.dBO .TOCi !},SOO Ci S 8 p 2 8 o g 8 8 C^ Cl Cl Cl Cl Cl CO Cl Cl I r-1 1 •A.iB.iqi]; III SGinnTO^Y ® 8 8 8 ; 8 8 8 8 g ; s O ^ O 1 C> Ct O t-H rH ■ ci‘ ; CO o' 1 id •OOOTffifiSI se^BupB.Tf3 occiA ; = ^ : 8^:-^'- ■uo'^jB.g.iopuiqt o ^=8 ;“; i ;'~3; : •poqq.exii X B n u B ui Aq niX-Snux o ' S2 ' ' : ‘ CO o - - •poirxaui XB.TO Axoauci Aq cxtx.§ut3X S o 1 ^ 65 1' o ' ^ o ^ I C'l ' 1 •tuoxsAs pauiquTOO Aq es P ^ ^ P ^ 1 * o 1 c; o r-1 .—1 O Cl I'C C! X' 71 O O — p' --r O O O lO lO L- CO 1- O X O rH lO irC r-l lO rH •OXUIUG,! S CO O CO CjO »-0 iO *— o- O »0 r-^ CO CO »0 C5i CO Ci CO -H o Oi lO 01 0^ 01 o 00 CO ?-- ? « CO ^ o o g:- CO -rl 0> Gi 01 CO C5 O CO CO O 01 Instructors. qnoTTix.iTJclo’p irnuxsnpui o cc Cl X 1 T-i i.c Cl "P cc CO o 1 qTiaTTicIoTOAax) X'^^^i-'iY (X o 00 r-1 1^1 1 ■ 1 c.’ ■ • • •TioTaBxuoix.iy rH Ol LO ' 01 CO O 'H CO CO i-O ■ •IBCXOX O i CO coo COO^ 1- — ^ •8XBTII0X o ! lO O' 00 -H CO 'to CO oc T— 1 01 CO rH ^ •oynjA p O Cl X r-( O Cl Cl O Cl Executive officer. CO ! Joliii E. Ray, A. AI . I Dwight E. Bangs - . 1 J. Vv’". Jones _ i H. C. Beamer _ Clayton Wentz _ Wm. N. Burt- . Mary S. Garrett . . - A. L. E. Crouter . . . Mary B. C. Brown . Laura De L. Rich¬ ards. N.P. Walker _ James Simpson _ Name. North Carolina Institution for the Deaf, Dumb, and the Blind. Deaf and Dumb Asylum of North Dakota. Ohio Institution for the Ed- TTcation of the Deaf and Dumb. OklahT'ina Institute for the Deaf. Oregon School for Deaf- Mutes. Western Pennsylvania In¬ stitution for the Deaf and Dumb. Home for the Training in Siieech of Deaf Children before they are of School Age. Pennsylvania Institution for the Deaf and Dumb. Pennsylvania Oral School for the Deaf. Rhode Island Institute for the Deaf. South Carolina Institution for the Education of the Deaf and the Blind. SoTitli Dakota School for Deaf-Mutes. Post-office. - Raleigh, N.C . Devils Lake, N. Oak. Columbus, Ohio. . . . Guthrie, Okla . Salem, Oreg . Edgewood Park, Pa. Philadelphia, Pa .. Alount Airy, Phil- adelxihia. Pa. Scranton, Pa . Providence, R. I Cedar Springs, S. C Sioux Falls, S. Dak. CO CIO r-HCICO -* iCOi-M o SCHOOLS FOH THE LEAF. 2555 8 8 c: g Q 8 CO oo t- g a a Q 'a ? t3 '^1 Pi c3 op: o 2CQ 2 . w a 73 q® qq « c O^Wl ■qcc! 73 S f-.S d ri a : 5 q o Q >-.q o ^ |q^q's Sq^^ >Q o © qqqq q ^Imw > j'i Cl '^1 o -j: SCHOOLS FOR THE DEAF, 2557 CC lO L-'' C O c: ; ■ ' OC : ?'o-3 0) ■n S-S jO m k; S • ^ '2bU^ QMffiS -P 0 _g Si ps r-H ^ 0^2 ^ ’J^ 2 y> c ^ O ,.j ^ Go SSCo CQ £o (D (D :2 ^ Q2P ^5:i:5 ^5 8cp 2 2-^, ; 2 -H O ffl'73 . r^lQ ^ 2^9 Q?, ®q5 2 5o5^ S ^ § o 05^^ ^'gcc-coc- '132 > PQ g 5 ^ OOPhQ oJ « ;d 3 l>. Q cS K-c i S'S '.B rs I "a: 5 Cfi tZ! 0) 0) o o cS Oj rt ^^5 o o5 =M^ 2 ►> S Ss' i 5 ri G ■5-9 i £ ti-i Q 2 .2 O' r-H >2 ce cs 20 ;cc p IS ^ o2^> S • 0 1 0) S ^5 ;5 2.S^ .> s £44, ^ ^ g 2- ,r 0020 t TO 5^ 52; rH".22 OJ :3 © A &-P cccco c3 OJ fp 1-H <:•■» CO -+H i-> •',0' CO o o i 0^0^0:101 OJOJOiOl ox cc -! I ^ I G ■ zi::! Table 11. — Statistics of private day schools for the deaf, 1S99-1900. 2558 •sSinEJxi'^ici pun spuno'.i.S’ lo auiup^^ i i ; : • oi ■ ' : ; i •sn;u.t -ucWn opr^uaios jo en^u/^ ?? 1 I 1 ! GO ; 1 ; 1 •uq.nluo .tad :^soo lunnuY e § i " M • J.iu.xcpT ui samn];o^y CO ; - P. ; Pupils. ■006T-668I uiS0:^unpu.i£) s Mi X-. q = ^ - i i •uapiuSaapuiyj 2 ; i ; P - = “ - i P •pout^aui lunuBUi Aq ^qSnujj 2 i ; i i : ; = cc o 72 1-0 O ■poqiaui XB.io Afa.ind iiq q.qJfnujj j 2! 'H gPxP = :c .-c s c:' I ■uia^iSx^s paxitqiuoo Ac^ ^tpSnujj ig S = ip = P S 2 10 43 qn^ox 1 ■sal 1 -tp o oo lO -X i- ,q p ia p a P 2 1 * •a^nuiaq; U j c: 7^. :r. C-i r-i C: or O ^ rw o O :0 C35 7t r-i Cl rH r-H rH -:> -rfi Ci 72 •aiupf ' © 1 ^ i x> i ci: CO cx CO a ^ i- ^ ; C P 2 2 w o o a P CO •'^xiain 1 -^^.rudap {upi:^supui 1 CO r-i 72 j 7t : O CC C7 CO : quautdopAap xu.iixy ® 1 > I >00 O I i o cx ^ r-H 1 O' •uoTparuoq.iy ; -H qti c-c '-X'i 3 3 1 9 o •['i^iox 1 .-i:o .-o ^aD >.o i.o ^ c; co i- •eiuaiaq j tt. j t-h CO >.0 'CH ca UO o ox '-XI .-< »o 'ch o CO o -h •a[uix j 1 ■ 1 i 1— 1 CC ■ C> rH < CO ' > CO I T— 1 CO officer. - 1 . 3 ’1 ' a ■ 2 i '■ ; a = a ; 5^ 'S & 1 d 3 : i ; ^ « S-.^ 3 ^ § ^3 ; ; s S) E ss 1 P ^ ^ 1 5 o i i C 5 i ^ 3 a fcfl § : oSh p fi X . ci o O >'i a SO Occ ^ s O > o©P,oai;rS;'3 PM ^ ^:MS 5 <1 ^ S o K'XM X P ci S M 3 2 — P c ■rA 8 C M O O .ax X-^ P.2 - ‘'S rt-O 0,3 ^Oc^P P s p® ” a 2 o s e A cS . p ?- >> O) at 0) a ?: a op O P 2 Q 2p a 3 S ®- SO ' o " IP ^ ^ -2 fl 01 c a feOa.p ® op w 2"^ 2 o a c X a) • w o 3 ci xg -PC -P 03 fcr. P a! 0) a o'~' a a o tic a -a o O cs CD p; O •^p.2 pa. 3 a cc ,q p a a O U Po I y, CO ' X to I oi . a o ■Pa : ac l>^ I ft a -- oP^a gp .2 iH5 .2 a S P " ";P”g i|g1 ft ^"5 X X * Statistics of 1898-99. a Statistics taken from tlie Annals, January report. SCHOOLS FOK THE FEEBLE-MIHDED, 2559 Table Summary of statistics of piiblic and private schools for the feeble¬ minded, 1899-1900. States. Number of institu¬ tions. Instructors. Pupils. Value of grounds and buildings. Expenditures. •81^M 1 Female. Total. • Industrial de¬ partment. Assistants car¬ ing for inmates. Male. Female. Total. Kindergarten. Music. Build¬ ings and im¬ prove¬ ments. For sala¬ ries and other ex¬ penses. 1 ‘J 4 3 S 9 It r.i S4 15 Total _ 19 .53 195 248 171 702 5,148 4,644 9,792 li 1 1, 995 $5, 608, 198 §284, m §1,400,783 Massachusetts - i ~6 9 ~T5 6 399 278 677 168 91 363, 600 9, 807 New York . 3 1 16 17 21 75 543 848 1,391 133 305 639, 053 38,305 135, 181 New Jersey - 2 6 25 31 20 32 173 195 368 86 234 300, 0(X) 32, 880 47,672 Pennsylvania 1 3 25 28 11 143 595 389 984 65 117 575, 000 13, 109 174, 831 Kentucky _ 1 0 4 4 2 10 89 57 146 0 0 100, 000 30, 000 Ohio . 1 2 28 30 16 43 696 441 1,1.37 0 272 863, 680 10, 743 156’, 485 Indiaiia. . 1 14 13 27 18 33 339 342 681 0 338 350, 000 27, .500 96, 500 Illinois . 1 3 13 16 5 41 450 409 850 150 35 500, 000 3,500 108,000 Michigan . 1 0 4 4 20 111 198 309 28 22 144, GOO 36, 150 50,314 Minnesota . 1 2 13 15 '”6 43 424 377 801 58 167 476, 914 32, 055 108, 066 Iowa . . 1 7 18 25 11 41 569 430 989 70 130 309, 915 133.515 Nebrtiska . 1 2 6 8 ■ 2 8 111 127 238 10 170 250, 000 50, .500 70, 3,50 Kansas _ 1 0 2 2 0 14 129 75 204 29 0 135,000 25, 000 32, 000 W ashington .... 1 1 3 4 2 5 35 23 58 15 23 3, 000 California . 1 2 8 10 45 31 293 251 544; 77 24 444, 823, 99, 500 Wisconsin . 1 4 8 12 6 69 202 213 415 43 67 152, 613 7, 150 66, 626 PRIVATE INSTITUTIONS. Total _ 10 13 43 56 37 62 259 163 425' 171 154 S197, 000 $5, 500 $35, .500 Conn ecticut ' _ i ~o 4 16 137 75 212 78 72 125, OUO Illinois — . 1 0 2 2 '"i 6 9 6 15 6 2 12,000 2, 000 3,000 Maryland 1 1 2 3 o 4 20 6 26 10 15 Massachusetts . 3 6 9 15 22 18 48 20 68 16 12 Michigan 1 3 4 7 5 0 20 15 35 35 35 25, 000 10, 000 New Jersey .... 3 3 22 25 7 18 25 44 1 69 I 26 18 35,000 3,500 22, .500 Table 13. — Statistics of State institutions for the. feeble-minded, 1S9D-1000. 2500 EDUCATION KEPOKT, 1899-1900. Expenditures. •pioddiis .loj X II iiHli Hills ;i:i g 8 g g S S S S 1 : £ •sjuamoAO.id -TOT pu'B sSuippug[ i 11 ill iaiiiisii ; % £ 1 1 ; = s .* s ; 1 i •s.8uipiuu:i puu spuuo.T.y JO i lisii ilSiii'Sii 1 Siiig suju.iud i -du oyijuaios jo 0n[UA 2 ^ .c 5 o : X “i -f* .c Cl 5 ^ 5? ; ! 1 ” i •Aae.iqp ui seuTUTOA 1 Ills 1 iSiiSii= 1 Pupils. •oisni\[ •u0j.iufi.iapm;^I •T«40X i iiiis isiilllSii ’0yijTX10^f t i |iS(5£ SSSSg|3gS •einif i ISIS® s 5 1 s s = = 1 I Instructors. •sajuiiiut .loj .ouniuD sjunjsissv y. •j (10111 -j-iudop xuniisupuj ^ .C X ~ Cl •- : - Cl c c rc X o H ^ ^ S ^ ^ ^3 ’0]^'Bl.TI0^j^ X X X' cc ^ c-i •0TUH C! CC ^ 1- = — -a: C C^ Cl -.c C ^3—1 Executive officer. ‘.i A. E. Osborne, M. D. Dr. W. L. Alhon _ Alexander Johnson . F. M. Powell, M. D . C.S.Newlon, M.D_ . C.K. Wallace, Al.D Walter E. Fernald, M. L). W. A. Poiglase, M. D . Arthur C. Rogers, M. D. Benj. P. Lang. M. D . . Prof. E. R. John¬ stone. Mary J. Dunlap, M.D. C . W . W inspear _ : . Mary C. Dunphy _ James C. Car.son, M. D. Name. California Home f oi- the Care and Training of Feel)le-AIinded Children. Illinois Asylum for Feeble- Minded Children.* Indiana School for Feeble- Minded Youth. Iowa Institution for Feeble- Minded Children. Kansas State Asylum for Idiotic and Imbecile Youth. Institution for the Training and Education of Feeble-Minded Children. Massachusetts School for the Feeble-Minded. Michigan Home for the Feeble- Minded and Epileptic. Alinnesota School for Peelile- Minded. Nebraska Institution for Feeble- Minded Youth. The New Jersey Training School for Feeble-Minded Children. New .lei'sey State Institution for Feeble-Minded Women. New York State Custodial Asy¬ lum for Feeble-Minded Women. Randalls Island Asylums and Schools. Syracuse State Institution for Feeble-Minded Children. Post-office. - Eldridge.Cal _ Lincoln, Ill . . P'ort Wayne, Ind _ Glenwood, lov/a . . Winfield, Kans . Frankfort, Ky . . i Waverly,Mass . ! Lapeer, Mich . . Faribault, Minn _ Beatrice, Nebr . . Vineland, N.J . _ do . . ! Newark, N.Y _ Randalls Island,N. Y . Syracuse, N.Y . Cl cc ift <» ^ ^ ^ i Columbus, Ohio I The Ohio Institution fur Feeble- | G. A. Doran, M. D I 2 I I b’O ' 1(5 I 4b I (598 I 441 |l,lb7 1 ' 12,752 I I 8(53,(580 I 10,743 SCHOOLS FOR THE FEEBLE-MIFTHED, 2561 3 S I s 5 g 5' 1C ■2 3 3. i i 3 i S i i TT ?5 ^ A - i IC g $ ED 1900 — YOE II- ■81 Table 14. — StafisHc!^ of private schools for the f eehlc-ivinded, J8D9-1900, 2562 Expendi¬ tures. •j.iodcins .to^ 2 f »P •sjueiuaAo.id -tUl pUU S.§Uip|TU3 ih. ■ ‘V-* i i i- •sSupiyniq pun fe’puuo.iS’ JO ©updA 2 01)1) oT ' (100‘t'olij 5 5 5 •suj'K.iud -tin opijiiaios JO oiiju 1 ! S •A.I'B.iqi]; TIT S0TU11TO_.\^ 2 \ gigs 1 •oisn]:\[ '^>':^ i- “ oi o'i :z Pupils. •uaj.iut^.iapui^q; i2 1 X -O o 1 S- 1--^ ■pnoj. 2^'1-P Yi lA ''r-j. ^ '--oVl •©juuiaq; 2 1 •' O ^ CC ^ X C X •ait’W s; 1 = X o Instructors. •sajunuii .loj SUUUO SJTIUJSISSY XX C. ^ ;X .. •juauij.tud -ap pBT.iasupuj q> ^ = ■0 -3^ X. 1- xo •ojuuia^q f"? j .> .t .O ..-S. .0 .-X •aiuK Tc ; ' . p Spq c £ \-fi ^ s 0 . 0 _ • CO . . 6 > OQ ^pq P o ' ® o 1 (bP3 i2Mr^ ® _r G o ^ o " o h cccog^ 0[ C O :qia2b,,^ ^ rK^ O H ^ a»^ o-T-*^ 33 en fficc i i i 1 l-O 1 p ' S m w 0 o3 ■ 'd 1 cn 01 a ^ : ^ Til--, o O &D H -< O ffio /. ;( I CHAPTER XLY. STATISTICS OF PFBLK^ KIXDERGARTEIS^S, There were 250 cities in the United States of over 4,000 population in 1899-1900 in which public kindergartens were maintained in connection with the city systems of public schools. The table on the nest piage summarizes the statistics of the public kindergartens. There was an increase of 37 in the number of cities sup¬ porting public kindergartens over the i^receding year. The actual number of kindergartens reported was 1,815. an increase of 273. The number of teachers employed was 3,326, an increase of 497. The number of pupils in the kinder¬ gartens was 131,657, an increase of 21.763 over the year 1898-G9. The information in Table 2 was furnished this Office by the city sui3erintendents of public instruc¬ tion. The table shows the number of public kindergartens in each city, the number of teachers, amd the number of pupils by sex. For the year 1897-98 this Oihce attempted to collect statistics of public and xnd- vate kindergartens, kindergarten associations, and kindergarten training schools. The result was printed in Chapter LIII of the Education Report for 1897-98, pages 2537 to 2579. The OTice, by much correspondence, procured the names of 2,998 private kindergartens known to have been in oxDeration in 1897-98. After repeated requests for information, 1.519 private kindergartens reported statistics to this Oihce. Detailed information from the 1,479 other x)rivate kindergartens reported as still in existence could not be obtained. The 1,519 kindergartens reporting had 3,232 teachers and 47,853 x)ux)ils. Allowing proportionate numbers of teachers and pupils, it may be estimated that the 1,479 kindergartens not giving statistics had 3,173 teachers and 45,884 pux)ils. Taking this as a liberal estimate, the 2,998 pri¬ vate kindergartens had 6,405 teachers and 93,737 pupils in 1897-98. The statistics of the x)rivate kindergartens as thus estimated will be found summarized in the last three columns of Table 1 on the next page. Estimating that the private kindergartens in 1899-19C0 had an enrollment of 100,000, the number of children receiving instruction in kindergartens was not less than 231,657. The following table gives the number of public and jprivate kindergartens, the number of teachers, and the number of pupils, as reported to this Office for certain years, beginning with 1873: Year. Kinder¬ gartens. Teachers. : Pupils, j ! ; Year. Kinder¬ gartens. Teachers. Pupils. 1873 43 73 1883 _ 348 814 16,916 1874 55 135 1,636 1884 _ 354 831 17,003 1875 95 316 3, 809 1885- . . . 415 i 905 18, 833 1878 130 364 4, 090 3, 931 4. 797 1886.. _ _ 417 945 31, 640 ]877 139 336 1887 . . 544 ! 1,3.56 35, 935 1878 159 376 1888 _ _ 531 1,303 31,337 1870 195 453 534 7. 554 1893 _ _ 1,311 3, 535 65. 396 1880 333 8,871 14, 107 . 1898 _ _ _ 3, 884 5,764 143, 730 1881 _ _ _ 373 676 256S 2564 EDUCATION REPORT, 1899-1900. Table 1.— Statistics of public kindergartens reporting for 1899-1900, and private kiiulergartens reporting and not r exporting for 1897-98. Private kindergartens Public kindergartens, 1899-1900. \ reporting and not re¬ porting in 1897-98. "o s 'A Num¬ ber of schools. Num¬ ber of teach¬ ers. Male. Pupils. Female. Total. Total number of private kinder¬ gartens. Total numbei' of teachers, partly estimated. Total number of pupils, partl3^ es¬ timated. United States - 250 1,815 3. 326 65.131 66), .526 131, 657 ■'J? cn 6, 315 93, 737 North Atlantic Division _ 131 986 1 . 687 31,669 32. 105 63. 774 1,112 2. 007 32,913 South Atlantic Division . 4 24 27 4t:3 483 946 294 586 8,377 South Central Division 12 36 65 1 , 652 1,846 3, 49S 176 412 5,692 North Central Division 80 659 i.;3S0 26.637 27. 325 53. 962 1,040 2,627 35, 946 Western Division _ ,20 110 217 4,710 4, 767 9, 477 374 683 10, 809 N orth Atlantic Division : Maine _ _ _ _ - 5 10 16 205 168 373 47 79 1,0.96 New Hampshire _ 4 14 22 406 398 804 7 12 194 Vermont _ _ 2 K.) 15 541 486 1 . 027 15 23 299 Massachusetts - 32 217 420 6. 780 6, 836 13. 616 186 334 4,514 Rhode Island _ 5 37 63 1.250 1,237 2. 487 23 45 713 Connecticut _ 15 69 154 1, 895 1,878 3, 773 84 156 2,207 New York _ 42 317 509 10,574 10, 9.58 21.. 532 415 847 14, 769 New Jersey - 21 129 203 5. 533 5,. 386 10.919 96 1,59 2, 444 Pennsylvania... _ 8 183 285 4, 485 4, 758 9. 243 239 442 ‘ 6, 677 South Atlantic Division: Delaware . . . 32 56 ' 779 Mar viand- _ _ 6,5 135 1, 986 District of Columbia .1 16 16 298 i 316 614 58 108 1,422 Virginia . | 1 18 36 512 West Virginia _ . _ 1 1 . 3 9 159 North Carolina _ ' 54 996 South Carolina _ 1 1 1 i i 15 i 12 27 "o 12 190 (T-eorgia - - ^ )l 7 ; 10 150 ; 1.55 305 61 131 1,730 Florida . _ _ ^ 24 45 1 603 South Central Division: 1 Kentucky. . . . . 4 12 25 965 j 1.042 2, 007 57 138 1,914 Tennessee . . . . -. .1 1 39 84 1,273 Alabama _ 2 2 2 81 81 162 14 29 376 Mississippi . . o 4 6 91 1 55 246 6 11 198 Louisiana. _ _ 2 15 26 406 470 876 26 81 951 Texas _ _ _ _ 3 6 109 98 207 23 41 .567 Arkansas . . . 1 .5 13 186 Oklahoma _ ' 3 5 76 Indian Territory ... 1 3 i 10 151 North Central Division: ; i Ohio _ 7 52 92 1.514 1..508 3,022 193 473 6, 201 Indiana - - - - 12 39 60 906 '986 1,892 92 263 ' 5,181 Illinois . . 0 97 199 4,075 4,117 , 8,2:22 276 767 i 8, 876 Michigan _ 18 79 113 2, 489 2, 546 ; 5,035 125 263 3,9,25 Wisconsin _ _ :i0 126 280 7, 228 7,316 14, .544 58 161 2,2.30 Minnesota . . . 3 55 98 2, 329 2, 430 4, 759 88 .231 3,279 Iowa _ 9 46 75 1,408 1,4.56 2. 864 54 125 ' 1,688 Missouri _ _ _ ■> 123 330 5, 167 5, 415 10, .582 77 168 . 2,342 North Dakota _ .. 9 17 243 South Dakota 17 221 Nebraska. . 3 42 85 1,521 1..521 3, 042 19 52 488 Kansas. . . . 42 ! 90 1,272 Western Division: Montana . 17 35 498 Wyoming . 1 _ 5 6 101 Colorado _ 3 28 1.423 1,402 2, 825 30 58 798 New Mevieo 1 1 I '^1 40 45 85 Arizona. . _ 3 7 88 Utah . . ; 1 2 i 2 35 40 75 30 68 965 Nevada _ _ 1 1 ! o 23 37 60 •> 3 49 Idaho . . . 1 1 I 1 10 15 25 4 6 80 Washington . . 10 15 541 486 1,027 53 91 1,263 Oregon _ _ ! I 41 1 79 1,092 California _ 11 67 139 i 2, 638 2, 742 1 ^ 5, 380 189 330 5,875 PUBLIC KUvTDEEGAIlTENS 2565 Table 2.— Public kindergartens in cities of over 4,000 population in 1890-1000. State aiK^city. Kinder¬ gartens. Instruct- : ors. Pupils. Male. Female. Total. ALABAMA. Anniston* _ _ _ _ 1 1 57 i 35 12.2 Florence . . . . 1 1 24 ! 13 40 CALTFORNIA. Los Angeles . . . . . :i8 80 1. 104 1 , 218 2, 3.22 Oakland* _ _ _ _ 1 1 25 27 52 Pasadena..- . . . . . . 1 3 30 40 70 Pomona . . . . . . . . 5 375 700 1,375 Riverside . . . . . . . i 2 33 27 60 Sacramento . . . . . 8 11 155 127 282 Santa Ana . . . . 2 4 37 33 73 Santa Barbara _ _ _ _ 4 3 119 123 242 Santa Crnz . . . . . . . . 1 »> 35 37 72 San Diego . . . . . . . . 6 14 207 188 3,95 San Jose _ _ _ _ _ 5 11 218 ,219 437 Denver: colot? ado. District No. 1 . . . . . . . . 20 41 932 957 1, 919 District No. 2. _ _ _ _ 5 10 355 : 312 397 Pueblo District, No. 20 - - - - - 3 3 103 : 103 1 209 CO.NtNECTICUT. Bristol . . . - . 3 3 133 i 123 256 East Hartford . . . . .. _ 3 3 91 1 90 181 Greenwich . . . . . . » •) 70 85 155 Hartford _ _ _ _ _ _ _ 14 oil Manchester (South) . . . 1 o 134 153 1 ,-190 Naugatuck _ _ _ _ _ ! 3 90 .72 i 162 New Britain . . . . . 8 1 13 292 308 600 Netv Haven _ _ _ _ 13 23 533 509 1,072 New London _ _ ') : 4 33 32 , 68 Norwalk* _ _ _ H i 10 133 140 i 276 Norwich _ _ _ _ 5 10 119 I 120 ; 239 Stamford _ _ _ _ _ _ 2 ! 3 38 ' 37 . 75 Wallingford* _ _ _ _ _ 3 ! 3 124 1 128 : 252 Winchester _ _ _ _ _ _ _ o 1 5 69 78 I 147 W'illimantic . . . . ... 4 ! 8 DISTRICT OF COI.rMBI.V ! First to eighth divisions... . . . . 10 10 194 207 : 401 Ninth to eleventh divisions _ _ _ 3 i 3 104 109 ; 213 GEOKGl.t. Augusta _ _ _ _ _ _ _ tl : 8 125 130 !' 255 Albany _ _ _ _ _ _ _ _ 1 2 25 25 50 IDAHO. i Boise. _ _ _ _ _ _ 1 ] : h> ^ 15 25 1 ILLIXOTS. i ! Chicago . . . . . . 91 184 3. 932 4.005 7, 937 Evanston _ _ _ _ _ •> 3 51 55 106 Jacksonville _ _ _ _ _ _ i 3 20 25 4.5 Lincoln . . . . . . 1 2 22 32 54 Monmouth _ _ _ _ _ _ _ _ _ 1 i 10 15 .25 Pontiac . . t . . . . . 1 3 10 15 25 INDI.VN.V. Aurora* . . . . . . . . 1 2 10 28 38 Bluff ton.. _ _ _ _ 1 4 49 40 89 Evansville . . . . 2 115 125 240 Fort Wayne _ _ _ _ _ 1 4 33 44 80 Hammond _ _ _ _ _ _ 4 8 193 198 394 Indianapolis . . . . . . 1 1 40 31 71 Laporte . . . . •> 4 35 53 121 New Albany - - - - - 3 15 35 50 Richmond . . . . . 3 3 71 75 146 Terre Haute _ _ _ _ _ 20 13 239 2ti3 502 Valparaiso _ _ _ _ _ 1 U 40 56 96 Vincennes . . . . . . . . 1 2 30 35 65 IOWA. Burlington . . . . . . 5 3 100 100 200 Cedar Rapids . . . . . . 11 13 436 424 890 Council Bluffs . . . . . . 8 15 150 250 400 Crestou . . . . . . . 3 3 139 132 301 Dubuque . . . . . 5 10 206 179 385 Junction City . . . . . . 1 1 10 15 25 Mar.shalltown . . . . . 7 7 137 145 282 Oskaloosa. . . . . . . 5 10 119 152 271 Waterloo . . 1 4 51 59 no * Statistics of 1898-99, 2566 EDUCATION EEUORT, 1899-1900. Table 2. — Public I'inderyarfens in cities of over .f 000 population hi 1S90-1900 — Continued. State and city. KENTUCKY. Coving:ton . : . Frankfoi-t * . . . Lexington*. . . . . Winchester*. . . LOUISIANA. I>ake Charle.s _ _ _ _ _ ISI e w Orleans . . . MAINE. Bangor . Belfast . . . . Biddeford . . . . Lewiston . . . . Saco . . . . . M ASSACH USETT.S. Andover.. _ _ _ _ Attleboro _ _ _ Boston _ _ _ Braintree _ _ _ _ _ BridgeM’'ater.. _ _ Brookline. . . . Cambridge _ _ _ Dedham . . . . Easton _ _ _ _ Fall River . . . . Greenfield _ _ Haverhill . . . . . Holyoke . . . . . Lowell . . . Malden... _ _ Medford _ _ _ _ Milton _ _ _ New Bedford _ _ _ Newton . . . . North Adams . . . N orthampton _ _ _ Peabody . . . . Revere.. . . . . Salem . . . . . Somerville... . . . Springfield _ _ Watertown . . . . ... Webster _ _ _ _ _ _ Westfield . . . W inchester _ _ _ _ _ West Springfield . . . . Worcester . . . . MIC FI I G A. V. Big Ranids . . ... Cadillac _ _ _ _ _ Coldwater _ _ ... Detroit . . . . . Delray . . . . . Dowagiac . . . Grand Haven... . . Grand Rapids . . . Holland . . . Ironwood. . . . . Kalamazoo _ Menominee . . . . . . Mount Clemens * - - - Muskegon - - - Negaunee. . . St. . Joseph . . . . Traverse City . . . Wyandotte . MINNESOTA. Duluth - - St. Paul . . . . Winona . MISSISSIPPI. 1 Kinder¬ gartens. : Instruct¬ ors. Pupils. Male. Female, i Total. 5 12 262 278 540 1 O 493 537 1,030 ,5 10 200 213 413 1 1 10 14 ! 24 1 1 25 25 50 11 25 381 445 826 1 8 73 95 168 1 1 4 6 10 1 1 24 11 35 3 5 91 44 135 1 1 13 1 25 3 4 .59 i 50 109 2 4 49 62 111 7.5 1.50 2. G86 2.711 5, 397 5 8 81 89 170 1 o 20 26 46 11 18 242 235 477 12 24 383 420 803 •) 4 40 40 80 1 o 2 54 54 108 4 4 O 45 47 92 21 27 634 630 1,264 27 50 1,385 1,575 2, 960 7 13 310 225 535 1- 1 3 5 91 155 246 Natchez . .. Vicksburg. * Statistics of 1898-99. PUBLIC KINDERGAETENS. 2567 Table ^.-—Public Icindergai^tens in ciiies of over J/,ono i-icpulaiion in 1809-1000— Continned. State and city. Kinder¬ gartens. Instruct¬ ors. Pupils. Male. Female. Total. MISSOURI. Kansas City . . - . . . . . 8 8 320 2G3 483 St. Louis . . . . - . . . 115 333 4, 947 5. 1.53 11), 099 NEBRASKA. Lincoln- . . . . 11 28 395 429 834 ISTebraska City . . . . 1 3 45 48 93 Omaha . - . . 37 54 1,081 1 . 044 2, 125 NEVADA. Reno . . . - . - . . . 1 3 .3:] 37 GO NEW HAMPSHIRE. Concord . . . - . . . G 9 204 178 383 Exeter * _ _ _ _ 1 1 14 11 25 Nashua . . . . . 4 G8 89 157 Portsmouth . . . . 1 8 1,30 120 340 NEW JERSEY. Ashury Park . . . o o 47 59 106 Bloomfield . . . 5 6 95 90 185 Camden . . - . . . 3 4 43 46 88 Dover . . . . . . . •> 29 33 61 East Orange _ _ _ G 10 159 159 818 Englewood . . . 4 5 G3 G5 128 Hoboken . . . . . 15 Long Branch . . . . . i 3 44 40 84 Montclair _ _ _ _ _ 5 13 1G4 183 347 Newark _ - . - . . . 39 80 2, 409 3, 31)9 4. 718 Newton . . . . . . . . 1 1 35 33 57 North Plainfield.-- _ _ 3 -49 40 89 Orange - - - - - - - 5 10 135 175 300 Passaic . - . . . . 7 13 490 493 983 Paterson - - 19 31 1,151 1,079 2,230 Perth Amboy . . . . . . 1 1 34 40 74 Plainfield . . . . - - - 5 G 133 136 209 Salem _ _ _ 3 2 20 30 ! 50 Union (Town of) . . . . . ;> o 120 100 .330 W est Hoboken . . . . . . . . G 6 222 200 433 West Orange . . . . . 5 0 113 88 200 NEW jStEXICO. Santa Pe, _ _ _ _ _ 1 1 40 45 85 NEV/ YORK. Alban y . . . . . . 31 21 571 571 1.143 Auburn . . . . . 1 3 33 34 57 Binghamton . . . . . . . 13 13 330 386 706 Buflalo . . . . . . 13 17 371 434 805 Catskill _ _ _ _ _ _ _ 3 2 58 52 110 Cohoes . . . . . . . 5 5 131 145 216 Cortland _ 1 1 3G 32 48 Fredonia _ _ A . . . . . 1 2 29 43 71 Geneva . . . . . . . . . . 4 G 105 99 204 Glens Palls *... . . . . . . 2 4 GO GO 1.30 Gloversville . . . . . . 5 5 209 189 398 Haverstra w ....... 1 30 35 65 Hempstead . . . . 1 3 33 31 1 64 Hornellsville _ ... . . . . . 2 o G8 67 1 135 Ilion . . - _ _ o 5 45 57 103 Jamestown . . . . . . 9 19 3G9 313 ! 581 Lansingbur g . . . . . . . . . 5 10 137 139 266 Mount Vernon _ ,• _ _ _ _ o 2 34 31 1 65 New Rochelle _ _ _ _ _ _ 5 9 33G 240 1 476 New York . . . . . 113 143 8, 909 3.897 i 7, 806 Niagara Falls . . . . . . . . . 5 9 1G5 143 308 North Towanda . . . . . . 4 4 108 98 1 2!l6 N or vvich . . - _ _ _ _ _ 1 4> 15 35 Nyack . . . . . . 1 <•-> 40 85 Clean * _ _ _ _ _ _ 6 6 136 144 280 Peek skill - - - - - - 1 1 18 33 40 Portchester . . . . . . . . 3 (i 135 100 3.35 Plattsburg . . . . . . 1 2 45 56 Rensselaer . . . . . 1 1 21 34 j 4o Rochester . . . . . . . 31 109 1,4G9 1,595 064 Rome . _ _ . . . . . . 4 6 41 94 Saratoga Springs - - 5 11 131 117 1 .348 * Statistics of 1898-!)9. 2568 EDUCATION REPORT, 1899-1900, Table 2. — Public kindergartens in cities of over 4,000 popidat ion in 1800-1000 — Continued. State aiid city. Kinder¬ gartens. Instruct¬ ors. Pupils. Male. Female. Total. AEw YORK — continued. Sandy Hill _ _ _ Schenectady _ _ _ Sing Sing _ Syracuse . . . - . - Tarry town _ _ _ Troy' _ _ Utica _ Watervliet . . . White Plains _ _ _ Yonkers _ _ OHIO. Akron _ _ _ Canton _ _ _ Cleveland . . . . . Dayton _ _ _ ... Fostoria _ _ _ _ _ _ Fremont _ _ _ Mansfield . . . . PE.YKSYEVAXIA. Allegheny * _ _ _ _ Bradford . . Erie _ _ _ _ _ Johnstown . . . . . . . . . Philadelphia - - Pittsburg _ _ _ _ _ St. Marys. . . . . Titusville _ _ _ KHOHE ISLAND. Cranston _ _ Newport . . Pawtucket . . . Providence . . . ... W oonsocket . . . SOUTH O.VROEINA. Orangeburg - - - - TE.YAS. El Paso _ Texarkana _ _ _ UT.\H. Logan _ _ _ VERMONT. St. Alban.s - - Rutland . . . . . . . WASHINGTON. Seattle . . . . . Spokane . . . . WISCONSIN. Appleton . . . . Bara boo _ _ _ Beaverdam . . . . Beloit _ _ _ Berlin. . . . . . Fond du Lac . _ Kaukauna _ _ _ _ Madison _ Marinette _ _ _ Menasha _ _ _ ... Menominee _ _ _ Milwaukee . . . . . Monroe _ Neenah _ _ _ _ _ Oshkosh _ _ _ _ _ Racine _ _ _ Sheboygan _ _ Stevens Point _ Superior _ _ _ _ . Wausau. _ _ _ _ _ _ _ _ _ i 1 46 55 101 1 4 115 no 325 4 .> 64 65 129 18 31 403 417 819 1 2 30 33 43 :3 G 90 101 191 i:i 33 458 485 943 o 3 49 58 107 3 3 .5!) 67 117 <) 13 313 317 639 ;■ 105 105 210 3 i 45 50 95 19 37 710 665 1.375 !■> 33 431 480 911 1 3 65 57 122 * 10 1.58 151 3i i9 ]l) 30 145 1.55 .300 1 3 4il 45 85 o 3 90 84 174 3 {> 38 53 91 194 3 537 3. 785 7.332 0-) 44 '.563 563 1.125 2 3 :50 40 90 1 - 33 34 56 , 4 ()6 69 135 10 151 148 299 (; 13 331 313 434 30 33 747 7'39 1.476 3 4 65 78 • 143 1 1 15 13 37 o 4 103 88 190 1 3 10 17 3 35 40 75 o 3 53 ' 59 112 38 ! 35 63 1 34 i 39 73 !» 13 507 447 954 4 8 148 165 313 4 8 60 65 125 «> 2 487 497 984 3 9 170 169 i 339 3 53 ki 104 0 10 135 175 30i) 1 2 35 35 60 >> 4 81 90 171 5 5 346 339 485 3 ~i 90 1 113 202 3 13 146 171 317 43 8.5 3. 331 3.113 6,344 3 5 100 114 214 1 1 40 58 98 9 35 593 610 1,202 9 16 403 1 402 805 7 35 431 436 857 4 6 61 61 132 9 •>■) 540 536 1,066 16 310 336 436 CHAPTER XLVI. CURRENT TOPICS. Contents.— Teachers’ pensions and annuities.— Foreign students in German universities.— Higher commercial schools in Europe.— Regulations relating to corporal punishment.— Reg¬ ulations relating to vaccination.— Consolidation of schools and transportation of pupils.— Diseases in secondhand books.— Compulsory attendance law vetoed in Missouri.— Stati.stics showing length of service of teachers. —Cost of high schools.— Women in school admini.stra- tion.— Benefactions.— Compulsory education and child labor.— Free text-books.— Coeduca¬ tion.— Teachers’ salaries. TEACHERS' PENSIO^iS AND ANNUITIES. In Part II of the Annual Report of this Bureau of ISOI-Oo a lengTli}" article on “ Pensions for Teachers" was published. The subject was at that time discussed in nearly all the large cities of the United States, and several as'^ociations of teachers, for the payment of annuities or pensions after a stated time of service or in cases of disability, were formed. Of these the Report of that year gives a full account; it quotes the laws and constitutions of these associations, gives information con¬ cerning their relations to the State, whether they were incorporated, or whether the establishment of a pension fund was authorized by the legislature; what rate of premium was required from the members, the amount of annuity paid to dis¬ abled teachers, and other minutiae. The consensus of all concerned seemed to have been that 1 per cent of a member's salary was ample as an annual premium to insure him a pension in accordance with the amount of his salary. But while there seemed to be few voices among teachers that denounced or rejected the scheme, some doubt was expressed by people engaged in the life insur¬ ance business as to the associations’ ability to pay the stipulated pensions with a premium of 1 per cent of the members' salary during service. It was urged that the premium be raised to, at least. 3 per cent, for sudden calls upon the fund might at any time deplete it so completely tliat the whole scheme would collapse if the premium remained so small as 1 per cent. How prudent this note of warning was is seen from subsequent events. Within three years for nearly all pension funds accumulated during the time of enthusi¬ astic advocacy of the scheme, formed of 1 per cent of the members’ salaries and sums realized from bazaars, concerts, and occasional bequests, the premium had to be raised. The funds of some cities were nearly wrecked by drafts upon them from pensioners, the number of which exceeded previous calculations. It is even to-day interesting and instructive to read the timely warning as published in the Report mentioned at the beginning of this article (seep. 1108 of Annual Report of 1894-9.5). It was uttered by an insurance expert and was accompanied b3mnor- tality and income tables, both comprehensive and convincing. To see how the old plan of 1 per cent premium worked, a few cases of the Chicago pension-fund 2.169 2570 EDUCATIOT^ REPOET, 1899-1900. administration may be cited. The first two pensioners of four consecutive years may be picked out as examples: Date of pension. Amount drawn from fund. Amount paid into fund. •Jane A.B . 1896 $1,333 1,374 1, 543 1,176 $33 33 43 33 Mary P. N . . - .. 1896 Lucy G . - . . . . . - . 189V Minnie P. K . . . . . . 1897 Hester A.B . . . . . . 1898 1,133 1,168 441 43 Panny J. K . . . . . . .. 1898 64 Frances E.D . . . 1899 36 Kate McC . . . . . . . 1899 383 33 Tiie whole amount paid to pensioners since the establishment of the fund in Chicago, up to January 1, 1900. was $100,249, offset by only $‘),216 paid in by the benehciaries of the fund. The disproportion between premium and benefit is glaring, especially if compared with the conditions of pension funds of teachers in Europe, a full account of which is found in Annual Report of 1898-99 (pp. 164-179 ). Hence it is not astonishing to hear that in Cincinnati (see Annual Report of 1808-99, p. 1481) and in several other cities the administration of the teachers' pension funds soon needed reorganization. In some places it is now pro¬ posed to leave the premium as low as it is, but to reduce the maximum sum i^aid to a beneficiary to $500 per annum; in others an increased premium is advocated; again in others the number of years of service before annuities are paid is increased. While all these changes are going on, new pension funds are formed. Thus, for instance, in Minneapolis (see charter below). Nowhere is a doubt expressed in the ultimate proper adjustment of the funds, their in and out flow, and all difliculties that have arisen in the administration of the funds can be met with legal enactments, statutory amendments, and local adjustments, and are being met promptly. If in any instance they showed too rapid depletion or decrease, the officers applied to their constituents, the teachers, and immediate steps were taken to save the institution, hitherto always with success. In IMinneapolls the scheme propo.sed is a municipal one, being part of the new city charter submitted to the State legislature in January, 1900. The princii)al features of the proposed law for Minneapolis are those providing for retention of 1 per cent from the salaries of the teachers and requiring the city council to appro- X)riate each year a sum equal in amount to the contribution of the teachers. The term of service is fixed at twenty years for both jnale and female teachers, the maximum pension is $500, and payment terminates on death of beneficiary. The fund is not to be drawn upon until there is in it the sum of $10,000. If the fund should prove inadequate, pensions are to be prorated. Following is the proposed law in detail: Section 1. There is hereby created a retirement fund under the name of the Minneapolis Teachers’ Retirement Fund. Sec. 2. It shall consist of: (a) One per cent deducted monthly from the salaries of the teachers, other than substitutes, regularly employed by the board of educa¬ tion of the city, (0) All moneys appropriated by the city council to said fund, (c) All deductions made from the salaries or) said teachers from whatever cause, wffiether made under contracts in force at the time this charter goes into effect or there¬ after. {cl) All moneys turned into said fund from any other sources vffiatsoever. Sec. 3. From and after the expiration of the time for which the salary of any teacher was fixed prior to the adoption of this charter there shall be deducted each month from the monthly salary of every such teacher an amount equal to 1 per cent thereof, and paid into the said retirement fund. Sec. 4. The city treasurer shall deduct and pay into the said fund the said 1 per cent each month at the time he pays the salaries of the said teachers, and no teacher shall have the right at any time to recover the amount so deducted from said salary. teachers’ pehsiohs. 2571 Sec. 5. In making the annual appropriation for the schools of the city of Min¬ neapolis the city council shall include in such appropriation for the use and benefit of the Minneapolis Teachers’ Retirement Fund a sum of money equa,! to 1 per cent of the salaries paid the teachers, other than substitutes, regularly employed by the board of education during the preceding fiscal year. The sum so appropriated shall be annually paid to the city treasurer as custodian of said teachers’ retirement fund, and together with the fines described in section 2 shall be by him disbursed only on the warrant of the board of education. Sec. 6. The city treasurer of the city of Minneapolis shall be the custodian of said fund, and shall be liable on his official bond for the safe-keeping of same. Sec. 7. The board of education shall have the charge and management of said fund, and shall invest and disburse in such ma,nner and under such rules and regu¬ lations as it shall deem proper, subject, however, to the provisions of the follow¬ ing sections. The board shall annually report the condition of said fund to the city council. Sec. 8.* Whenever said board of education decides that the general efficiency of the schools will be best served by the retirement of any teacher on accunt of age or physical or mental disability, said teacher may by a majority vote of all the members of said board be permanently retired from service, and shall thereafter receive from said fund, provided he or she shall have served twenty years as teacher in the schools of the city of Minneapolis, and not otherwise, a monthly allowance equal to one-half of the amount of the salary said teacher was receiving at the time he or she was retired. And further provided. That the maximum allowance under this provision shall be $500 to any teacher in any one year, and that said allowance shall terminate upon the death of said teacher. Sec. 9. No appropriation shall be made from said fund, nor shall any teacher be entitled to its benefits, mrtil said fund shall have reached the sum of $10,000, and no appropriation shall ever be made from said fund for any other j)urpose than the permanent retirement of those teachers entitled to its benefits as provided in the preceding section. Sec. 10. If the amount in said fund shall at any time be insufficient to pay in full the allowances due under the provisions of section 8 of this chapter, then said board shall, as often as the exigency arises, scale down all allowances pro rata, so that no teacher justly enlitled to its benefits shall ever be wholly denied same by reason of the insufficiency of the fund to pay all allowances in full. Sec. 11 . The word ‘ ‘ teacher ” as used in this chapter shall be construed as includ¬ ing all superintendents of instruction, including the su]Derintendent of schools, and all special teachers, supervisors, x)rincipals, and instructors regularly employed by said board. Interesting, also, are some of the particulars of the workings of the pension laws of Greater Neiv York, which are herewith given as quoted from the School W eekly of Chicago. They a.re taken from the annual report of the superintendent of schools and relate to the school j-ear 1898-99. Some items are as follows: Total number of retired teachers _ _ ^ 164 Number retired during 5’ear _ _ ' 26 Deaths of retired teachers during year _ 7 Total amount of annuities paid _ _ $95. 698. 89 Balance of retirement fund July 81, 1899, exclusive of excise moneys in — Manhattan and Bronx _ _ _ _ _ 45, 246. 74 Queens _ _ _ _ 8, 289. 50 Richmond _ _ _ _ _ _ _ _ _ _ _ i _ _ 1, 027. 03 Amount of excise moneys, 1898, not apportioned _ 269, 094. 83 Amount of interest moneys not apportioned _ _ 3, 113. 53 Amount of interest moneys not funded . . . . 3, 631. 01 These figures apply only to the boroughs of Manhattan and the Bronx. Queens, and Richmond. The city of Brooklyn has a pen.sion law specially applicable to itself. The borough fund is maintained from the folio wdng sources: 1. All money, pay, compensation, or salary, or any part thereof, forfeited, deducted, or withheld froni any teacher or teachers for and on account of absence from duty from any cause. 3. All mone3’S received from donations, legacies, gifts, bequests, or otherwise, for and on account of said fund. 3. Apportionment of excise monei'S amounting to 5 per cent. 2572 EDUCATION RE POET, 1899-1900. 1. All sucli other methods of investment as may be Only and legally devised for the increase of said fund. Although the law has been in e:^istence but two years, it will be seen rhat there are more pensioners than in Chicago. The amount paid out is thus far less than that paid to pensioners from C hicago schools. There is a balance in the treasury of nearly $50,000, exclusive of the $270,000 of excise money which has not yet been apportioned owing to an uncertainty in the construction of the law, but which is an asset of the fund. The annuity is one-half the amount of annual salary drawn by the teacher iramecliately preceding retirement, but in no case exceeding $1,000. Tiie board of education has power by a two-thirds vote of all its members, after a recommendation to that effect shall have been made by the city superintendent of schools, stating that the teacher is mentally or physically incapacitated for the lierformance of duty, to retire any female teacher of the public schools, including special teachers in the same, wdio shall have taught therein during a period aggre¬ gating thirty years, and t ) retire any male teacher of said schools who “shall have taught therein during a period aggregating thirty-five years. The board may also, in hs discret on. retire such teachers upon their own application, after the like period of service. The fund is administered liy the lioard of education and the money is kept in trust by the controller. No teachers have yet been retired in the boroughs of Queens and Richmond. The pension law applicable to the city of Bi-ooldtiii, passed in 1896, is radically different to the borough law, and in many respects is similar to the Illinois law. The fund is secured hj the board of education turning into the fund 1 per cent of the salaries paid each month to the teachers who sliould, prior to that date, elect to come under the provisions of the act, and a similar deduction and disposition of the [ per cent from the salaries of all teachers appointed after January 1, 1896. It will be noticed that the privilege of election is granted to such teachers as were in the employ of the board prior to the passage of the law. There is a provision for receiving money from beguest. The board of education is given the right to retire teachers under "the following conditions: Male teachers not under 60 years of age; female teacliers not under 55 3mars of age who have taught not less than thirty years, of which twenty immediately pre- ced ng the proposed retirement shall have been in the public schools of Brooklyn. Each teacher retired receives one-half of the amomit of salary received by the teacher at retirement, provided, however, that no pension exceeds the sum of $1,200 per annum; and it is further required that no teacher shall he retired unless he or she shall have paid into the retirement fund an amount equal to 20 per cent of his or her annual salary at the proposed date of retirement. A few statistics from the report of last ^mar follow: Number of teachers retired during jmar _ _ _ _ _ _ 4 Number of annuitants died during year _ _ ... 1 Number on retired list July 81 _ _ _ _ ... _ 38 Annuities i)aid jmar ending July 81 _ _ _ $20. 884. 77 Balance of retirement fund July 3!, exclusive of excise money^s. . . $38, 853. 95 The Brooklyn law has not had the severe test given the Illinois statute. In Ch icago the necessity of amending the provisions of the pension lav/ has been felt very acutely. A committee of revision was appointed in 1900. The report of this committee, which was laid before the convention of teachers interested in the fund on February 15, 1901, recommends a series of amendments to the present law. The Chicago School Weekly says: As far as possible the good features of the present law are retained. The prin¬ cipal changes relate to the financial features and the membership of the board. In drafting the amendments the committee has had to keep in mind the differences between the teaching and employees forces, the necessity of making the provisions sufficiently elastic that the board of trustees may make rules to meet emergencies. It is proposed to make the whole board elective, except the superintendent, who is to be a member ex officio. The number of trustees is reduced to fourteen, includ¬ ing four school trustees and nine teachers and employees. The term of twenty-five years’ service for full annuity, as now required, is recommended. A disability danse after fifteen 5mars service is added, and a partial retirement clause after twenty years’ service is favored. The disability annuity is subject to review, allowing the beneficiary after two years to return to her work. The twenty-year feature entitles the beneficiary to fonr-fifths of the annuity. 2573 TEACHEES’ PENSIONS. The maximum pension to be paid is $400, as against $600 at present paid. The contribution on the part of all teachers is the same, and no sum may be deducted from an amount exceeding $1,000, and no one earning le-s than $49 a month may participate in the fund. Teachers will have deducted not less than 1 per cent nor more than 5 per cent of their salaries. Employees will contribute not less than $20 nor more than $60 a year. In response to the demand of the employees they will receive payments on a dependent and disability basis, and not annuity and disability basis, as in the case of teachers. As a result there will be two funds kept, one for employees and one for teachers. The money will be kept in three funds. A permanent fund, made up of gifts, legacies, and a certain amount set apart each year by the trus¬ tees, will be founded. Only the interest of this fund may be used. A reserve fund will be kept, made up of the annual surplus of receipts of the fund. This may only be drawn upon by order of a two- thirds vote. The general fund will be made up^of the deductions from salaries. The present annuitants will be provided for by regulation of the trustees. Every teacher who has been in the employ of the board since prior to 1895 will be given the i^rivilege of electing to come into the pension plan. On all others the pension plan will be obligatory. FULL TEXT OF AMENDMENTS. The text of the pension law, amended according to the report of the committee of fifteen, reads as follows: Be it enacted by the people of the State of IlUnois in the general asse rnbJ if represented : That the board of education in cities having a population exceeding 100,000 inhabitants shall have the power, and it shall be the duty of said board of education, to create ( and maintain as herein¬ after specified) a public-school teachers’ and a public-school employees’ retirement fund, which shall consist of— - (а) A permanent fund made up of gifts, legacies, bequests, etc., and asuinset apart by the board of trustees annually. (б) A reserve fund which shall consist of the annual surplus of the general fund over the amount required to meet the current year’s expenditui’es. Upon two-thirds vote of the con¬ tributors voting, any or all moneys in this fund may be transferred to the general fund. (c) A general fund made up of the interest derived from said permanent and reserve funds and of amounts retained from the salaries or wages of teachers and employees, which amount shall be deducted in equal installments from said salaries or wages at the regular time for the payments of such salaries or wages and aV, moneys which may be derived from any and all sources not mentioned in (a). Said general fund .shall be the onlj^ fund out of which benefits can be directly paid. It shall be the duty of the board of education in cities where this act applies to provide such clerical help, printing, and legal assistance as the board of trustees of this fund shall deem nec¬ essary to carry out the provisions of this act. The board of education shall, in the month of September immediately following the passage of this act, arrange for the election of a board of trustees of this fund, said election to be held not later than October 30 of the same year. This board shall have power, and it shall be its duty, to administer the fund and to interpret and carry out the provisions of this act. NUMBER AND DUTIE.S OF TUU^STrZES. The board of trustees shall consist of four members of the board of education, the superintend¬ ent of schools, and nine teachers and employees, contributors to this fiind. The superintendent shall be ex officio a member of this board. The other members of the board shall be elected by the teachers and employees contributing to this fund, in the following manner; At the first election there shall be elected by ballot from among the members of the board of education two members of the said board of education to serve for one year and two members of said board to serve for two years; and thereafter, in the manner and at the time prescribed in the rules of the board of trustees, two members shall be elected to hold office for two years, and at said first election the contributors shall elect three of their number to serve one year, three for two years, and three for three years, and annually thereafter the contributors shall elect three of their members to hold office for a period of three years. No trustee shall hold office for more than three consecutive years, and shall hold office only while a member of or employed by the board of education. This board of trustees shall have power: 1. To determine the amounts to be deducted from salaries or wages paid to teachers or employees, provided that in the case of those designated in this act as “teachers ” it shall not be less than 1 per cent nor more than 5 per cent annually of salaries received; provided that no deduction shall be made on any sum greater than $1,000, and that in the case of those designated in this act as “employees ’’ the amount deducted shall be not less than $20 nor more than $00 per year. They shall have power to establish a sliding scale of deductions. 2. To make payment from said general fund in pur.suance of this act, and to administer and invest the fund or funds subject to such limitations as are provided in the act of which this act is amendatory. 3 To pay all expenses not otherwise provided for: first, out of the general fund: second, oxit of the reserve fund. . ^ 4. To fix, increase, or reduce benefits at any time, provided that no annuity shall exceed $400 per annum, and that all annuities for equal service shall be uniform in amount. To take by gift, grant, bequest, or otherwise any money, real estate, personal property, right of property, or other valuable tning. , « , To have, hold, purchase, sell, a.ssign. and transfer any of the securities in which any part of the said fund may be invested. 2574 EDUCATION EEPOKT, 1899-1900. 5. To fill any vacancy in the said board until the next annual election. 6. To make, in addition to rules for their own government, such general rules as may be neces¬ sary to carry out the spirit and intent of this act. They shall keep full and complete records of their meetings, and of the receipts and disburse¬ ments on account of this fund; also complete list of and records of the annuitants and contrib¬ utors. They shall hear and decide all applications for benefits under this act. They shall have power to suspend any annuity granted for disability, provided such annuity is for a less number of years than four-fifths of the full term of service, whenever in their judgment the beneficiary is able to work, or for other good cause. They shall have power to frame a rule granting to dependents of employee-contributors a partial annuity or benefit. They shall have power to liquidate any claim against the fund, provided. there shall be no rule allowing restitution of deductions after said contributor shall have been eligible to benefits. Members of the board of trustees may receive a salary or compensation not to exceed ^!50 per year. RETIREMENT OF CONTRIBUTORS. Any contributor upon retiring, a,fter a jieriod of not less than twenty -five years of service and a like number of years of contributing to the fund of this act, or to the fund of the act of which this act is amendatory, shall be entitled to the full annuity then paid. Any contributor upon retiring, after a period of not less than twenty-five years’ service, and who has contributed to the aforesaid fund less than twenty-five years, shall be entitled to receive the full annuity then being paid, provided said teacher or em^iloyee shall contribute to the afore¬ said fund a sum equal to the total contribution, with accrued interest for a full annuity; which sum shall be fixed by the board of trustees. If the aforesaid sum be not paid, then he or she shall be entitled to receive oiie-half of such portion of the full annuity then paid as his or her years of contributing to the aforesaid ftinds bear to twenty-five years, plus the ratio which the total amount deducted from said contributor’s salary bears to the total amount of the full contribution. PENSIONERS UNDER PRESENT ACT. Any annuitant receiving a pension under the law of 1898, of which this act is amendatory, shall, upon the passage of this act, cease to receive benefits under the said law, but in lieu thereof shall be entitled to receive such portion of the full annuity fixed by the board of trus¬ tees under this act as his years of contributing to the fund of this act and of the act of which this act is amendatory bear to twenty-five years or the board of trustees may provide. That annuitants under the act of 189,5 may receive full annuities under this act, provided they shall pay into this fund a sum which, together with that already contributed by them, shall equal the total contribution of twenty-five years, with accrued interest; said amount to be fixed by the board of trustees. All moneys contributed to the fund of the law of 189.5 and now on hand shall be transferred to the reserve fund of this act. The term “employee” under this act shall include engineers, janitors, janitresses, and office employees, and the term “teacher” shall include superintendent, district superintendent, supervisor, special teacher, principals, teachers. Any teacher or employee who has been contributing to this fund less than fifteen years, or fund of act of which this is amendatory, and who shall be dismissed from service of said board of education, may upon application within three months after date of such retirement receive one-haif of the total amount paid by such teacher into such fund. This act shall not be binding upon teachers or employees in the service prior to January 1, 1896, but such of these as choose may come under its provisions by notifying the secretary of the board of trustees to that effect on or before July 1, 1903. This act shall not apply to teachers or employees earning less than $19 per month. No teacher or school employee who is a contributor to the fund created under this act shall be removed or discharged except for cause, upon written charges which shall be investigated and determined by the board of education, whose action and decision in the matter shall be •final. Benefits can not be assigned, mortgaged, or attached. The city treasurer shall be custodian of aforesaid permanent reserve and general funds and shall secure and safely keep the same, subject to the control and direction of said board of trus¬ tees, and shall keep books and accounts concerning said fund in such manner as may be pre¬ scribed by the said board, and said books and accounts shall always be subject to the inspection of the said board or any member thereof. The treasurer shall, within ten days after his election or appointment, execute a bond to the city with good and sufficient securities in such penal sum as the said board of trustees shall direct, to be approved by the said board, conditioned for the faithful iierformance of the duties of his office, that he will safely keep and well and truly account for all moneys and profits which may come into his hands as such treasurer and that on the expiration of his term of office he will surrender and deliver over to his successors all unexpended moneys and all property which may come into his hands as treasurer of such fund. Such bond shall be filed in the office of the clerk of such city, and in case of a breach of the same or the conditions thereof, suit may be brought on the same in the name of said city for the use of said board of trustees or by any person or persons injured by such breach. The president and secretary of such board of education shall certify monthly to the city treasurer all amounts deducted from the salaries of the board of education in accordance with the provisions of this act, as well as all other moneys contributed to the said fund. One feature of the Chicago pension law was particularly objectionable to some teachers, to wit, the compulsory nature of the measure; hence many advocated having an optional clause inserted, so that teachers who do not desire to enter the membership shall not be obliged to do so. This idea was agitated throughout the city and found many friends. The board of trustees of the fund themselves favor teachers’ pehsioi^s. 2575 this. A committee has arranged with Chicago representatives to introduce the bill to the legislature at Springfield. Following is an address to the legislature: To the members of the forty -second general assembly of the State of Illinois: The present teachers’ pension law went into effect July 1, 1895. Under it each teacher in the Chicago public schools receives but 99 percent of his salary and the remaining 1 per cent goes into the pension fund. It has been evident for some time that the income was utterly inadequate, and the teachers in both the gram¬ mar and high schools are practically unanimous in opposition to the present law. The following petition has been signed by 2,463 teachers in the Chicago public schools, and 90 schools have not j'et (March 21, 1901) been heard from: “We, public-school teachers and employees in the city of Chicago, are opposed to the present iiension law, or the enactment of any so-called pension law or retir¬ ing fund containing a compulsory clause.” \Ve simply ask that the present or any proposed pension law be so amended that teachers may participate in its obligations and benefits or not, as they choose. We urge this for the following reasons: 1. If the pension law is desirable it does not need to be compulsory, a simple enabling act is enough. A voluntary pension system could live if any considera¬ ble part of our teaching force reall}^ wanted to contribute to a fund so that they might draw an annuity in their old age. Why is it necesmry to force other teach¬ ers into it against their wishes and judgment? 2. Wise iirovision for oiie is not necessarily wise provision for another, b'ome may want an annuity for their old age, others, life insurance, while still others may want neither. Each should be free to choose for himself. Most of the men teachers are married and have families depending upon them. If they die in the service their wives and children get -nothing; their contribution to the pension fund is a dead loss. This money waS earned by them, and they should have the right to determine the manner of its expenditure, Practically the same is true of a great number of oar women teachers. Many of them are the main breadwinners in families; and probably the majority of them contribute to the support of mothers or brothers or sisters, for our teachers are not drawn from the wealthy. Supiiose one of them dies, what becomes of her contributions to the pension fund? While her relatives are raising the inone}- to meet her funeral expenses, if we may judge from the course of many of our present annuitants, her money may be spent by some pensioner on afternoon teas. Is it right to compel her by law to contribute to this pension fund against her own judgment? 3. According to an estimate made by Mr. W. E. Watt, only one out of every twenty-five contributors will ever receive a pension. The rest resign or get married or accept positions elsewhere, or die in the service. This is doubtless a fine thing for the one, but hov/ about the other twenty-four? It has a little the appearance of a lottery in which there is one prize for every twenty-five tickets. We do not ask that the lottery be abolished, but we ask that the law shall cease compelling us to purchase tickets. 4. We hold that everyone (including public-school teachers) should be free to spend the dollar earned in accordance with individual judgment. According to a table prepared for the School Weekly, showing the amount of money paid into the pension fund by each individual pensioner and the amount each had drawn out up to January 1, 1900, the total amount paid by those who were then drawing pensions was $5,216 and the total amount they had received was $100,249. On the average each annuitant had received $789 and paid in $41. (Signed by committee) W. J. Harrower, Mary Wibirt, Hiram B. Loomis, Charles H, Perrine. THE MOVEMENT IN OTHER STATES. The following account of the movement in other States is also taken from the Chicago School Weekly: A report of the v/orking of the New Jersey teachers’ retirement fund shows that twenty-nine teachers are now receiving annuities of $316 _and a total of $8,000 has been paid out. The fund was established in 1898. It is maintained b^v contri¬ butions of 1 per cent from teachers’ salaries. In the New York State assembly a bill has been introduced under the provisions of which the board of education may retire, by a two-thirds vote of all its mem¬ bers, incapacitated women superintendents, tutors, and critic teachers in the normal college or its training department who have taught thirty years in that institution or in the public schools. 2576 EDUCATIOJ^^ REPOET, 1899-1900. FOREIGN STGDENTo IN GERMAN UNIVERSITIES. While during the summer semester of 1899 there were 2,284 foreigners matricu¬ lated in German Universities, the number reached nearl}^ 2,700 in tlie winter of 1900-1901. This number does not include about 2,0G0 foreign ‘ ‘hearers” who can not be matriculated as regular students owing to their want of the preparation pre¬ scribed bylaw; nor does the number include the foreign students of polytechnica, art academies, music conservatories, and agricultural, forestry, and mining acad¬ emies. The Annual Report of this Bureau for 1890 gives a summary of foreign students in polytechnica and agricultural, forestry, and mining academies for that year, which shows a total of 1,276. If the art and music students were added, the total number of foreign students in higher institutions in Germany would rise to 4,000. The following figures have reference to foreign university students only. Of the 2,284 students mentioned 563 studied philosophy, philology, and history; 480 studied mathematics and natural science; 477 studied medicine; 299, law; 284, agriculture, forestry, and ijolitical economy; 150, theology, and 31. dentistry; making a total of 2,414, which indicates that some — 130— studied in two faculties. The "hearers” (nonmatriculated students) have all the privileges 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 accpaire 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 407, Switzerland 289, England 159, Bulgaria 69, the Nether¬ lands 50. France 41, Servia 39, Italy 37, Turkey 33,Roumania 32, Sweden andNor- way 31. Luxemburg 24, Greece 23, Belgium 19, Denmark 3, Montenegro 3, Spain 3; total from Europe, 1,857. From Asia, chiefiy from JaiDan, 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 total number of matriculated students in German universities has increased 20 per cent in five years. The number of foreigners among them has increased at a slightly larger ratio, to judge from partial returns, but most of these foreigners are found in the medical and philosophical faculties. Few foreign students study theology, and also comparatively few study law in Germany. The following numbers will show which universities are i3ref erred by foreign¬ ers: Berlin had in 1899 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, Greifswald 22, Kiel 22, Rostock 7, and Munster 2. In 1900 Berlin had 714 foreign students. For detailed statistics concerning the attendance of women in the universities of the Kingdom of Prussia, see the Annual Report of this Bureau for 1898-99, Vol. 2, pages 1486-1489. The number of women studying in Berlin in 1900 was 439. In 1900 at the University of Berlin there were 386 students matriculated in the faculty of theology, 2,359 in the faculty of jurisprudence, 1,312 in the faculty of medicine, and 2,636 in the faculty of philosophy. With respect to nationality 4,679 students came from Prussia, 994 from the other States of the Empire, and 714 from foreign countries. Of foreigners of European origin the majority (318) come from Russia, 112 from Austria, 88 from Switzerland, 62 from Hungary, 32 from Great Britian and Ireland, 22 from Italy, 20 from France, 20 from Roumania, 17 from Turkey, 17 from Servia, 16 from Bulgaria. 15 from Sweden, 15 from Greece, 12 from the Netherlands, 11 from Luxemburg, 5 from Belgium, 4 from Spain. 3 from Denmark, and 1 from Portugal. Of foreign students from distant parts of the world 114 HIGHER COMMERCIAL SCHOOLS IH EUROPE. 257T come from America, 62 from Asia, 3 from Africa, and 1 from Australia. Berlin University is therefore in reality cosmopolitan. In addition to the duly registered students there are 5,466 persons who attend the lectures there as hearers not entitled to admission to State examinations, but allowed to acquire academic degrees. In Switzerland during the winter of 1898-99 there were in the ten higher insti¬ tutions 1,163 students who were residents of the canton in which the institutions are located, 1,465 were from other cantons, and 1,946 were foreigners, an increase of 346 in five years. Foreign students therefore form 42.5 per cent of the whole^ number of university students in Switzerland. HIGHER COMMERCIAL SCHOOLS IN EUROPE. The subject of higher commercial education of the same grade as that afforded hy the universities and technological institutions is still uppermost in the discus¬ sions on educational movements in Europe. Since a commercial university has. been founded in Leipzig, other institutions of like or similar kind have been. opened (1) in Aachen (Aix-la-Chapelle), Rhenish Prussia, in connection with the polytechnic institute at that place; (2) in Hamburg, where the wealthy leaders of transoceanic commerce have combined to establish a higher school, separate and distinct from any other educational institution; this new school is a commercial university, in which particularly the international commercial relations and mod¬ ern languages are taught; (3) in Cologne, Rhenish Prussia, where the particular commercial interests of industrial Germany are represented. Hence, Germany has at present 22 universities, 10 technological institutes, 4 commercial institutions of university rank, and a number of higher agricultural, mining, and forestry schools, all of which are either independent institutions or affiliated with old- established universities. Course of study of the Leipzig Commei^cial Univei'-sity. — In order to fully under¬ stand the high grade of this course, which is one of two years, it is necessary ta know that admission is granted only to the graduates of gymnasia, i. e., classical or semiclassical high schools, which are virtually colleges. The nature of a Ger¬ man university precludes the prescription of any course of study. This can not be more clearly illustrated than by an analogy: A German university is like a restaurant in which one eats “ a la carte," while the American university is like a “table d'hote,” where a set and prepared menu is served. This means that the German student, coming as he does to the university at 20 years of age, chooses his own mental fare, but certain advice is given him v/ith an outlook toward the final examination. The studies which are offered (“a la carte ”) in this commercial university are political economy and all branches related thereto, such as commercial history, economic or applied geography, and general technology, as well as commercial and marine law, law of exchange, and principles of the civil code, together wutk modern legislation affecting political economy and finance. These studies are calculated to keep students busy during the four semesters- Only the most competent can master statistics, finance, jurisprudence, anthropo¬ logical geography , ethnography, and similar studies within the same length of time. Still these studies are offered also, necessarily in condensed form. The curriculum of the university includes also correspondence and counting-house practice, com¬ mercial arithmetic, bookkeeping, mechanical technology of textile industry, and chemical technology. These latter branches are a continuation of. studies found in commercial secondary schools, but more difficult problems are considered theo¬ retically in the universit.y. The practical exercises in commercial usages are held ED 1900— VOL II - 82 2578 EDUCATION EEPOET, 1899-1900. in the practice school, the former commercial high school, and since much impor¬ tance is attached during the final examination to skill in commercial practice, these exercises are well attended. The university grants a “diploma of completion of commercial studies ” after two years regular attendance and the passing of a final examination. In Hamburg and Aix-la-Chapelle the course is slightly different, owing to local needs. Prof. H. Raydt, the director of studies in the Commercial University of Leipzig, publishes the course offered there in this way (the numbers in brackets signify the number of students pursuing the study during the first year after the opening of the institution) : G-eneral political economy [73]; commercial, exchange, and marine law [70]; legislation for commerce and transportation [56] ; bookkeeping [58] ; office work and correspondence [58]; commercial and political arithmetic [51]; technology of textile industry [37]; geography and colonization [24]; general technology [31]; chemical technology [31] ; universal history of modern times [16]; geography of central Europe [13] ; insurance mathematics [14] ; introduction into the study of statistics [13] ; history of the era of discoveries [7] ; French and English commer¬ cial correspondence; French, English, Italian, Spanish, and Russian languages for beginners; German languagefor foreigners, and stenography with typewriting. The number of students has very greatly increased ? ince the fi.rst semester, when the foregoing items v/ere noted. From a recent educational bibliography published in the Educational Review (April, 1901) a few articles and books on the subject may be mentioned as having bearing upon the movement for higher commercial education in this country. Adams, C. K. — The establishment of a school or college of commerce in the Uni¬ versity of Wisconsin; appeared in Bulletin of University of Wisconsin. It is a report to the regents of the university advocating such a school. Herrick, C. A. — Commercial education. This is a supplement to the fifth year¬ book of the National Herbart Society. James, E. J. — Commercial education in secondary schools. Appeared in Educa¬ tional Monograms, N. M. Butler, editor. Monaghan, J. C. — Industrial education in Germany. Appeared in Proceedings of University Convocation of the State of Nev/ York (thirty-eighth convocation). Thurher, C. II. — Commercial education. Appeared in School Review (April, 1900). What secondary studies are most valuable for a business life? Discussion appeared in Proceedings of the Thirty-eighth University Convocation of the State of New York. The Annual Rex^orts of the Bureau of Education contain a number of articles on the subject. See — Annual Report of 1896-97, x^age 207. Commercial education in Europe. Annual Report of ISOff-OI, I'fage 1498. Consular report on commercial education in Leipzig. Annual Report of 1897-98, x^age 1644. Consular report on commercial education. Annual Rex^ort of 1898-99, page 269. Textile schools in Europe. Aunnual Report of 1898-99, psige 1433. Consular report on higher commercial education in Antwerp. Annual Report of 1899-1900, x^age 835, The German commercial clerk. REGULATIONS RELATING TO CORPORAL PUNISHMENT IN CITIES OF OVER 100,000 INHABITANTS. Corporal punishment is forbidden in the schools of — The entire State of New Jersey. (New Jersey School Laws, 1899, p. 28, secs. 71 and 73. ) CORPOKAL PUNISHMENT IN CITIES, 2579 Boroughs of Manhattan and the Bronx, New York City. (Rules and Regula¬ tions, 1900, p. 62, sec. 64-1.) Borough of Richmond, New York City. (Manual and Course of Study, 1899, p. 9.) Chicago, Ill. (Rules and Regulations, 1898, p. 28, sec. 62. ) Baltimore, Md. (Rules, 1900, p. 17, art. 11.) Cleveland, Ohio. (Handbook, 1899-1900, p. 77, sec. 22.) St. Paul, Minn., except to rex)el violence, etc. (Forty- first Annual Report, p. 153, sec. 134.) Syracuse, N, Y. (Rules and Regulations, 1898, p, 30, sec. 20.) Providence, R. I., in grades above imimaiy; permitted only with parent's con¬ sent in primary grades. (By-laws, 1897, p. 23, art. 15.) Toledo, Ohio. (Rules, 1885, p. 53, sec, 3.) REGULATIONS IK OTHER CITIES OP OVER 100,000 INHABITANTS. Pliila.delpliia, Pa. : There is no rule, but corporal punishment is said to have been abandoned by common consent. For the borough of Brooklyn and the borough of Queens, New York City, there is no information at hand. St. Louis, Mo,: May be administered onl}^ by a x^rincipal, or in his presence and by his consent. It must be avoided as far as possible. (Rules, 1897, p. 73, rule 47, sec. 4.) Boston, Mass.: Forbidden in high schools and kindergartens and as to girls in grammar schools. In any case it is restricted to blows upon the hand with a rattan. Each case must be reported through the iirincipal to the superintendent. (Rules and Regulations, 1898, secs. 218 and 241.) « Buffalo, N. Y.: The schools must be governed as far as possible without cor¬ poral punishment. Excejit when the superintendent gives special permission to other teachers, only a principal or acting principal may inflict it. (Charter and ordinances, 1896. Chap. XIV, p. 218, sec. 39.) San Francisco, Cal. : May not bo inflicted in the high schools or upon girls in any schools. It is permitted only in extreme cases and may be inflicted only by principals or by vice-principals, with the consent of principals. Excessive punish¬ ment is prohibited, only a strax) or a rattan being allowed. (Rules, 1900, p. 25, sec, 64.) Cincinnati, Ohio: May not be inflicted for failures in lessons or recitations. Blows on head or violent shaking of pupils prohibited. (Sixty-sixth .Report Board of Education, 1895-96, p. 199, sec. 84.) Pittsburg, Pa.: No recent information is at hand. New Orleans, La.: May be inflicted only in extreme cases as a last alternative, and only by the principal or by his express authority. Must not be inflicted in the presence of the class or during lesson in which offense was committed. Blows upon the head and lonely confinement forbidden. (Rules and Regulations, 1898, p. 9, sec. 13.) Detroit, Mich.: Must be avoided if possible. Must not be inflicted without full knowledge and consent of principal. (Rules Board of Education, 1888, p. 27, rule 89.) Milwaukee, Wis.: Permitted, as last alternative, by princix>al only. Excessive punishment and lonely confinement prohibited. Must not bo inflicted in iiresence of class. Ail cases must be reported monthly to superintendent. (Rules and Regulations Board of School Directors, 1898, art. 13, sec. 7.) Washington, D, C.: Must be avoided if possible. Ail cases must be reported monthly to principal and through him and supervising principal to suiDerinten- dent. (Rules, 1900, p. 10, sec. 50.) 2580 EDUGATIOK REPOET, 1899-1900. Louisville, Ky.: Must be avoided as far as possible. Cruel punishment or con¬ finement in closets prohibited. May be inflicted only after nature of offense has been fully explained to pupils. (Manual of School Board, 1898, p. 31, sec. 3, rule 3.), Minneapolis, Minn. : Permitted only when all other means fail. Principals only may inflict corporal punishment; then only when parents give written consent. (Twenty-second Report Board of Education, 1899, p. 139, sec. 58.) Indianapolis, Ind.: Must be avoided as far as possible. May be inflicted only in presence of principal, and must be immediately reported by him to superintendent. (Manual of Public School, 1900-1901, rule 51, sec. 11.) Kansas City, Mo.: May be inflicted in cases of flagrant offenses, and then only after duly notifying parents (or guardians) of intended punishment; and if parent or guardian will administer punishment, so as to preserve discipline of the school, teacher must inflict no additional punishment. Must not be inflicted in presence of school, but at the close of session and in presence of two other teachers or the superintendent. (Rules and Regulations Board of Education, 1888, p. 25, sec. 81.) Rochester, N. Y.: Maybe inflicted in extreme cases by the principal or. with^is consent by an assistant. (By-laws and rules. Board af Education, 1898, p. 38, sec. 5.) Denver, Colo., district No. 1: May be inflicted only after consultation with and with consent of principal. When practicable, superintendent should be consulted. All cases must be immediately reported to superintendent. (Twenty-fifth Annual Report Board of Education, district No 1, 1899, p. 112.) Allegheny, Pa. : Must be avoided when obedience and good order can be pre¬ served by milder measures. (Rules, Twenty-sixth Annual Report Superintendent Public Schools, 1899, p. 109, sec. 3.) Columbus, Ohio: .Allowed when all other means have failed. To be inflicted in schoolroom by pupil's teacher, the principal being the judge of special cases. Punishment in the nature of 'personal indignity forbidden. (Report, 1890, p. 334, secs. 27, 28.) Worcester, Mass.: Permitted only in extreme cases, then only when approved by principal or superintendent. Must not be inflicted in presence of school. Teach¬ ers are required to make and keep complete record of all cases. (Rules of School Committee, 1900, p. 22, sec. 12.) New Haven, Conn.: May be administered, with consent of principal, in extreme cases only, but never at same session of school at which the offense was committed. Cases to be reported monthly to superintendent. (Manual, 1891, p. 56, sec. 176.) Fall River, Mass.: May be inflicted where milder measures fail. Must not ordi¬ narily be administered in presence of school. Record of each punishment and offense must be sent to superintendent for inspection of the board. (Rules and Regulations, 1894, p. 13, sec. 46. ) St. Joseph, Mo.: Must be avoided as far as possible. Each case to be reported to principal and by him monthly to superintendent. (Report, 1889-90, p. 170, sec. 12.) Omaha, Nebr. : No information is at hand. Los Angeles, Cab: Must be avoided if possible; switch or strap to be used; blows upon face or head forbidden. (Report, 1898-99, p. 172, sec. 55.) Memphis, Tenn.: Must be avoided v/hen good order can be preserved by milder measures. (Manual, 1897-98, p. 53, sec. 48.) Scranton, Pa. : No information is at hand. Cambridge, Mass, ; Prohibited except by written permission of the superintend¬ ent. When pupil persistently violates rules superintendent may give authority to inflict it for remainder of term, having sent due notice to parent or guardian. (Rules, School Committee, 1899, p. 15, sec. 76.) VACCINATION - TKANSPOETATION OF PUPILS. 2581 REQUIREMENTS AS TO VACCINATION IN THE PUBLIC SCHOOLS OF 19 CITIES. A physicians certificate of vaccination is required in — New York. (Rules and Regulations, Manhattan and the Bronx, 1900, p, 64.) Chicago, unless applicant has had smallpox. (Rules and Regulations, 1898, p, 30.) Philadelphia, unless applicant has had smallpox. (Rules, 1897, p. 292.) Boston, except where physician certifies that child is unfit for vaccination. (Rules and Regulations, 1900, p. 44.) Cleveland, vaccination or other protection. (Handbook, 1899-1900, p. 62.) Buffalo. (Charter and Ordinances, 1896, p. 231.) Detroit. (Rules, 1895, p. 24.) Milwaukee. (Rules and Regulations, 1891, p. 44.) . Newark, unless child has had smallpox. (Report of 1899, p, 865.) Providence. (By-laws, 1897, p. 20.) OTHER PROVISIONS. St. Louis, children admitted, iirovided they have been vaccinated. (Rules, 1897, p. 78.) Baltimore, vaccination or other protection from smallpox required. (Rules, 1900, p. 15.) San Francisco, satisfactory evidence of vaccination required. (Rules 1900, p. 38.) Cincinnati, satifactory evidence of vaccination required. (Manual, 1895, p. 198.) New Orleans, satisfactory evidence of vaccination required. (Rules, 1896, p. 5.) Washington, vaccination or other protection from smallpox required. (Rules, 1900, p. 1.) Jersey City, vaccination or other protection from smallpox required. (Report 1896, p. 148.) Louisville, evidence of vaccination or other protection required. (Manual, 1898, p. 23.) Minneapolis, evidence of vaccination or physician’s certificate that child should not be vaccinated is required. (Annual Report, 1900, p. 134.) TRANSPORTATION OF PUPILS TO SCHOOL. The practice of consolidating small schools and transporting the more distant pupils to a central school at the public expense is now being carried out to a greater or less extent in eighteen States, to wit: Connecticut, Florida, Indiana, Iowa, Kansas, Maine, Massachusetts, Nebraska, New Hampshire, New Jersey, Nev/ York, North Dakota, Ohio, Pennsylvania, Rhode Island, South Dakota, Ver¬ mont, and Wisconsin. The amount expended for transportation in Massachusetts increased from $30,649 in 1890-91 to $141,754 in 1899-1900; in Vermont from $11,122 in 1893-94 to $26,192 in 1899-1900. These figures tend to show that the practice continues to spread where it has once gained a foothold. The case of Ohio might also be cited, where transportation was first tried in the township of Kingsville in 1892; the next legislature extended it to three specified counties; as a result of the object lesson afforded, a general law covering the whole State was passed in 1898. It is the general experience that a saving of funds is effected through consolida¬ tion of schools. Of the towns in Massachusetts that have tried the plan, 68 per cent report a less cost after consolidation, and only 8 per cent an increased cost.^ 63 Mass. Rep. (1897-98), p. 456. 2582 EDUCATION REPORT, 1899-1900. Of 124 New Hampshire towns, 118 report less cost with conveyance as compared with maintaining local schools, 5 report the cost the same, and 1 the cost greater; 26 give the cost with conveyance as one-half of that with local schools, 8 give one- third, 7 give one-fourth, 3 give one-fifth, and 1 each one-sixth, three-eighths, two- fifths, and three-fifthsd Connecticut transported 849 pupils in 1898-99 at a cost of $12,000, or $14.14 perrjupil; Vermont 2,032 pupils for one year at a cost of $26,492, or $12.85 per jpupii. These are averages. In individual cases the cost varies greatly according to to the particular circumstances in each case. The testimony is very general that consolidation results in improved schools, and is well nigh unanimous that attendance is more regular, ^ In cases where centralizing the schools would be beneficial it would seem that the manifest and fundamental advantages to be gained must in the end prevail over the inertia of conservatism, unreasoning prejudice, or petty self-interest, and such appears to be the actual trend of events; the just apprehensions of parents may be allayed by procuring fit and trustworthy drivers and making suitabie regulations. State Commissioner T. B, Stockwell, of Rhode Island, says: “I know of no other possible way whereby the rural sections of the State can ever again be provided with anything like suitable schools.’* ^ PRESENT STATUS. Connecticut. — A lav/ of 1889 provided for the discontinuance of small schools and their union v/ith schools of adjoining districts. In 1893 free transportation of pupils was authorized. In 1899 the number of schools closed was 84; pupils transported, 849; cost, about $12,000. Florida. — “ Several counties have inaugurated the system of consolidating the smaller schools and transporting the pupils by wagons. ” (Florida School Report, 1900, p. 19.) Indiana. — “Forty counties have already begun the work of collecting pupils into larger groups by transporting them.” (Indiana School Report, 1900, p. 529.) Iowa. — The law ]Drovides that where there will be a saving of expense, and children will also thereby receive increased advantages, school boards may arrange for the transportation of any child to and from school. Several places have taken advantage of this law. Kansas. — “ Our present law allowing districts to discontinue schools and send the pupils to other schools is inadequate.” (Kansas School Report, 1900, i3. 23.) Maine. — By an act of 1893 and subsequent amendments schools having too few scholars may be suspended for one year; schools having less than eight pupils are discontinued. The superintendent of schools must provide transportation for all pupils who reside so far from school as to render it necessary, or may board scholars near schools. : Massachusetts. — A law of 1869 provides that the school committee of any town may exiiend money in their discretion in transporting pupils to and from school. “ The smaller towns are consolidating generally their feebler schools and convey¬ ing their children to stronger central ones.” (Massachusetts School Report, 1900, p/l32.) There was expended for conveyance in 1890-91, $30,649; in 1899-1900, $141,754. Nebraska. ~A law of 1S97 authorizes the transportation of pupils who live so far from school as to render attendance impracticable without transportation. A district board may contract for the instruction of all pupils in a neighboring dis¬ trict and transport them thither. Tw'enty-one counties contain schools in v/hich one or both features of the law have been tried. Fifty-seven pupils were transported, at a cost of $560; 158 pupils i 31 N. H. Rep. (1900), pp. 276-281. 2 qo Mass, Rep. (1897-98), pp. 454, 455. 3 R. I. Rep. (1899), p. 86. TRAInSPORTATION of pupils. 2583 attended school in adjoining districts for an average of seven months at a total cost of “ Those making the report are unanimous in the opinion that the law is beneficial.” “ The difficulty in inaugurating any new system, where preju¬ dice amd long-estabiished usages prevail, is met here as well as in other matters.” (Nebraska School Report, 1900, pp. 40-43.) New Hampshire.— are authorized to expend a portion of the school money, not exceeding 25 per cent, in conveying children to and from school. (New Hampshire School Laws, 1898, chap. 32, sec. 1.) New Jersey. —Children living so far from school that they are unable to attend may be transported at the public expense. (New Jersey School Lav,’’, 1899, id. 43.) New Ybrfc. —School districts are authorized to contract with adjoining districts for the tuition of their children, and to convey them at the public expense; 150 such contracts were made in 1898-99. There are still in the State 3,552 districts (nearly one-third of the whole number) with an average attendance of 10 or less. (New York School Report, 1900, p. 55.) North Dakota. — Schools with an average attendance of less than four on ten consecutive days may be discontinued. Two or more schools may be consolidated and pupils transported. (North Dakota General School Law’s, 1899, sec. 704.) Ohio. — In 1894 a special law was. passed authorizing centralization and trans¬ portation in Kingsville, Ashtabula County. The experience of Kingsville is detailed at some length in the Report of this Ofiice of 1898-99, pages 526-529. The succeeding legislature passed a measure applicable to the counties of Stark, Ash¬ tabula, and Portage. In 1898 the law was made general. As it now stands boards of education may submit to a vote the question of township centralization, and must submit it upon petition of one-fourth the electors. (Ohio School Report, 1900, pp. 12-15.) Pennsylvania has a law (dating from 1897) authorizing directors to provide transportation, but only for pupils of schools that have been closed by reason of small attendance, and who will have a greater distance to travel than before, and with the proviso that the cost per pupil shall not exceed the cost of maintaining the schools so closed. Rhode Island. — A law of 1898 authorizes school committees to consolidate any schools that have an average number belonging of less than tw’elve, and provide transportation for pupils. Any town may consolidate three or more ungraded schools. Any district with ungraded school many consolidate with district having graded school. The State pays $100 to each district so consolidated. A few ungraded schools have been consolidated; the conveyance of the children still remains as the great obstacle. Two schools of Burrillville formerly cost the town $600 per year. Consolidated with others the cost for transportation was $427.50. South Dakota. — “ We understand the school laws of this State are sufficient to allow a school township to try this plan, or even two or more subdistricts may unite their schools into one, so that centralization may be tried in this State at once.” (B. D, Kribs, in South Dakota School Report, 1900, x). 13.) The reports of the county superintendents show that the question is much dis¬ cussed and that a beginning has been made in three or four counties; elsewhere considerable opposition has been developed, principally on the part of parents. Vermont. — On a written application from ten resident taxpayers of a town a portion of the school money, not exceeding 25 per cent, may be used to transport scholars who live miles or more from school. That transportation is growing in favor is attested by the fact that the expenditure for this purpose increased from $11,122 in 1893-94 to $26, 492-in 1899-1900. In 1899-1900 there were 726 schools closed all or part of the year and 2,909 pupils furnished transportation. There v/ere still, however, in tlie last term 201 schools of 8 pupils or less each, a decrease of 34 from the preceding year. 2584 EDUCATION REPORT, 1899-1900. TT7sco?iSi^?. — The law now provides that any school district may make provision for closing its schools and sending its pupils to adjoining schools, and provide for the payment of tuition and transportation of pupils by taxation. (Wisconsin School Report, 1900, p. 17.) There are 955 schools in the State having an average daily attendance of not more than 10. Professor Upham reports that there is no organized transportation of pupils, though three counties are contemplating it. (Ib,, p. 22.) DISEASE IN SECONDHAND BOOKS.' Secondhand schoolbooks have found their way into nearly every neighborhood and school in Kentucky ; so have smallpox and other contagious diseases. Scarcely a county in the State has escaped the ravages of this contagion, and in most instances the manner of its approach is mysterious and unknown. It is a well-knov/n fact that contagious diseases may be communicated through secondhand clothing or other articles of cotton or woolen goods used by patients afflicted with these diseases, unless such articles are thoroughly disinfected; nor does the disinfecting always destroy the germs of disease. This is true of second¬ hand books. While modern disinfecting is a great benefit, it does not always disin¬ fect. Especially is this true of books. The outside may be thoroughly disinfected, and yet germs within — between the leaves — remain unharmed, unless the leaves, one by one, be subjected to the most careful fumigation. This process in itself v.muld necessarily be so slow, and therefore expensive, that it would be cheaper To buy a new book than to sterilize an old one. It is remarkable how long an old, soiled garment or an infected book will retain the germs of disease. The writer is well acquainted with a family that had small¬ pox twenty years ago; it was before vaccination was so extensively employed, and before the disease was so well understood by physicians as it is to-day. Every member of the family had the disease. When they had recovered, the house was disinfected well, it was thought, and the intense alarm in the village and surround¬ ing country subsided. Twelve years passed; two other children were born into the family. The story of the smallpox and the terrible fright which it occasioned was almost forgotten, when the younger child, in his play, found some old yarn stock¬ ings which had been used by one of the family while he had smallpox, and which had been rolled up by nurse and put into an obscure corner of a closet. The child, not realizing danger, unrolled the garments. In a few days he had a well-developed case of smallpox. During the twelve years since the first attack in the family there had not been a case of the disease in the neighborhood, and the boy who contracted the disease in the manner just described had never been exposed to the disease in any way whatever prior to the time of finding the soiled garments. It is easy for disease germs, once in an old book, to be retained indefinitely, and finally communicated as readily as by an old garment. Dr. A. J. Andrews, of Lexington, Ky. , a graduate of the college of Physicians and Surgeons, New York City, director of the gymnasium of Kentucky Univer¬ sity, and a practitioner of wide experience, says: “ The use of secondhand books certainly might become a fruitful source of ^contagion. Pupils in our public schools should not be allowed to use secondhand books at all, especially when they do not know who used the books first, unless the books have been thoroughly dis¬ infected; even then it is possible that some books will be overlooked. Better discard the use of them altogether. One case of smallpox, scarlet fever, or diph¬ theria may do more damage in a family or community than it is possible to repay by the savings on secondhand books in a lifetime. ” ^ iFrom the American .Journal of Education, May, 1901. DISEASE m SECONDHAND BOOKS. 2585 Dr. J. B. Marvin, president of Kentucky University medical department in Louisville, and one of tlie most noted specialists in the South, says: “Experience of the medical \Yorld is in favor of contagiousness of smallpox, measles, itch, scarlet fever, and diphtheria, and the tremsmission of them through clothing, books, toys, etc. It is possible for these diseases to be communicated through the use of secondhand books. Pupils in our public schools should not buy and use a secondhand book used by a pupil -while he had any of these diseases.” The boards of health in many of our cities are now investigating this question. County boards are looking into it also. The Chicago Library board has a special committee at work on the subject of infected books now. The following is taken from iDartial report made by that committee as reported by the Chicago Tribune February 19, 1901: “All the books in the Chicago Public Library should be sterilized to prevent the spread of dis¬ ease, according to the report of Dr. W, A. Kuflewski, submitted yesterday. Dr. Kufiewski was chairman of the special committee appointed by the library board two weeks ago to investigate the subject. He displayed several glass tubes con¬ taining countless germs taken from books in the library. He had examined 50 volumes, he said, and found them all more or less infected. He was convinced the books spread contagion.” The committee was continued, and is now pushing its work. * Cincinnati is agitating the question, and at work on lines very similar to those of Chicago. The follov.dng clipping is taken from the Commercial-Tribune of January 23 last: “At the January meeting of the city hospital trustees, a letter was read from Dr. White, of the public library board, offering to deliver and return free of charge such books and periodicals as may be desired by the patients in the hospital.” The offer was promptly accepted at the time, and Messrs. Smith and Holmes v/ere appointed a committee to confer with the library board to complete the arrangements. Since then several meetings have been held, but nothing has been done toward putting the project into effect, because of the discussion vHiich has arisen over consolidating the two libraries. Many of the local practitioners believe the hospital library should be transferred to the building on Vine street, but they heartily oppose the free-delivery scheme. They say it would be a constant menace to the public health, and, as evidence,' they cite innumerable instances where contagion has resulted from books exposed to infectious diseases, sometimes after a period of fifty years. Books are considered one of the best natural cultures for disease germs known, and no mode of sterilization v/ill cleanse them. This fact has been recognized by the health department for a long time. Where books have been exposed even to the atmosphere of rooms in which contagion has been present they have been promptly ordered destroyed. Mr. Green, the president of the library board, said last night that such a thing as sending books from a circulating library to a hospital could not be thought of. ^ “ The health department would not permit such a thing to be done. Every day the library is furnished with a statement from the health department of the houses where are contagious diseases, and no books are issued on cards to the people living at the addresses given until the department gives consent.” Dr. Healy, the health officer of Lexington, in speaking to the writer regarding the danger of using secondhand books, said; “ There can be no doubt that dirty secondhand books can convey contagious diseases. Some Chicago houses are buying them in States which have made recent adoptions. They rebind them and brush them up a little and sell them all over the country. I find that there is really no economy in buying them, as the difference in price of the secondhand and the new books is only about 10 cents per book, on an average. The saving is 2586 EDUCATION EEPORT, 1899-1900. too small, and the smallpox, measles, diphtheria, or scarlet fever taken from these books might do more damage than the savings of many years of their use would benefit us. I think our board of health will restrict the handling of such books by our dealers and regulate the secondhand schoolbook trade more carefully. We can’t take the risk of leaving it altogether in the hands of the dealers.” It is also a fact that secondhand Jtooks are now sold in large quantities in nearly all our county seats and school towns, and there is hardly a country store that does not have them. These books have been gathered from every conceivable source; they have been used in the public schools of every race and color; they have been used by children of every degree of culture — from the best to the worst and most filthy — and when we permit a child to use such a book we have no way of knowing whose child used it first. Kentucky has never had so much smallpox as within the last two or three years. Dr, McCormick, secretary of the State board of health, says that nearly every county in the State has had it. In some counties it has amounted to a fearful epidemic. A singular feature is that in so many places the disease seems to appear almost spontaneously; at least, the patient and physicians do not know where it came from. Even in counties having only a few cases it seems to be widely dis¬ tributed. No county has suffered a worse epidemic than Green u}). At one time nearly every neighborhood in the county had it. No county seems to have used more second¬ hand books in the country schools. A prominent educator of that count}^ says: “Quite a number of secondhand books have been sold within the last few years. These books were bought of a firm in Chicago, whose agent told the dealers that the books came principally from Tennessee, when a change in books was made in that State.” It is a well-known fact that smallpox has been widely distributed over the State of Tennessee in recent years. This may be the source of the smallpox in Greenup County, and as for that matter, in many other localities throughout the State. What is true of smallpox is equally true of many other diseases. Besides the dis¬ eases mentioned above, it is well known that tuberculosis (consumption) is com¬ municable by contact with the bacilli thrown off by the victims of this dread disease, and the secondhand book, better than almost any other medium, can harbor and communicate such germs to unsuspecting users of them. Under the circumstances, is it wise, safe, or economical to allow the indiscrimi¬ nate use of secondliand books in our i)ublic schools and homes? Should we take any such risks? The cost of books is one of the least of all the expenses of the student. Why take such hazard when so little is to be gained? Besides, the filth of the thing is repulsive to children and teachers of good breeding. If we could always know what child or children have used the books before us, the case would be different. But as it is, is it not almost as cleanly to wear the soiled gar¬ ments of an unknown (probably diseased) person? What aesthetic, self-respecting child should be forced to use such books? It is high time this state of affairs should come to an end. COMPULSORY ATTENDANCE LAW VETOED IN MISSOURI. The Missouri legislature passed in 1901 a compulsory attendance law, which was vetoed by the governor. Following is the text of the law: AN ACT to enforce tlio constitutional right of every child in the State to an education, to pro¬ vide for truant or parental schools and attendance officers in cities of ten thousand population or more, and to prohibit the employment of children during school hours. Be it enacted by the general assembly of the State of Missouri, as follows: Section 1. Every parent, guardian, or other person in the State of Missouri having charge and control of a child between the ages of eight and fourteen years COMPULSORY ATTEMDAUCE IN MISSOURI. 2587 shall cause such child to attend regularly some day school, public, private, paro¬ chial, or x^arish, not less than three-fourths of the entire time the school wliich said child attends is in session, or siiall provide such child at home or elsewhere with such regular daily instruction during the usual hours as shall be, in the judgment of a court of record having criminal jurisdiction, substantially equiva¬ lent at least to the instruction given the children of like age at said day school in the locality/ in which said child resides: Provided, That every xiarent, guardian, or person in the State of Missouri having charge and control of a child between the ages of fourteen and sixteen jrears who is not actually and regularly and lawfully engaged in some useful employment or service shall cause said child to attend regularly some day school as aforesaid. Sec. 2. A child between the ages aforesaid may be excused temporarily from complying with the provisions of this act in whole or in part if it be shown to the satisfaction of a court of record that said parent or guardian or person having charge and control of said child is not able throngh extreme destitution to pro¬ vide or obtain in any way proper clothing for said child, or that said child is mentally or i?hysically incapacitated to attend school for the "whole period required or any part thereof, or that there is no public school taught v/ithin two and one-half miles of the residence of said child by the nearest traveled road_, or that the labor of said child is absolutely necessary for the support of the famiuq or that said child has comxdeted the common school course as xuescrlbed b}^ constituted authority or its equivalent and has received a certificate of graduation therefrom. _ Sec. 8. The board having charge of a x)ublic school in a city or district of three thousand or more pox)ulation by the last census may appoint and remove at pleas¬ ure one or more attendance officers to enforce the provisions of this act and shall fix the compensation and manner of performance of the duties of said attendance officers and shall pay them from the public school funds: and the attendance offi¬ cers as aforesaid shall serve written or printed notices uiion the parents, or guard¬ ians, or persons who, having charge and control of children as aforesaid, violate the provisions of this act; shall, when reasonable doubt exists as to the age of any such child, require a properly attested birth certificate or an affidavit stating such child’s age and date of birth and physical characteristics; shall have the right to visit and enter an 5^ office or factory or business house employing children as afore¬ said; shall have the right to require a properly attested certificate of the attend¬ ance of any child or children at such day schcol; shall have power to arrest without warrant ail truants and nonattendants as aforesaid and T)lace them in some ]3iiblic school unless the parents or guardians or persons in charge and con¬ trol of said children respectively shall at once place them in some other day school as aforesaid; and shall serve the legal notices and subpoenas of the court and make such required arrests in the cases which they prosecute without further fee or compensation than that paid by the board as aforesaid; and shall carry into effect such other regulations as may lawfully be required by the board app>ointingthem. Sec. 4. The board having charge of the public schools of any city or district having ten thousand or more population last census may establish and main¬ tain from the public scbool funds one or more ungraded truant or parental schools in such city or district, or any such board may at its discretion purchase land and maintain such schools, either within or without their own school districts, for children who are between the ages of eight and sixteen years, and who are either habitual truants from any day school in which they are enrolled as pupils, or vdio while in attendance at any school are incorrigible, vicious, or immoral in conduct, or who habitually wander or loiter about the streets or roads, or other ]3uhlic places without lawful employment: and all such children shall be deemed juvenile disorderly xpersons, and may by said school board, through its officer, or by a court having criminal jurisdiction in the city or district, be assigned to and required and compelled to attend such truant or parental school or any department of the graded school as such board or court may direct. L Sec. 5. Any parent or guardian or person v/ho having charge and control of a child between the ages of eight and sixteen years, violates any i)rovisions of this act shall be "warned as aforesaid as soon as i)ossible a,fter the beginning of the pub¬ lic school term of the city or town or district in which such child resides, and also at any time thereafter by the attendance officer herein provided for, or by clerk of district when no attendance officer is provided for, to x:)lace and keep said child in regular attendance at some day school .within ten days from the service of said written or x>rinted notice of warning, and upon failing to comxdy with this act after a lapse of ten days from the date of service of said notice of warning, said parent or guardian or x^erson having charge and control of said child shall be deemed guilty of a misdemeanor, and upon conviction thereof shall pay a fine of not less than ten dollars and not more than twenty-five dollars, or be imprisoned 2588 EDUCATION EEPORT, 1899-1900. for not less .tlian two days and not more than ten days, or both such fine and imprisonment: Provided, That said sentence of fine or imprisonment, or both, may be suspended and finally remitted by the court with or without the payment of costs at the discretion of the court if the said child be immediately placed and kept in regular attendance in some day school as aforesaid, and if such fact of regular attendance is proven subsequently to the satisfaction of said court by a properly attested certificate of attendance by the superintendent or teacher of said day school. Sec. 6, Every board having charge of the public schools of any city or town or district in the State of Missouri shall, during the month of August of each year, publish this act in' full for ten days in a newspaper published in the city or town or district or county in which the members thereof reside, or shall post copies thereof in ten or more public places as will in their judgment best give knowledge thereof to their constituents. Sec. 7. No child between eight and fourteen years of age shall be employed in any mine, factory, workslioj), mercantile establishment, or in any other manner during the usual school hours unless the person employing him shall first procure a certificate from the superintendent or teacher of the school he attended, stating that such child attended school for the period required by law, or has been excused from attendance as provided in section two; and it shall be the duty of such superintendent or teacher to furnish such certificate upon application of the par¬ ent, guardian, or other persons having control of such child entitled to the same. Sec. 8. Every owner, superintendent, or officer of any mine, factory, workshop, or mercantile establishment, and any other person who shall employ any child between eight and fourteen years of age contrary to the provisions of this act shall be deemed guilty of a misdemeanor, and upon conviction shall be fined for each offense in a sum not less than twenty nor more than fifty dollars and costs. ^ Sec. 9. Prosecutions uiider this act shall be brought in the name of the State of Missouri, before any court of record having criminal jurisdiction, and the fines collected shall be paid over to the county treasurer and be credited to the perma¬ nent school fund of the county or city. f Sec. 10.1 The provisions of this act are hereby suspended in the several counties in this State until a majority of the legal voters of any county voting at any general election shall decide to enforce same in such county, provided that only a majority of the legal voters Amting on said question shall be necessary to decide its adoption or rejection, the question having been submitted by the county court on a petition of one hundred qualified voters. EXPERIENCE OF TEACHERS IN CERTAIN CITIES. Cities. Year. ! t/5 r2 0 m a a> o .s tc to o CO 11 to 15 years, inclu¬ sive. . 16 to 20 years, inchi- sive. j 21 to 25 years, inclu¬ sive. Over 25 years. Whole number of teachers. Average expei’ience of each teacher in years. Boston, Mass, a . 1900 307 355 265 252 1.52 429 51,760 16.86 Newark, N. J . c . 1899 221 189 102 94 56 85 747 11.33 Jersey City, N. J. cZ . 1895 141 119 78 57 43 49 487 11.08 Albany,N. Y. c . 1899 80 48 56 34 31 5:i 302 14.33 St. I.ouis, Mo./ . 1870 310 135 55 17 9 5 531 6.20 Do./ . . 1877 340 219 97 38 21 12 727 7. 33 Grand Rapids, Mich, g . . 1900 137 123 55 35 10 16 376 8.78 Portland, Oreg. h . . . 1900 93 58 76 49 21 8 305 10.93 a Report Scliool Commissioner, 1900, p. 57. Figures are for term of service in city of Boston. & Number whose records are known, c Report Board of Education, 1899, p. 113. d Report Board of Education, 1895, p. 93. e Report Board of Public Instruction, 1899, p. 110 et seq. Figures are for term of service in city of Albany. /Report of Board of Directors Public Schools, 1870, p. 27. p Report of Board of Education, 1900, p. 35 et seq. /(.Report of Public Schools, 1900, p. 29 et seq. 1 This section was added in the House. The State superintendent says that it wovild not have passed without it. COST OF HIGH SCHOOLS - WOMEN SUPERINTENDENTS. 2589 COST OF HIGH SCHOOLS. Cost. Year. 1 1 Enroll- I ment. 1 i Expenditure, including incidentals. Expendi- 1 ture per 1 pupil on 1 basis of enroll¬ ment. 'Albany, N. Y . - . . . 1898-1899 741 S41, 621. 27 132, 708. 52 5 515, 184.49 536, 285. 07 86, 447. 02 134. 610. 78 73,057.35 106, 421. 69 263, 448. 58 103, 311. 70 S56. 16 50. 07 Baltimore, Md . . . 1899 2,650 6,524 10, 123 2,228 3, 378 1,405 2, 480 4, 490 1,855 Boston, Mass, a . . . . 1899-1900 78.96 52.97 Chicago, Ill . . . 1898-1899 Cincinn ati, Ohio . . . . . 1897-1898 37.13 39.84 Cleveland, Ohio . . . 1898-1899 Louisville, Ky . Minneanolis, Minn . 1897-1898 1897-1898 51.99 42.91 Philadelphia, Pa. . . . . . 1896 58 69 St. Louis, Mo . - . . . . 1898-1899 55.69 a Statistics of liigli and normal schools. Average enrollment in tlie normal school, 226 pupils. h Includes §39,853.31, proportion of general expenses. WOMEN IN SCHOOL ADMINISTRATION. There are at i)resent 2 women holding the position of State superintendent of schools, 12 that of city superintendent, 284 that of county superintendent. The status of women in respect to directive influence in school affairs is tersely sum¬ marized as follows: Women may hold any school ofnce in Connecticut, Idaho, Illinois, Indiana, Lou¬ isiana, Minnesota, North Dakota, Oregon, Pennsylvania, South Dakota, and Wyo¬ ming. Women may be county superintendents in Kentucky (if holding a State teacher’s diploma), Montema (district offices a,lso), Tennessee, and Wisconsin (city, town, and district offices also). Women may be commissioners and school district offi-cers in New York. Women may be local town or district officers in Arizona, California, Colorado, Iowa (where a woman must be a member of the State educational board of examiners), Maine, Massachusetts. Michigan, Nebraska, New Jersey, Ohio, and Vermont. Women have like suffrage with men in Colorado, Idaho, Utah, and Wyoming. They may vote (1) on general school questions in Minnesota (at any election or at any district meeting), in North Dakota, and South Dakota; (2) on local school questions in Arizona, Iowa (on issue of bonds or increase of tax levy), Kansas, Kentucky (if widowed parents or guardians or spinster guardians of school children), Michigan. Nebraska, New York (if parents and taxpayers), Montana (at district elections). New Hampshire, New Jersey (restricted from voting for members of boards of education), Ohio (for members of boards), Oregon (widows with children to educate and taxpayers), Vermont (on all questions pertaining to schools), Washington (for directors), and Wisconsin. Women State snperi)ite]idents of jntblic instruction. State. Name. Post-ofnce. Colorado Mrs. Helen L. Grenfell _ _ _ _ _ _ Denver. Boise. Idaho Miss Permeal French . . . . 2590 EDUCATION EEPOET, 1899-1900. Women city sujjerintenclenfs, 1899-1900. City. Na,me. Southington, Conn . . . . Mrs. Anna D. Pollard. Mary H. O’Brien (District No.3). Miss Mamie E. Dolphin. Miss Mary S. Snow. Mrs. Mertie M. Curtis. Miss Ardelle M. Tozier. Miss Lizzie A. Mason. Mary L. Lincoln. Sarah L. Perry. Louise D. Baggs. Emma S. Yule. Carrie M. Morgan. Evanston, Ill . . . . . . . Leavenworth, Iowa . . . . . . Bangoi’, Me . . . . . . . . . Brewer, Me . . . . . . . . . Old Town ,Me . . . . . . . Orange, Mass . . . . Rockpor t. Mass . - . - - - . . . Malone, N.Y . . . . Bristol, Pa. . . . . . . Everett, W ash . . . . . Appleton, Wis . Women county su]periiitende)its. 1899-1900. CALIFORNIA. Co’anty. Name. Po.st-ofnce. Alpine . . Colusa . Madera - Mariposa . . Modoc . Mono. . Montei’ey . . San Bernardino . San Luis Obispo. San Mateo . . Shasta . . Sierra. . . . Si.skiyou . . Sonoma . . Tehama _ Trinity . . . Yolo . . Mary Neddenreip Lillie Laugenour . Estella Bagnelle .. Julia L. Jones _ Anna L. Williams. Cornelia Richards Mrs. J. B. Chope... Lulu G. Bahr. . Mrs.A.S. Woods. - Etta M. Tilton _ Margaret I. Poore Josie Finane . Etlie Persons _ Minnie Coulter ... Lena K._N angle . . . Lizzie B.. Fox _ Mrs. S. E. Peart . .. Fredericksburg. Colusa. kladera. Mariposa. Alturas. Bo die. Salinas City. San Bernardino. San Luis Obispo. Redwood City. Redding. Forest City. Yreka. Santa Rosa. Red Bluff. Weaverville. Woodland. COLORADO. Arapahoe ... Baca . Bent . . Cheyenne. . . Clear Creek. Delta _ Elbert . Garfield _ Gilpin . Grand . Gunnison _ Hinsdale . . . . Lake . . . Larimer _ Logan _ Mineral _ Montrose . . . Morgan _ Otero . . Ouray. . Park _ Prowers _ Pueblo . Routte . San J uan _ San Miguel . Summit _ Teller . . AY ashington Yuma . . Miss Emma M. ITerey _ . Miss Anna AVatson _ .1 Miss Florence Sargent ... -j Mrs. Julia Tinsley _ . 1 Mrs. M. A. Bowman _ . j Mrs. M. J. Browne... . . I Mrs. Anna C. AYillard . . J Mrs. Lucy E.De AYitt . . I Miss Minnie Frey . / Mis.'j Lizzie A. Sullivan ... . Miss Mary E. Williams _ . Miss Alice Harrington — . Mrs. Nettie Renfro _ . Miss Mary Gulll . . Miss L . M"! Dy er . . . . . Mrs. L. D. Pollock . . . Miss Emma AY illis . . . , Mrs. M. A. Clifford . . . Mrs . Mary J . Anderson _ . Miss Minnie M. Holaday. . . Miss L. K. Remington _ . Miss M. H. Exline _ . Mrs. Lois J . Shepherd _ . I Miss Laura Monson . . 1 Mrs. Ellen Carbis . . I Mrs. A. F. Dare . . . Miss Lulu Buffington _ - Mrs. Thera Satterlee _ . Mrs. Ella E. Garfield _ . Miss Minnie Cunningham, Denver. Springfield. Las Animas. Cheyenne AYells. Idaho Springs. Delta. Kiowa. Glenwood Springs. Central City. Sulphur Springs. Gunnison. Lake City. Leadville. Fort Collins. Sterling. Amethyst. Montrose. Fort Morgan. La Junta. Ouray. Fairplay. Lamar. Pueblo. Steamboat Springs. Silverton. Telluride. Breckenridge. Cripple Creek. Akron. Yuma. WOMEN SUPERINTENDENTS. 2591 Women county superintendents, 1890-1900 — Continued. IDAHO. County. Name. Post-office. Boise. Pocatello. Mae Scott . Blackfoot. May Ringgold . . . . Hailey. Idaho City. Mrs. Ella M. YUalling . . . . Caldwell. Challis. Anna L. Lodo'e. . . . . Mountainhome. St. Anthony. Mrs. Mattie Headington . . . Moscow. Mrs. Leah Burnside'l . . . . . Shoshone. Lewiston. Wallace. Ma,ry Harper . ^ . . . "Weiser. ILLINOIS. Mrs. P. A. Taylor . Cairo. Mrs. Hattie P. Wilson . . Clinton. Miss Mary B.Holderman . Morris. Murphy sboro. Vienna. Pittsfield. Pulaski . Mrs. Hester M. Smith . . . Mound City. InDs. E. Svkes . . Monmouth. IOWA. Clierokeo _ _ _ _ _ Agnes J. Robertson . . . . Cherokee. Clm’ke _ _ _ - _ Bertha Howard . Osceola. Clay _ _ _ Mrs. Ellen Reed Buck _ _ . .. Spencer. Henry . - _ Annie E. Packer . Mount Pleasant, x Hov/ard . . Elsie E. Perry . . Cresco. Jasnei* , _ _ _ Libbie Dean . . . . Newton. Jeiferson . . Anna White. . . . Fairfield. Monroo . . . . Mrs. Angie Reitzel . Albia. O’Brien . . . . . Eda Seckerson . . . Primghar. Palo Alto . Anna Donovan . . Emmetsburg. Powesliiek . Viola H. Schell . . . Montezuma. W ashington . _ Mary M. Hughes _ _ _ W’’ashington. Wayne . . . Inez P. Kelso . . . . . . Corydon. KANSAS. Allen . . . Miss Hattie Olm.stead . _ .. .. . lola. Chautauqua . . Miss Minnie V. White . . Sedan. Clark . . . - Miss Ella Michael . . Ashland. Cloud . Miss Bertha Marlatt . . Concordia. Comanche _ _ _ Miss Ella M cCune Cold water. Cowley . . . . . Miss Julia B. King . . Winfield. Graham . Miss Floy M. Hardman . . . . Hill City. - Grant . . . Miss Nellie Erollier . _ _ _ Ulysses. Grav . - . Mrs. E. V. Miller . Cimarron. Greeley . . . . . Miss Minnie Lipper .. . . Tribune. Hodgeman _ . Miss Margaret McDermot . . . Jetmore. Johnson . . . Miss Maude Clavin . . . . Olathe. Kearney . . . Miss Etta Tedford . . Lakin. Labette . . . Mrs. Kp.te South wick _ _ _ Oswego. Lyon . . Miss Mary McCreary . . Emporia. Meade . . . . Mi.ss Maggie Martin .. . . . Meade. Ness . Miss Agnes J. Blair . . . - Ness City. Osage . . . Mrs. ?Jary H. Kirby . . . Lyndon. Ottawa . . 1 Miss Helen N. Eacker . . . . . . - Minneapolis. Pawnee . Miss Grace Norton . . . Lamed. Saline . Miss Mabel Marlin . Salina. Seward . . . . Miss Etta Henline . . . Liberal. Stanton . Miss Emma W^ilson . . . . . Johnson. Trego . Miss Hattie J. Kirbv . . . . Wakeeney. Wallace . Miss Maggie Towne . . . Sharon Springs. Wichita . Miss Daisy Dirnfield . . _• . Leoti. 2592 EDUCATION KEPORT, 1899-1900. Women county superintendents, 1899-1900 — Continued. KENTUCKY. County. Name. Post-office. Botirbon . . Paris. Princeton. Carrollton. Hopkinsville. Winchester. Marion. Frankfort. Lancaster. Mayfield. Madisonville. Louisville. Mount Sterling Greenville. Lagrange. Falmouth. Mount Olivet. Caldwell . . . . Carroll . . Clark . . Nora Scott . . Crittenden _ _ Franklin . Garrard . . Eliza J. Liisk ... ...... Graves . Lizzie C. McGoodwin . H^opkins . Sal lie R. Brown Jefferson . Rosa A. Stonestreet Montgomery . . Mary G. Anrlerson Muhlenberg . Nannie Jones. Oldham . . I lUcy M. Rlnkemore Pendleton . . . . Hattie Orr Robertson . Kate ZoUar i MICHIGAN. Alger . Flora McLauchlin . . . Grand Marais. Au Gres. Grayling. Gladwin. Traverse City. Ithaca. Manistee. Shelby. Arenac . Julia Ingiis . . Crawford _ _ Floi’a M. Marvin . . Gladwin . Kate Borden . . . Grand Traverse . Nettie C. Gray . ... Gratiot _ _ _ . _ Retta Peet ... . . Manistee . . . . Oceana . . . Mrs. L.E.W. Hall . . . Vesta B. Smith . MINNESOTA. Aitkin . Mrs. D. W. Harper . . Aitkin. Becker. Mary A. Hanson Detroit. Benton. . . . Mary Brett .. . . Sauk Rapids. Carver . Matilda A. Ochs . . . Chaska. Cass . . Mrs. E. N. Cadey . Pillager. Itasca . . . Hattie F. Booth . . . Grand Rapids. Jackson . .... _ Mrs. Laura T. Olson Jackson. Lake . Carrie H. W^ood ward ... Two Harbors. Lyon . . . Mrs. Dell W. Forbes . _ _ _ _ Marshall. Mower . . . Fannie G. Gies . Austin. Otter tail . Christine Goetzinger . Fergus Falls. Rock _ _ Ellen M. Wright . . . Luverne. Sherburne . . Bird Craig . Orrock. Yellow Medicine . Mary F. Hall . . Wood Lake. MISSOURI. Atchison.. . Miss Hattie D. Sutton . . . Rockport. Clark . Mrs. Rowena Carter . . . Chambersburg. Howell . . Mrs. Carrie Phelps . West Plains. Linn . . . .... Miss Josephine Baker . . . Marceline. Mercer . Miss Miilicent Griffith . Modena. Newton . . Miss Louise Hendrex . Neosho. Pike . Miss Willa N. Mitchell . Louisiana. Ripley _ _ _ Miss Mary .J . Pratt . . . . . . . Doniphan. Schuyler _ Mrs. Belle Bunch _ _ _ ... . . Lancaster. Scotland . . Miss Arminta E. Nerry . . . . Memphis. NEBRASKA. Ba,nner . . . Mrs. W. E. Heard . . Harrisburg. Dunning. Ainsworth. Blaine . . . Mrs. F. T. Miner . Brown . . . . Estella M. Daniels . . Chase . . . Ida M. Kelly . . . Champion. Cherry _ Etta Bi’own . Valentine. Dixon . . Mary McKinley . Ponca. Frontier Mrs. Clara L. Dobson . . Stockville. Gosper Maud M .Johnson _ _ _ _ _ Elwood. Grant . . . Mrs. R. M. Moran _ _ _ Hyannis. Trenton. Hitchcock Mrs. Stella Smith . VfOMEN SUPEKINTENDENTS, 2593 Women county superintendents, 1SD9-1000 — Continued. NEVADA. County. Name. Post-oflice. Lincoln . . Annie B. Clinton . Pioclie. MONTANA. Dillon. Townsend. Carbon . . . . Miss Martha Dilworth . . Red Lodg’e. Ca.scacl o . . - . Mrs. M. A. Kearns . . . . Great Falls. Cboteau . . Miss May G. Flanagan . . Fort Benton. Custer . . Mrs. Laura Zook . . . . . Miles Cit3u Dawson _ _ Miss Grace E. Skinner . Glsndive. Deerlodge Miss Mary McLaughlin _ Anaconda. Fergus . . . Miss Elizabeth Peeples . . . Lewistown. Flathead . . Miss Fannie L. Spurck . . KaJispell. Gallatin . . Miss M. E. Chrisman . . . . Bozeman. Granite . - _ _ Miss M. C. Ryan . . . . Philipsburg. Jefferson _ Miss Jennie E. Filclier . . . Boulder. Lewis and Clarke . Miss Ida Fullerton . . . . Helena. Madison . . . Miss J ulia Donegan . . . .. Virginia. TVfeflP’her Miss TiOttie Hari’is VIhite Sulphur Springs. Missoula . . . Miss Kate Shelley Missoula. Park . .. _ _ _ Mrs. Nora Colvin . . . . Livingston. Ravalli . Miss K. Ostermeyer . Hamilton. Silverbow . Miss Marv Mullins . Butte. Sweet Grass Miss Stella Walker Bigtimber. Teton _ _ _ _ Mrs. Fannie Chenoweth . . . .. Choteau. Valiev . Mrs. Carrie Luther . . . Glasgow. Yellowstone . . . Mrs. M. M, Strang . . . . Billings. Rosebud . . . Miss G. M. Higgins . . . Forsyth. Powell . . . Miss Inez Elliott . . NEW YORK. Cattaraugus . Christina McLennan . . . . Franklinville. Cortland . . . . Katharine E. Cobb . . Truxton. Herkimer. . . Minnie A. Wooster . . Nev/port. Lewis . . . . Ottilia M. Bella . Constable ville . ATfl.diso^i - Marie Cooper .. . . Canastota. Niagara . Adalaide L. Harris . . . Ransomville. Oneida . Cora A. Davis . . . - _ Whitesboro. Steuben . . . Lillian E. Ostrander . Kanona. Suffolk . Millard H. Packer . . . Sayville. Tompkins . Libbie J. Sweetland . . . . Dryden. Washington . Myra L. Ingalsbo . . . . Hartford. Westchester . . Bertha E. H. Berbert . . . Hastings upon Hudson. NORTH DAKOTA. Billings . . Mrs. Rachel Denniston . . . Medora. Bottineau . Miss Mary M. Carey . . . . Bottineau. Burleigh- . . Fannie Dunn . . . . . Bisma.rck. Cass - _ Mrs. Mattie M. Davis . Fargo. Eddy . Mrs. Grace B. Putnam . . ... New Rockford. Griggs . Clara Feiring . Cooperstown. Kidder . Miss Manie Portner . Steele. Pierce Matilda Peterson . . . Rugbj''. Stark . . Miss Delia Spears . . . . . Dickinson. Wells . . . . Josephyne M. Paulsen . . Fessenden. SOUTH DAKOTA. Butte . . . Elsie Malcolm . Bellefourche. Charles Mix Emily Meade . . . . Bartoldi. Clay . Carrie E. Daily . . . . . Vermilion. Custer . . . Mary L. Reed .. . . . . . Pringle. Day . Miss A. B. Halverson . . . W’’ ebster. Deuel . . . . Gusta C. Berke . '. . Clearlake. ED 1000 — YOL II - 83 2594 EDUCATION EEPOET, 1899-1900. Women county superintendents, 1899-1000 — CoDtinued. SOUTH DAKOTA-Coutinuecl. County. Name. Post-office. Fall River . . . . Faulk . . . . Emily A. Black . Isabel F. McCoy . . Hot Springs. Faulkton. Fairfax. Pierre. Deadwood. Sturgis. Carthage. Flandreau. Rapid City. Gettj^sburg. Fort Pierre. Onida, Meaclo . . . . Miner . . Nellie C. Lyons . Moody . Mrs. L. A. Fell . Potter . Stanley . . . Sully . I . OHIO. Xenia. Napoleon. Mrs. Sue Welsted OKLAHOMA. Miss Cortha Kagjay . Beaver City. Watonga. Enid. Mangum. Perry. Oklahoma City. Tecumseh. Garfield . . . . Nannie Lou Bates . Greer . . . Laura Moore . . . . Noble . . . . Mi.ss Bertha Ryan . . . Oklalionaa . _ _ _ Mary 1). Couch Pottawatomie _ _ Alice Shelton . PENNSYLVANIA. Lpitiptou Ma.ttie M. Collins 1 Driftwood. TENNESSEE. Bledsoe . Mi.'is Lilly M. Henry . . . Pikeville. Woodbury. Winchester. Morristown. Paris. Murfreesboro. Memphis. Erwin. Luttrell. Cannon . . . . . - Miss Ina B. Smithson . . .. Franklin . . Miss Mattie Arledge.. . . . Hamblen - _ _ Miss Ida Johnson . . Henry . Rutlierford . . . . Mrs. Annette Watters . . Miss J. M. King . . . . Shelby . Mrs. Lyde P. Thomas . . . . Unicoi . Mrs. Lizzie Roberts . - . . Union . . Miss Nola Harless . . UTAH. Gar held . Jane Le Fever . . . . . i Panguitch. Kanab. ^ Bluff City. Kane . Mrs. Marinda Halliday . . San Juan . . . Miss Lillian Decker . VERMONT. Grand Isle . Mrs. Leonora E. Marvin . . 1 Alburg. V7ASHINGTON. Douglas . ^ Miss Sevilla Steiner . Water ville. Garfield- . Mrs. Emma Elsensohn . . . Pomeroy. Coupe ville. Davenport. Shelton. Island . . - . . Miss Laura G. Plummer . . Lincoln . . . Alice Neal . Mason . . . Mrs. H. Minnie Decker .. . . Pacific . Mrs. Ada M. Harris . South Bend. Skagit . Susan Lord Currier . Mount Vernon. Skamania . Lillie Miller . Washougal. WOMEN IN SCHOOL ADMINISTRATION, 2595 Women county superintendents^ 1890-1900 — Continued. WISCON'SIIST. County. Name. Post-ofSce. Bayfield - .. Burnett — Chippewa. Doug'as.., Marquette Oneida .... Pepin . Price . Sawyer . . . Jessie N. Smith . Mrs. Pay S. Williams _ Anne E. Schaffer _ Mrs. Jennie Richardson Ellen Hammond . . Myra Gei’mond . Mary Olson _ Mrs. Elizabeth Pordyce Mrs. Efiie Harrington . . W^ashburn. Grantsburg. Chippewa Falls. Lake Nebagemain. Liberty Bluff. Rhinelander. Porcupine. Phillips. Hayward. WYOMING. AlTifi.ny _ _ Mrs. Caira M. Simpson . . . . Laramie. Carbon _ ...... Gertrude M. Huntington . Saratoga. Sundance. Crook _ ... _ _ _ Be.ssie Moodie . . . Fremont . . . . E. Lena Wadsworth . . . Lander. Johnson _ _ _ Clara L. Moeller . Buffalo. Laramie . . . Mrs. Elizabeth Hawes . Cheyenne. Casper. Sheridan. Natrona _ _ May Hamilton . Sheridan . . Dora Kirby . . . Sweetwater _ _ _ _ _ Mrs. Mary A. Clark . . Rock Springs. Evanston. TTinta, _ _ Nellie Pepper . . . . ... _ . Weston _ _ _ a . . Ella Henderson . . . . Newcastle. Women on school hoards of cities of over 100,000 inhabitants. City. Fear. Number of mem¬ bers. Number of women. New York, N.Y. . . . . . 1900 ■ 19 None. Chicago, Ill . _ _ _ _ _ 1899 21 2 Philadelphia, Pa . - . . . 1899 40 3 St. Louis, Mo . _ _ _ _ - _ _ _ _ 1899 12 None. Boston, Mass . - . Baltimore, Md _ ... _ _ _ _ _ _ 1900 1899 24 22 4 N one. Cleveland, Ohio . . . . . . . 1900 7 1 Buffalo, N.Y . - . . . 1897 (a) 4 San Francisco, Cal . ..... . . . . . . ... _ _ _ 1900 1 Cin cinnati, Ohio _ _ _ _ _ _ _ _ _ 1898 31 None. Pittsburg Pa - . - _ _ _ _ _ _ 1900 39 N one. New Orleans, La . . . . . . . . . . . (6) 17 Detroit, Mich . . . . . i899 None. Milwaukee, Wis _ _ _ _ _ _ - . - _ 1899 21 N one. Washington, D.C . 1900 7 2 Newark, N.J . . . . - . 1899 30 None. Jersey City, N. J . _ _ _ _ _ _ _ _ _ 1897 13 N one. Louisville Ky . . .. . . . . . . . 1899 14 None. Minneapolis, Minn . . . . . Providence, R.I . . . . 1900 7 (5) None. Indianapolis, Ind . . . . . . . . . . . . . . 1900 5 N one. Kansas City, Mo _ _ _ _ _ _ _ _ 1900 6 None. St. Paul, Minn . . . . 1899 7 None. Rochester, N. Y . . _ _ _ 1900 .5 1 Denver, Colo _ ... _ . _ _ _ _ _ - _ 1900 6 2 Toledo, Ohio . . . _ _ _ _ (b) (c) 19 Allegheny, Pa _ _ _ _ _ _ _ _ _ 1900 Columbns, Ohio _ _ . __ _ _ _ 1900 None. Worcester, Mass _ _ _ _ _ _ _ _ _ _ 1900 24 3 Syra.cnse, N. V . . . . . . . 1900 7 1 New Haven, Conn _ _ _ _ _ _ - _ 1899 None. Paterson, N. .1 . _ _ _ _ _ _ 1900 8 None. Fail River, Mass . _ _ _ 1899 9 3 St. Joseph, Mo - _ _ _ - - _ _ _ _ _ 1899 6 None. Omaha, Nebr . . . . . 1900 15 None. Los A ngeles. Cal ... _ _ _ _ _ _ - _ ..... _ 1900 9 None. Memphis, Tenn . . . . 7 . . . . . . . 1898 5 None. Scra.n ton , Pa. . _ _ _ _ (b) a No school board. Schools controlled directly by city council, h No information. cEach of the 14 wards of the city has in the “boani of controllers” for city at large Grepi'esen- atives, which constitute a board for that ward. 2596 EDUCATION REPORT, 1899-1900. BENEFACTIONS FOR 1899-1900. Classes of institutions. Number of institu¬ tions receiving Amounts. benefac¬ tions. Universities and colleges . . . . . 255 $10,840,084 324,352 264,214 566, 813 1, 123. 802 105,500 55, 439 345, 733 487, 789 39,003 913,832 Colleges for -women: Division A _ _ ... _ _ _ _ _ _ _ 11 Division B . . . . . . . . 32 Schools of technology . . . . . . 7 Schools of theology . . . . . 53 Schools of law . . . . . 3 Schools of medicine a . . . . . . . . . . . 12 Public normal schools . . . . 8 Private normal schools . . . . . 16 Public high schools . . . . . . . 69 Privo.te high schools . . . 178 Total . 644 i 15,066,561 aincliiding 1 school of dentistry, 2 of pharmacy, and 1 of veterinary surgery. 1871 _ - . . $8,593,740 1872 . 10,072,540 1873 _ 11,225,977 1874 . 0,053,804 1875 ..,. . 4,126,562 1876 . 4,691,845 1877 . . 3,015,256 1878 . 3,103,289 1879 _ : . . 5,249.810 1880 . 5,518,501 1881 . . 7,440,224 1882- 83 . 7,141,363 1883- 84 . . 11,270.286 1884- 85 . . 9,314,081 1885- 86 . . 5,976,168 1888-87 . 7,512,910 $6, 646, 368 6, 942, 058 a8,011,019 a8, 519, 233 a8, 721, 902 a 8, 207, 690 a 10, 855, 365 58,240,876 511,677,048 510, 049,141 510, 981,209 5c25,332,792 . 515,006,561 Total for thirty years. 249, 552, 068 Benefactions to educational insfitations, 1871-1900. 1887- 88 .. 1888- 89 .. 1889- 90 .. 1890- 91 .. 1891- 92 .. 1892- 93 .. 1893- 94 . . 1894- 95 .. 1895- 96 .. 1896- 97 .. 1897- 98 .. 1898- 99 .. 1899- 1900 (I Does not include gifts to secondary schools. 5 Includes gifts to normal and secondary schools. cDeland Stanford Junior University alone received $11,000,000 in 1898-90. SUMMARY OF LAWS RELATING TO COMPULSORY EDUCATION AND CHILD LABOR IN THE UNITED STATES. ^ [Issued by the Chicago Association of Collegiate Alumnse, February, 1901. J The compulsory education lav/ of Illinois requires children between the ages of 7 and 14 years to attend school for sixteen weeks during the year. The Illinois child-labor law forbids the employment for wages of children under the age of 14 years. The joint operation of these laws makes it possible for children who have complied with the school requirement of sixteen weeks’ attendance, but who are without proper home restraint, to spend their time on the streets for the rest 1 Report of the United States Commissioner of Education for 1897-98; Report of the United States Industrial Commission on Labor Legislation, 1900; Labor Lavrs of the United States, and Bulletins of the Department of Labor. COMPULSOEY EDUCATION LAWS. 2597 of the year. Since they may not work and need not go to school, they are neces¬ sarily left to the demoralizing influences of idleness, often under vicious surround¬ ings. The effect of such a life on children in a great cit^^ is shown in the statistics of juvenile crime. Mr. Riis has said: “ Three-fourths of all juvenile delinquency in New York is the result of truancy, the street life of children.” A similar assertion might be made of Chicago. The discrepancy between the compulsory education and child-labor laws, which is in part responsible for the present state of things in Illinois, has become the subject of serious consideration on the part of man 3^ persons interested in juvenile reform, among them some of the women’s clubs of this city and State. A lengthening of the compulsory school term iat least in cities), so that the school period will correspond more nearly with the period during which employment is forbidden, seems to be the remedy needed. The citizens’ educational commission of the civic federation has passed a recom¬ mendation for an increase of the comiDulsory school term from sixteen weeks to twenty-six weeks, and it is expected that this recommendation will be embodied in a bill which the commission is to present to the legislature this winter. In view of the fact that conflicting opinions are held as to the details of the pro¬ posed legislation, it has been thought that a comparative study of such legislation in other States might prove helpful. The accompanying table has accordingly been prepared. By reason of the close connection between the two subjects, the main points of the child-labor laws in States having such laws have been included with the provisions on compulsory education, Madeleine Wallin Sikes, GlwArvian Committee on Educational Legmiaiion, COMPULSORY EDUCATION. CHILD LABOR. 2598 a; cs n-j H iC o ^ m fe -!-i a fi o r§ S 2c O A 0) S l! P o t/3 53 >> li p’^.S S 2 • d fl-J ^ 'cs ® E p >:2 M o s r 0 -rt n -*-’ •— ‘ tj 1 W S Q » . 'w ' K • ' t? 0 w ft S CP fn.rt O) h p c- O) cS O ra ^ rp O' O jp: c3 ^ p.p Pi— I y P o P -y '-'pOrriO .PCD^ • ' o5 P !>iL O fe P.2 ?3S'^^CPOOCO_5P3i5 p” 3 m S prop's 5 ft m P'^ O ft "o +i .2 33 C3 fl O gs.2^ f>t^ ■ft 5 ^ o .S !=* 3 o CD P CS ».S c3 p p o 8 51 2^ 2 tcp.P r2^.P P- 'T3 ^ 0) • AC S apSSh ^ C3 O PrP o •s||a| l^^p' s o j ftft ■ SS op o ^ o ^ (13-5 fcjo 2 ^ Cl 'U <^c CE3 — .P » K 5 -p--^ o y ■P “ o , rt 03 C 0 CH S-2 p o-p S o.p L*-. d ... O oioala . 9 p p p O r^ oT 03' CO c« ® ;h ;u ;- i>..p C o3 c5 P CD ® O o;p feft ® C 61 .2®° II- — 5c., . c o ^ bPcp" fH p o’2 2' 03- 03 iilll 003 _r-P ^ ft 3 CD '3 -ft ^ c ® g 3 M -.3 3 2 oft P 3 (/; d T* ^ .g 6«- 2 >>0 0 ,37'-^. 3 m O c CP ’ u P 5a ©ft pft ,c C3 O +3 .- a ft 0 8c2 "I ift >2 o S— CD P cs br ^ P P Jo'Ph^ , p rt— S-5 2 ^^3p — +J 03 ci PP^PoiP P.P o ft E'S''gng .MO ® 0 0 O L •Bf-SstS oS"2.sO I'S'SI^S p 2 3 3 - " o O p L O O M - :.a 2 a w p 3 ® ft S,3 ft'^ft p 1 O — p_, 0- P ^ 301-1 o ft oft :! OiP c« o ft ^2' w ^co 03 o cb-^ ^5 ft S 00 o .- ^-p 3lft ^ d "S^p ^35 P p-ft 2 P ja o . u fl Poo ® d 03 ft P P P— P pft o O+i p ^ p o o o ft ft5 ft 3ft Cl O ^ p ftjft 6 ft 2, .2 2 p p P 2^ -y ft o 0— P I "flfto » §53 §8 o P'S 3 Sftccft P o pft-i;'-i ^ 5 ^ O! >= ® O O 2 dft ft oiOftft pft gft P ^4-j 02 ’p 3 ft- ® ' - . 03ft 05 O 5^i^3 3 §sl»§^ U P oft.S ft f^aP ® .- c2«?- . 03 ■p U 53 -3 2 3 <13- P ® ' pjo^o .Pft&OO'S .p ^'S^9 3>.SE^ --+< -v <33 ft A) ft ® O 03 ■hS 2' O -y 03 q ;'^ 2 d ^ -P- ill' ft253^ .2ftoS^ 3cei S - p pft ft o -2 ft .3 Q S COMPULSORY EDUCATION LAWS. 2599 5.a o ga . ,co cs'o CO O S cS o ,it4 m H'd <5 0) C3 Pi ;; ® ^ A -1- cd &c 4-3 Q, '7? a a o ago a a S3 ^ o io5gS|.S ^ g'i-SS >=2 O PP g'^ ro S"^ to 2 a"~' i. a to g ^ ftgpp i=! a O 2 g 2 2 2 2 ® S 3 S’o w o S be® O 0 r O S g c 2 a r-4 C3^ 22l 12 a-a »--l H ^ !>■• afS "2 ^i|8 ssl'l t>32 o too ,--u COt—i a 03 ll'.ag «1«il C3 r3 g 4-3 t> o ai+3 Qj) -a . c3 a -a be .y be S3 a^ a a -a o p3 to * a -a ^j'ffl'g -a Orip 22 O 0 441 Pco o llpi o a 2 o 2 o o PP ?H -a 2 ^ CO g-a P. o a'a^ 03 03 ^pp a-a CO bs a s fl 2 ;3’~'W-g_ a g^L o i 03 apPTp 2 g 'S o g 2 o I 2 p ^ 02 to 2 Xna ® . ^ a a 2 c P ^r2 g g rt g .g -a a gra 03 2na eppp a p> 2 r2 o § © l> g 3a O fn P 03 4J . o be 2 ae ■S'g “ ><1 O ©13 'iPP.'y a m^'-' 2 ■ l23o| r-(.a +3 P CO W W ^ 2 ® 2 2^ •g a o o © H O ?H ‘JT* 1^ P ?H ce © 2„ Sf.g, to a 2^ 2 2 & .2 3 S3 a. a^ .. opi a © P 2 2 ©2 2 gsfpll 2 o g ^ be to — 2 -43 o rap p .. ^ >3 ft 03 O o >32P €»0 “ o be 2 ppi *a a a 4^ 2 a 2r- a © i=* g 2 © S -tj 2 © ^ -a yP a a 2.2 '2. CO.—, ap &P o gilg^P 2 S « cuo ^ t>32'^ i; d S eS C3 CO 3(^ •2 2 3^2 -a P !44 ® 2 --,-2k)+4 -22 2 - 2 © -2-3 a CO 2 ® 22 be .P 2 y: ' -- 03 4-, P 2 po 2 3^a (X) X ®.2 m to 03 C3 ft12 O 2 P © 03 g -"p 0.2 ^P M a ® ^P a iSsP = o_'S CO .2 go-Srgg P '2 2 i'rgp -2- AgS y © 3^ 2® ^0.3 ’ O ^ © ? ^ a 2^^ o •2 1 a be^.g 2 ^ -a a 2 © g a 4J 2 '-ss.ssg b-l - 2 ©,_ ^ a 2 +3 p 03 •-' 2 a p a tc® 2 2A ^ O K -4^ 111 II ^^03^Pa CM a 2 2 •M C3 O S ' 2 f*3 I^S-Sbe 2 ©'5-.®! ^ ^ 03 © 43 ca S4 ^1 a a -P ooo.2f-2 A I— I CM T-( p U P y a 2 © 3S5 «QP g • 2"^ a a 03 t>, O 2-araP’fe ■a 2 03 P a to2.a Pbe a a a Im © a 2 © o ^>3 ^ 3 o 2 S 2 ©T go CO A 2A .3 CM 2 ° r-H to 3 g oeg © o ap P t>. 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CHIDD DAI'.OB. 2602 w.p EDUCATIOlSr EEPORT, 1899-1900. ^ ri¬ ll tD !=! ra " !=!nc! OJ ©. 2 o ^p.'g.s (X) ^ >5 Q, - ^•25c3§io -g ‘pgsgs S dA o O d >1 glllrs^^sg'®®. iliifs?l«-s CC 33 !>s ® II CO ^ .3.i^ as a ^ a >, p c3 is o o 5.2 0 . C 3 O'G O iJC ® 'H -(J ^ Im o g d rfl1 bi^'S'S^'So " ® .2 "S a _r eg .p s o a 2 a.| oS"''55-a 3 a 3 d-w ^,.2.2 3 ® o dQ^ g d S -^2 r2 Jjj U g o a d a ^ 40 ^ 5.2 m H a ^40 w W , c o a o >.o a II *2 a « 2 n r ® a !0 a t» d •■-^ p,a 0 d Ora fH-'-' -d3 2 ' . rH P< ® 73 o' ^ ;.a o 2 2 &c 3 ^ M a.a-a o ^00-3 a aS ,- 32 cr"'^ d o ., p t.-.'t-f -i'3'! ,2 O ■U d a a 0 rU g da ri^irp O 2.^=1 -a o - o' 5 u ■r 2^|ogj 11- .a o >=S o Or^ t> 40 O !> a'S) • a- o p:^'^ d >;':d a o ''~' in 2 rtj) 8£.a a a >=? .a in ^ ^ in rdfn 5 ^ •rt o at;. 1 6 to 21, in case of defective children. 2 Penalty only for child 7 to 16, or one living idly and loitering about public places. TEXT-BOOK SYSTEMS. 2603 FREE TEXT-BOOKS, The following extracts from the laws of the various States regarding free text¬ books are taken from Chapter XIX of the Report of the Commissioner of Educa¬ tion fori 897-98: ' ^ In certain States the text-books are regularly furnished free to pupils. These, with the units bearing the expense, are Delaware (district). District of Columbia (below high schools) , Idaho (district), Maine (town), Maryland (county) , Massa¬ chusetts (town), Nebraska (district). New Hampshire (town), New Jersey (school corporation), Pennsylvania (school corporation), Rhode Island (town). In New York (rural) district boards furnish indigent pupils; (union school dis¬ trict) boards of education are authorized to furnish books “to piiihls out of any money provided for the purpose,” but no mode of providing money is indicated. In the following States, v/here books are usually individual property, local authorities have legal sanction for supplying the use of books free to indigent pu|)ils, obligatory in all except Illinois and Missouri, where it is permissive: Cali¬ fornia (district); Illinois (district); Indiana (township); Kentucky (county); Missouri (district); Montana (district), Nevada (district); New Mexico (district); Virginia (district); Washington (district). In certain States free text-books are furnished irregularly on local popular vote — local option, as it might be called. These are Colorado (district); Connecticut (town); Iowa (district); Kansas (district); Michigan (district); Minnesota (dis¬ trict); North Dakota (district); South Dakota (district); Vermont (town); Wis¬ consin (district). Particulars for the individual States mentioned are as follows: Calif oymia, 1895. — By law of 1895 and authorization of later laws, the State board of education, consisting of the governor. State superintendent, and principals of State normal schools, has compiled, or caused to be compiled, for the common schools these text-books: Readers, spellers, arithmetics, grammars, United States histories, geographies, text-books on physiology and hygiene, including a system of gymnastic exercises, and special instructions as to the nature of alcoholic drinks and narcotics and their effect upon the human system. Whenever any one or more of the State series of school text-books shall have been compiled and adopted, the State board of education shall issue an order requiring the uniform use of said book or books in the common schools of the State, * * * and no school board or other school authority in this State shall have the power to authorize the use of any * * * books as text-books other than those directed to be used by the order aforesaid of such State board, except books on such subjects as are not provided for by text-books published by the State. The printing of these text-books is done under the superintendent of State print¬ ing at the State printing otnce. All orders for text-books are to be made on the superintendent of public instruc¬ tion, accompanied by cash in payment at the price fixed by the State board of edu¬ cation as the cost price at Sacramento, and the cost of postage if to be shipped by mail. The following jpersons are entitled to order books: (1) County superintendents of schools for the use of teachers, parents, and pupils in their counties only. (2) Prmcix3als of State normal schools for their (use) and for the use of the pupils in their respective schools only. (3) The secretar}’’ or clerk of any school district in the State for the use of the pupils in such district only; but no books ordered by the county superintendents or clerks of district boards of trustees or principals of normal schools shall be sold 2004 EDUCATION EEPORT, 1899'1900. at a price exceeding the cost price at Sacramento, with the actual cost of freight and cartage added. (4) Any retail dealer who first transmits to the State superintendent of public instruction an affidavit pledging himself not to sell the books to be sold again, or to any" person beyond the limits of the State, or at a price exceeding the price to the pux)il fixed by the State board of education. The boards of supervisors of the counties are required to provide a revolving fund to enable the county superintendent to purchase the State text-books; all moneys taken therefrom to be replaced by the moneys received from the sale of books by himself, teachers, or clerks of boards. All schoolbooks comx3iled by the State must be furnished to the public school children of the State at the cost of x)rinting, x)nblishing, and distributing the same, the cost of distribution taken to be the cost of postage required for mailing each book. (Act of 1887.) School boards must furnish books for the children unable to purchase them, the books remaining district property and kept in the district library when not in nse. lUlnois, 1S97. — The district directors determine what branches of study shall be taught and what text-books be used, and they are required to enforce uniformity and i)ermit no change oftener than once in fonr years. They have power to pur¬ chase. at the expense of the district, text-books to sui^ply indigent children loan. Indiana, 1S97. — The State hoard of education, consisting of the governor. State superintendent, presidents of the State university. Piirdne University, the State normal school, and sux^erinteii dents of schools of the three largest cities, was authorized in 1889 to invite proposals: (1) From publishers for furnishing books to the school trustees of the State for a term of five years; (2) from authors who ha%'e unpublished manuscripts; (3) from parties ready to undertake the compila¬ tion of the revqnired books. The subjects I'lrescribed were: Spelling, reading, arithmetic, geography, English grammar, physiology, history of the United States, and a graded series of writing books. Books are supx)lied under contracts with x>ublishers. The State is expressly x^^’otected from any liability to the contractors, who recrive their x^ay solely from the x^roceeds of sales upon a plan as follows: Every school corporation certifies to the county superintendent (ax^xtointed by township trustees of the several townships) the number of the respective books required in its schools. The county superintendent makes requisition uxion the (elected) State suiterin tender! t, who makes requisition nx^on the contractor, who within ninety days ships the books to the count y superintendent. The latter notifies the local trustees, who take the books certified by them as needed and furnish them to the school patrons or school children of the corxjoration at the contract price for cash only, except that the corporation furnishes necessary books to indigent children, who would otherwise be unable to attend school. Any child 6 to 21 years of age, and any parent, guardian, or teacher of such child, may buy at contract x^rice from the county snx^erintendent, who makes separate requisition on the contractor for these books. Kentucky, 1S96. — The county board of examiners, consisting of the conaty super¬ intendent in each county, fixes a list, v/ith x^nblislier s guaranty, not to be changed for five years. Penalty for accepting anything of value for influencing choice, fine of 8500 and removal from office; for offering it, fine of $500. The (elected) county superintendent ascertains from trustees and teachers and otherwise the number and cost of text-books in each branch needed by indigent children in the county, and on his rex^ort to the county judge the latter is required to i)m’chase them from an allowance, not to exceed $100 per annum in any county^ and turn them over to the county suxierintendent for distribution. Jlissouri, 1897. — The State auditor, attorney-general, (elected) sux^erintendent of public instruction, president of the State iiornial school at Kirksville, and one TEXT-BOOK SYSTEMS. 2605 practical public-school teacher appointed by the governor constitute a schoolbook commission. This commission, upon bids submitted, made contracts for books to be supplied for five years from September 1, 1897, to be used exclusively after September 1, 1898. The books are furnished through dealers or by mail at guaranteed prices; (1) contract; (2) retail; (3) mailing. Any director or board of directors permitting any other text-book to be used in the same branches and the same grades as the contract list is deemed guilty of a misdemeanor and is subject to a fine of |5 to $35 for each offense; but supplemen¬ tary reading may be used when furnished without expense to pupils and without displacing any contract book. Districts furnish indigent children from the contingent fund. The act does not apply to cities having a population of 50,000 or over. Montana, 1895. — The State board of education, consisting of the governor (elected), State superintendent of public instruction, attorney-general, ex-officio members, and eight appointed by the governor, recommends to the legislature a uni¬ form series of text-books to be used in the public schools below the high schools. The State superintendent prepares lists of publications suitable for school libraries, vrith prices. He prescribes a course of study for all public schools. Local school boards provide books for indigent children; require all pupils to be furnished with suitable books as a condition of membership in school; deter¬ mine what branches shall be taught additional to those required by law, subject to approval by the (elected) county superintendent. Nevada, 1897. — The State board of education, consisting of the governor (elected), superintendent of public instruction, and president of the university, prescribes a uniform series of text-books in the principal studies pursued in the public schools, including temperance lessons, not to be changed oftener than once in four years. Text-books in algebra, geometry, drawing, natural history and philosophy, astronomy, and elements of bookkeeping are prescribed, as v/ell as those for common English branches. Penalty for failure to use the books of the list is forfeiture of the district’s share of public-school moneys. The boards of school trustees furnish indigent children, holding the books as district property. Neta Mexico, 1895. — The Territorial board of education, consisting of the gov¬ ernor and the x^residents of the university at Albuquerque and the Agricultural College at Las Cruces, is empowered to adopt a system of schoolbooks for exclu¬ sive use in the public schools of the Territory. It has power to contract with publishers, through the superintendent of public instruction (appointed by the governor, by and with the advice and consent of the council), for purchase and delivery of books. The books purchased in the name of the Territory shall be sold to the counties for cash only, at cost and freight, with 5 per cent added for necessary expenses. Accounts are settled by the superintendent of public instruction on the 10th of each month, and a full settlement is made between the Territory and contractors semiannually, March 1 and September 1. No change is to be made for four years from adoption. Penalty: Any teacher, school officer, or county superintendent vio¬ lating the rules of the board is deemed guilty of a misdemeanor, and is subject to a fine of from $10 to $100. Indigents are furnished with books by district boards. Ohio, 1897. — A 'commission, consisting of the governor, secretary of state, and (elected) State commissioner of common schools, fixes maximum prices on books offered through proposals filed in the office of the commissioner of common schools and confirmed by agreement for five years. It is unlawful for any board of edu¬ cation to adopt or cause to be used any book not filed as above. 2606 EDUCATIOTs" REPORT, 1899-1900, Publishers failing to maintain the supply as xDrovided are to have the book in question permanently rejected and to pay $500 for each failure, which sum is to go to the common-school fund of the State. The State commissioner of common schools in the first half of June, annually, notifies boards of education regarding the publishers whose guaranties are filed. On the third Monday of August, or at an adjourned meeting within two weeks, each board elects the studies to be pursued and the books to be used in the schools under its control. No text-book so adopted is to be changed, nor any part altered or revised, nor any other text-book sub'stituted for five years from adoxDtion with¬ out consent of three-fourths of the members elected given at a regular meeting. Each board, at regular meetings in Axmil and August, is to determine the Ijind and number of books required in its schools for next six months, and cause an order to be drawn for the amount in favor of the clerk of the board; the clerk then orders the books from the publisher, the board xiaying transportation charges from the contingent fund. The board has authority to arrange for the care and sale of the books to pupils of school age at not exceeding 10 per cent advance on the cost. The board may contract with local dealers to furnish books at rates above indicated, the board being responsible to the x)ublishers for all books purcbased by the hoard. When pupils remove from any district to a district using other books, and wish to dis¬ pose of their books, the board of the district from which they remove is authorized to purchase their books at a fair valuation and resell them. The local board fur¬ nishes indigent pupils by loan, Virginia, 1893, — Uniformity of text-books and the furnishing of schoolhouses with such apparatus and library as may be necessary shall he provided for on some gradual system by the (State) hoard of education. The two works of John Esten Cooke, entitled, respectively, Virginia; A History of Her People, and Stories of the Old Dominion, shall be included in the list of text-books. The State board of education, consisting of the governor, superintendent of the public instruction (elected by the general assembly) , and attorney-general, made contracts with publishers by which a series of books became established for four years from August 1, 1894. The board prescribed that counties and cities could change during the four j^ears from other hooks in use, but must keep the newly adopted books four years from adoption, if continued so long on the list of the board. Every pupil is required to be siipxJied with xsroper books before admis¬ sion to any school. City and county superintendents (apxjointed by the State board of education and confirmed by the senate) are charged with securing arrangements for having supplies of the adoi>ted hooks v/ithin easy reach at stip¬ ulated x)rices. School districts provide books for indigent x^upils. Washington, 1893, — The State board of education, consisting of four suitable X>ersons, two being teachers in the common schools, apx^ointed by the governor, by and with the advice and consent of the senate, together wdth the superintend¬ ent of public instruction, is authorized to adopt a uniform series of books for the common schools, not to be changed for five years except on failure of publishers to comply with their contract. City boards of education may adopt books additional to those prescribed by the State board, hut make no changes wdthin five years of adoption, and they provide books for indigent children. All children are required to be supplied with the x^rescribed books as a condi¬ tion of membership in the schools. Any district using text-books other than those prescribed, or failing to comply with the course of stud}^ x^^'G^^^^ibed by the board of education, forfeits 25 per cent of its school fund for that year. TEXT-BOOK SYSTEMS. 2607 STATES IN WHICH SCHOOLBOOKS ARE, OR MAY BE, PUBLIC PROPERTY. In the following States provision is made, obligatory or xiermissive, for furnish¬ ing the use of text-books free to pupils, for sake of brevity called, free text-books. Colorado, 1893. — Each school board “ * * shall have power, and it shall be their duty, * * * to fix the course of study, the exercises, and the kind of text¬ books to be used: Provided, That but one kind of text-book of the same grade or braiich of study shall be used in the same department of a school, and that after the adoption of any book it shall not be changed in less than four years, unless the price thereof shall be unwarrantably advanced or the mechanical quality lov/ered or the supply stopxied. To iirovide books for indigent children, on the written statement of the teachers that the parents of such children are not able to purchase them, and to furnish free text-books for the use of all jiupils when authorized to do so by a majority vote of the district as expressed at any regular or special meeting. To require all pupils to be furnished with the proper and suitable books as a condition of membership in school. Comiectieut, 1895. — The State board of education, consisting of the governor, lieutenant-governor, and four persons appointed by the general assembl37, ma}^ direct 'what books shall be used in all its (State) schools, but shall not direct any book to be changed oftener than once in five years. (Sec. 10.) Any town, at its annual meeting, may direct its school visitors or board of education or town committee to purchase, at the eiqiense of said town, the text¬ books and other school supplies used in the ipublic schools of said town, and said text-hooks and supplies shall he loaned to the pupils of said iiuhlic schools free of charge. (Sec. 53.) Delaivare, 1893,— By the law of 1885 the State hoard of education, now com¬ posed of the governor, secretary of state, and the three superintendents of the counties appointed by the governor, meets every five years to determine what changes shall he made in the text-books to he used in the said free schools, and no change shall he made in any text- books to he used in the said free schools except at the meetings to be held every five years as directed by this act. By act of 1891, on and after the first Saturday in April, A. D. 1891, the school commissioners or trustees of each school district or districts in the State shall furnish the necessary text-books free to all the xiuiiils enrolled in the free schools of the State in the manner hereinafter provided. The school commissioners or trustees shall order from the publisher or pub¬ lishers the books which have been adopted by the State board of education at the net contract prices at which the publishers have agreed to supply the same, (Sec. 2.) It shall 1)0 the duty of the clerk of each scliool district to distribute the hooks received to the scholars or their parents, guardians, or other person, as they desire, upon receipt for the same. The clerk shall he responsible for the safe- keeping of the hooks furnished him and also for prices of books sold. (Sec. 3.) i It shall be the duty of the school commissioners to provide for the safe-keeping and care of the books returned by the pupils at the close of the annual term to the clerk. The school commissioners may furnish books at cost to puiiils who wish to replace books lost or willfully destroyed or who may wish to own their hooks, and shall turn the proceeds into the school fund of the district. (Sec. 4.) 1 It shall be the duty of every teacher to hand to the commissioners of the dis¬ trict, at the end of each quarter, an inventory of the books in the school belonging to the district, stating by whom such books are held, their condition, and the number of and by whom hooks have been destroyed. Until such report shall have been made it shall not be lawful to pay such teacher his or her salary. (Sec. 5.) 2G08 EDUCATION EEPOET, 1899-1900. The text-books for the colored schools of the State shall be ordered by the county superintendents of the respective counties through the county treasurer of each county. (Sec. 7.) District of Columbici, ISOS. — In recent years books have been supplied by loan, free, to pupils below the high schools through specific appropriations made by Congress, upon which the District depends for its legislation. Idaho, 1S97. — A State board of text-book commissioners, consisting of the presi¬ dent of the university, the State superintendent of public instruction, and three others engaged in educational work, appointed by the governor, after proposals for furnishing books, free on board cars, were received for a term of six years from September 1, 1893, selected a series of books for exclusive use in the State. The chairman of each board of trustees in a county forwards to the (elected) county superintendent a list of the books needed. The county superintendent makes the necessary orders to the State superintendent, who orders from the con¬ tracting publishers and, on receipt, distributes to the county superintendents. All payments to county superintendents are forwarded to the State treasurer, who is charged with settlement of bills of contractors. By amendatory act of 1897 the trustees purchase, at the expense of the district, all text-books used in the public schools, to be either loaned to the pupils free of charge or sold at cost to any pupils of the district for cash only. The clerk is custodian and must deposit a detailed monthly statement of accounts and of the condition of books. Iowa, 1S97. — The board of directors of each school corporation is empowered to adopt text-books for the teaching of all branches taught, and to contract for and buy said books and to sell the same to the pupils of their respective districts at cost. The board may select one or more persons within the county to keep said books for sale, under bond. All the books purchased under the provisions of this chapter shall be paid for out of the contingent fund. The books are selected after advertisement for proposals. Contracts are made for five years. The publishing contractors give bonds. The (elected) county superintendent, the county auditor, and the members of the board of supervisors constitute a county board of education. On petition of one-half the school directors of a county, outside the cities and towns, asking for a uniform series of text-books in the county, the board provides for submitting the question of county uniformity of text-books to the electors at the next annual meeting. If a majority of the electors voting vote affirmatively, the county board selects the text-books for the entire county and contracts for the same. The list adopted is obligatory upon all public schools of the county except in the cities and towns, which may adopt the same books if they so choose. The board of education may arrange for depositories and pay for the books out of county funds, to which proceeds of sa,les are returned. On petition of one -third or more of the legal voters in any school corporation the question of providing free text-books is submitted to the voters at the annual meeting, notice thereof being in the call for the meeting. If a majority of the legal voters present and voting favor it, the board procures the books, by selection and contract as above, and loans them to pupils, who are held responsible for damage or loss, but are permitted to buy any text-books used in the school at cost. The electors, by like steps, can secure the discontinuance of loaning text-books to pupils. District boards may furnish school books to indigent children when they are likely to be deprived of the proper benefits of school unless so aided. Kansas, 1S97. — A school text-book commission of eight members, appointed by the governor, by and with the consent of the senate (not more than three members being of the same political party), with the State superintendent ex officio chair¬ man, for four years from the first Monday in April, 1897, was authorized to select and adopt a uniform series of school text-books for use in the public schools in the TEXT-BOOK SYSTEMS, 2609 following-named branches: Spelling, reading, arithmetic, geography, English grammar, physiology and hygiene, history of the United States, civil government, elements of algebra and physical geography, elements of natural philosophjg bookkeeping, and a graded series of writing books. Bids were invited from publishers for furnishing books for five years from Sep¬ tember 1, 1897; also from authors of unpublished manuscript; also from persons willing to compile books. The law defines the maximum prices and provides for exchanges to secure uniformity. - After the annual school meeting each clerk is required to transmit an estimate of books required to the county superintendent, vcho sends a requisition on the publishers for books needed for the county. By a two-thirds majority of the legal electors anj^ board may buy the necessary books from the incidental funds, retain the ownership, and furnish the use free to x)upils. Maine, 1895. — Towns shall provide schoolbooks for the use of the pupils in the public schools at the expense of said town; Provided, however, that any parent or guardian of any pupil in the public schools may, at his own expense, procure for the separate and exclusive use of such pupil the text-books required to be used in such schools. Marylanid, 1896. — Schoolbooks shall contain nothing of a sectarian or partisan character. The board of public school commissioners of Baltimore City and each beard of county school commissioners shall adopt and purchase text-books for use in the public schools of said city and of the several counties in the State as such new text-books are required, and when so procured the necessary text-books shall be furnished free of cost for use in the q)ublic schools of the State, subject to the order of said boards, but said boards shall have the right at any time to change any series of text-books already in use or hereafter adopted; iirovided, that text-books shall be furnished under the provisions of this act to the several grades in the public schools successively, beginning with the hrst grade; and provided, that said boards shall not be required to expend during any school year for said text¬ books more than the several amounts of money received by said boards, respec¬ tively, under the provisions of this act; paid provided, that indigent xiupils of all grades shall receive text-books free of cost, as xirovided under the jprovisions of existing laws; and provided, the said respective boards shall adopt such means for the inirchase of text-books by competitive bidding, as far as is xiracticable, and at the lowest possible price; and provided, that parents or iiirpils may purchase their own text-books when they think proper. The details of titles, publishers, and iirices are reported to the State board of education and set forth in full in its annual rexiort. The said several boards shall provide for the issuing, safe-keeping, care, and return of the same. Massachusetts, 1895. — Chapter 103 of the acts of ISSd provides that the school committee of every city and town shall purchase, at the expense of such city or town, text-books and supplies used in the jiublic schools; pmd said text-books and supplies shall be loaned to the pupils of said ]Dubiic schools free of charge, subject to rules of the committee. The school committee directs wdiat books shall be used, and prescribes, as far as IDracticable, a course of studies and exercises. The committee must require the daily reading of some portion of the Bible, without written note or oral comment. It is recognized as fulfilling the require¬ ment of law that the teacher shall read the Bible as part of the morning devo¬ tional service without requiring every ]3iix)il to do so. (Pub. stat. rel. to x^ub. inst., 1892, with annot. and exxfi., p. 4G.) Michigan, 1898. — The district board specifies the studies to be pursued in its ED 1900 — YOL II - 81 2610 EDUCATIOIT EEPOET, 1899-3900. scliools and selects tlie test-books, including those with the temperance lessons, approved hy the State board of education. Text-books adopted are not to be changed for five years except by consent of a majority of the qualified voters present at an annual meeting or a special meeting called for the iiurpose. The district board is authorised to purchase, at district expense, books necessary to supply indigent pupils. On a majority vote, at an annual meeting v/ith specified previous notice of the vote, the district board shall purchase the necessary books, to be the property of the district and loaned to pupils, providing that individuals may buy their books from the board, and that the question of free text-books may be revived at later annual meetings. The books are bought after proposals through contracts. Officers neglecting to proceed after vote of the district for free text-books are deemed guilty of misdemeanor and liable to a fine not more than $50, with or without imprisonment in the county jail not exceeding thirty days. Minnesota, 1807. — The board of trustees or board of education of each and every school district is empowered to select, adopt, or contract for the text-books needful for the use of the school or schools under its charge, and the said hoard shall have povrer to purchase the text-books selected or contracted for, and provide for the loan, free of charge, or sale at cost of such text-books to the pupils. No adoption or contract must be for less than three nor more than five years, within which the text-books shall not be changed. 'Whenever five or more legal voters of any district petition the board of school trustees to submit to vote the question of free text-books it is the duty of the trustees to call a meeting with ten days' notice. The ciuestion may come up at an annual meeting with like notice. If favored by a majority vote, the trustees shall provide free text-books out of the school funds. The temperance lessons are obligatory, and the superintendent of public instruc¬ tion and the presidents of the normal schools are directed to recommend a suitable text-book and furnish it at cost to the several school districts. Nebraska, 1897. — It is made the duty of school boards to purchase all text-books necessary for the schools, and they are authorized to ma :g contracts with pub¬ lishers for terms not exceeding five years at jprices not exceeding those for any individual or corporajtioii in the United States, and with guaranty of any reduc¬ tion made anywmere during life of the contract. Publishers are to file price lists and bonds of $3,000 to $30,000 with the State superintendent of x)ublic instruction, who prepares copies of the lists, and sends them, as well as forms of contracts, through the (elected) county superintendents, to all districts. ; All text-books purchased by district boards a,re held as the property of the dis¬ trict, and loaned to pupils free of charge, the pupils being held responsible for any damage, loss, or failure to return the books in due time and to the person desig¬ nated by the board. Any parent or pupil may purchase from the board necessary books at cost price. The board may designate a local dealer to handle the books for the dis¬ trict, with such increase above contract price to pay cost of transportation and handling as may be agreed upon. New Ha'iupshire, 1898. — Each town constitutes a single district for school pur¬ poses. The school board prescribes the studies. The board is required to pur¬ chase text-books at the expense of t’he city or town and loan them to the pupils free of charge under such rules as it prescribes, making x>ro vision for sale at cost to such jDupils as wish to purchase them for their ov7n use. New Jersey, 1895. — Each township constitutes a school district; each city, borough, and incorporated town constitutes a school district separate and distinct from the township school district. It is the duty of the local board of education to j^rovide tezA-books and loan the TEXT-BOOK SYSTEMS. 2611 same free to all the pupils, subject to orders and regulations of the board. The purchase is made from a free text-book fund raised by special school tax. Any school oificer accepting any consideration for promoting the sale of any books or violating the provisions of the act is deemed guilty of a misdemeanor, punishable by removal from oiSce. New York, 1898. — In common-school districts the inhabitants at an annual or special school-district meeting may appropriate money for the purchase of free text-books for indigent pupils. This is the extent of their power, and even this is rarely exercised. There are about 12,000 common-school districts. The inhabitants of union free-school districts are authorized by statute to appropriate money for the purchase of free text-books for the pupils residing in their districts. The proposition to be submitted to the meeting must be given and served upon every inhabita.nt prior to the meeting. This power is rarely exercised. There are about 700 union free-school districts, and iirobably scarcely 100 of them provide free text-books for all pupils. The cities of the State by their charters are authorized to provide free text¬ books for all resident pupils. The books are loaned to be returned at the end of the term. 17o reports on the subject are made to the staTe department by dis¬ tricts or cities, but the belief is that about one-half the cities avail themselves of their charters for free text-books. North Dakota, 1896.— IthQ school hoard of any city, town, or district is empowered to select, adopt, or contract for text-books, also to x>urchase them and provide for the loan, free of charge, or sale at cost to the pupils. Gii petition of a majority of the qualihed electors the board must submit the question of providing free text-books to the next annual meeting, and on a majority vote it is the duty of the board so to provide. Fennsylvo.nia, 1897. — Immediately after the annual election of teachers in each school district and before the opening of the next term, there must be a meeting of the directors and tea-*hers of each district, at which the directors decide upon a series of schoolbooks for exclusive use for the year. The school directors or controllers purchase text-hooks as required out of the school fund and furnish them free of cost for use in the schools, subject to the orders and provisions of the directors or controllers. No change in text-books must be made more than once in three years. The Scriptures come under the head of text-hooks, andthe}^ should not be omitted from the list. It is unlawful for anyone officially connected with the school s^'stem to promote the sale of anj^ book or have an interest in such sale, under penalty of fine or imprisonment. Rhode Iskmd, 1896. —The school committee of each town iDrescribes the studies and purchases the text-hooks to be loaned to the pupils free of charge, subject to rules of the committee. A change may be made in the schoolbooks in any town by a two-thirds vote, of the whole committee, and, in the city of Providence, by a majority vote, provided that no change shall be made oftener than once in three years, unless by consent of the State board of education. South Dakota, 1897. — The county board of education— consisting of the (elected) county superintendent, the superintendents of cities or towns, the county State's attorney, the hoard of county commissioners, and one person from each commis¬ sioner's district, selected by the school board of such district— selects and adopts all text-books for a term of five years, after receiving proposals and guaranties from publishers. The hoard of county commissioners contracts with publishers, designating a depository in the county where hooks shall be sold at not more than 10 per cent advance on cost. A provision is inserted in the contract that it becomes void as to any book when the State has published a corresponding hook. Each depositary is put under bond and must make returns to the county auditor 2612 EDUCATION BEPORT, 1899-1900. monthly. On a written petition of the electors of any school corporation the board shall arrange to furnish free use of books. A safe bookcase is required. The books are to be the property of the school corporation, used only on order of the board. Utah, 1896, — The State superintendent of schools, county superintendents, and the principal of the State normal school, or a majority of them in convention, decide what text-books shall be used, except in cities of the first or second class, not to be changed for five years, except for sufficient cause, to be decided at a special convention caTed for that purpose. In cities of the first and the second class the boards of education have power to furnish and loan to pupils all text-books used by them. Wisconsin, 1897.~A.\> the annual meeting of every school district the question of providing free text-books must be submitted to popular vote. The boards are required to determine what books shall be used in their respective districts. COEDUCATION IN THE UNITED STATES AND IN FOREIGN COUNTRIES. Coeducation, or the education of boys and girls in the same classes, is the gen¬ eral practice in the elemental'}’- schools of the United States. Exceptions to this rule are found in a fev/ cities— less, apparently, than G per cent of the total num¬ ber. In the majority of these cities the separation of boys and girls has arisen from the position or original arrangement of buildings, and is likely to be discon¬ tinued under changed conditions. Of the fif fy principal cities enumerated by the census of 1890. four, namely, Philadelphia, Pa.; Nev/ark, N. J.; Providence, R. I., and Atlanta, Ga. , report separation of the sexes in the high schools only; two cities of this class— San Francisco, Cal., and Wilmington, Del. — reported, in 1892, separation in all grades above the primary. In six cities — New York and Brook¬ lyn, N. Y. ; Boston, Mass.; Baltimore, Md.; Washington, D, C., and Louisville, Ky. — both separate and mixed classes are found in all grades. Five cities of the second class, having a population of 8,000 or more, report separation of the sexes in the high schools, and ten cities of the same group separate classes in other grades. Or cities whose pox)ulation is less than 8,090, nine report separate classes for boys and girls in some grades. Coeducation is the policy in about two-thirds of the total number of x>rivate schools reporting to this Bureau and m 65 per cent of the colleges and universities. On November 14, 1900, the follov/ing vote was passed by the board of trustees of Clark University, Worcester, Mass., viz, “that the university will admit candi¬ dates for the degree of doctor of philosophy and will confer that degree without regard to the distinction of sex.” Foreign countries, — In England 65 per cent of the departments into which the elementary schools are divided have boys and girls in the same classes; in Scot¬ land, 97 per cent. Statistics for Ireland show that 51 per cent of the national schools have a mixed attendance of boys and girls. Separate education is the general policy in English schools of secondary grade, and where both sexes are admitted to the same school it is generally to separate departments. The royal commission on secondary education advocate the exten¬ sion of the coeducational policy, and since the jpublication of their report (1895) experiments in this direction have noticeably increased. In the British colonies, with very few exceptions, both mixed and separate schools are found. In Ontario all the schools are mixed. In Quebec the schools for English children are, as a rule, mixed, but in those for the French the sexes are separated. In the Australasian colonies the tendency to separate departments for bo7fs and girls is noticeable in cities. In CaiDe Colony, while nearly all schools are mixed, separate schools for girls are encouraged. In France custom and sentiment favor the separate education of ooys and girls, COEDUCATION - TEACHEKS’ SALARIES. 2613 and. the law requires every commune having above 500 inhabitants to establish a separate school for girls unless specially authorized to substitute therefor a mixed school. The attendance upon mixed schools slightly increased during the last decade, but not enough to indicate any decided change of sentiment in this respect. The mixed schools are seldom found in cities. The department of the Seine, which is occupied by Paris and its environs, reported in 1891-92 for public schools only 0.2 per cent of the pupils enrolled in mixed schools, and for private schools 9.2 per cent. In secondary schools, public and private, separate education is the universal rule. Germany. — Separate education is the preferred policy in the German States, but is not practicable in the rural primary schools. According to statistics of 1891, in Prussia two-thirds of the children in the common schools were in mixed classes, but in the cities the proportion was only three-tenths. In Saxony only the two lowest classes are mixed, so that separation occurs generally at the tenth yexr of age — always by the twelfth. Other continental countries. — Similar conditions prevail in the remaining coun¬ tries of Europe, the tendency toward separation being most strongly marked in the Catholic countries. In Italy the law calls for separate schools for boys and girls, and if they attend at the same building it must be in separate departments, each provided with its own entrance door. The lowest classes, however, may be, and often are, mixed. Ill Norway, and to a less extent in Denmark, girls are securing admission to secondary schools formerly reserved for boys. The South American republics follow the precedent of the Latin states of Europe, Brazil, like Italy, requires separate schools for the two sexes. In 1888 the experi¬ ment of admitting boys and girls to the same class room was made in a few schools, but they were seated in different rooms outside of recitation hours. Coeducation in the universities of Europe.— IhQ adverse vote of the senate of Cambridge University upon the proposition to admit women to the university degrees fixes for the present the status of women v/ith respect to the great English universities. The vote, which was taken May 21, 1897, stood 1,707 against to 661 for the resolution. . The university colleges established in England since 1888 are open to men and women. By the ‘‘universities act” of 1889 the Scotch universities were author¬ ized to open their doors to women. Edinburgh admits them to the classes with men. Glasgow has affiliated Queen Margciret College for LYomen, and more recently (1895) opened all lectures in the faculty of arts to women. The Univer¬ sity College of Dundee, affiliated to St. Andrews, is coeducational. In France women have never been legally deprived of university privileges, and since 1863, when the first woman was enrolled in the Paris faculties, the number of women matriculates has been gradually increasing. The universities and secondary schools of Italy admit students of both sexes to the same class, a policy at variance with that pursued in the elementary schools. Women have recently been admitted to courses in the universities of German}", Austria, and Hungary, special authorization being required in each individual case. The University of Athens was open to women in 1890. TEACHERS’ SALARIES. The list of city school systems in cities of over 8,000 inhabitants, as imblished in the Report of 1898-99, numbered 632. The revision of this list according to the figures of the Twelfth Census caused a reduction of the number to 568, a loss of 64 which had claimed populations of over 8,000. It being generally the case that the average salaries paid teachers and supervising officers in the small cities that were dropped from the list of last year are far below the average in all cities of over 8,000 inhab- 2614 EDUCATION EEPOET, 1899-1900. itants. to this change in the list is due the large apparent increase in the average salary for the cities of the country at large. In the case of some of the States, however, as in New Jersey and Illinois, the changes in average salaries can not be assigned to this cause, for, though four small cities were added to the list of the former, the average salary shows a marked increase over those of the previo u year, and while Illinois, by the revision above mentioned, loses six cities, the average salary for the State shows a falling off from $784,58 in 1898-99 to $745.13 in 1899-1900. A notable salary change resulting from an actual improvement in the salary schedule appears in the figures for New York, which show an increase of $137.17 over the average salary in this State for the preceding year. Average annual salaries of teachers and supervising officers in cities of over S/jOO ^ inhabitants, summarized by States, etc. Cities of— 1898-99. 1899-1900. N umber of teachers and super¬ vising olhcers. Expendi¬ ture for su- Itervision and teaching. Average annual salary. N umber of teachers and super¬ vising officers. Expendi¬ ture for su¬ pervision and teaching. Average annual salary. United States . 87,3-10 $55, 689, 787 $638.35 88, 237 $.59, 183, .588 $670. 81 North Atlantic Division. . 41, 9:14 27,571.736 6.57. 66 43,358 30,978,507 714. 48 Soiitli Atlantic Division . . 5,896 3, 278, 909 5,56. 13 5,857 3,319, 268 566. 73 South Central Division - 4, 856 3,:341,240 .537. 47 4, 380 3,309,323 539. 56 North Central Division . . . 30, 141 18, 837, 066 634. 96 29,877 18, 643, 461 62:i. 97 Western Division . 4, 933 3, 660, 836 743. 63 4, 855 3,934,007 810. 30 North Atlantic Division: Maine . . 711 314,655 443. 55 683 306, 0,33 448. 05 New Hampshire . . 510 257, 089 504.09 535 273, 461 5:20. 87 Vermont . . . 1.53 '70, 9,50 466. 77 161 73, .350 455. .59 Massachusetts. - - - 8, .539 6, 087, 999 713. 79 8, 714 6, .349, 889 738. 69 I-thode Island . 1.335 790, 974 593. 49 1,388 796, 765 618. 60 Connecticut — . . .. 3,349 1,287,934 573. 71 3, 211 1,379,606 578. 74 New York . 16, 163 11,543, 660 714.24 16, 775 14, 383, 374 8.51.41 New Jersey . . . 3, 374 1,964,304 583.15 3, 877 3,315,801 597. 31 Pennsylvania . . . 8, 903 5,254,271 .590. 23 9, 124 5, 301, 239 582. 03 South Atlantic Division: Delaware . 347 121,311 491.14 253 134, 804 495. 35 Maryland . . . . . 1, 136, 798 ! District of Columbia . . 1,161 801,016 689. 93 1,236 838, 577 683. 99 Virginia . — 6H7 330, m 466. 76 696 :H0, 341 474. 63 V/est Virginia . . 397 138. 073 464. 89 328 141,195 433. 11 South Carolina . 305 85, 866 418.85 301 87, 403 434. 83 Georgia . . . 819 4.37. 084 533. 68 795 419,760 528. 00 Florida . . . 199 101,816 536.71 205 84, 636 413. 85 South Central Division: 1 Kentucky . . . . 1,119 1 696, 583 633. .50 1,113 649, 063 683. 69 Tennessee . 593 332, 484 543.83 679 340, 996 503. 20 A labania . . . 395 145, 805 1 369. 13 393 133,4.55 457. 04 Missis.sippi . . 64, 086 Louisiana . . 753 349, 010 1 46:1. 49 753 375, 779 499. 70 Texas . . . 1,064 6:>7. .3.58 i 589. 63 1,0:37 604, 863 588. 96 Arkansas . 308 139 283 631.54 309 1:20, 513 576. 61 Oklahoma . . 31 6;633 313. 93 70 351. 89 North Central Division: Ohio . - 5, 745 3. .562, 193 620. 05 5, 843 3, 622, 847 620. 14 Indiana . 3,633 1,440,010 546. 90 3, .350 1, 407, 768 599. 05 Illinois . 8,021 6,393,133 784. .58 8,100 6, 0.35, .583 745. 13 Michigan . 2, 945 1,560,540 539.89 3,016 1,630,395 540. 55 Wisconsin. . 3,383 1. 398, 579 544. 93 2,433 l,3;3-4..58l 548. 53 Minnesota. . 1,948 1,168.6.50 599. 93 1, 876 1,178,746 628. 33 Iowa . . 1,794 891,473 496. 93 1,840 866, 438 470. 88 Missouri. . . . . 3, 871 1,669,869 581.63 2,931 1, 715, 684 587. 36 North Da.lrota. 75 43, 831 584. 41 So’uth Dakota . . 50 37,931 558. 62 53 36.307 494. 47 Nebraska . . 866 490, 383 566. 20 638 399, 635 6:26. 39 Kansas . . 810 390, 475 483.06 773 399,587 517. 60 Western Division: Montana . 341 IflO. 438 66.5.68 263 323, 000 844. 10 Wynmin p" 28 21,. 545 769. 46 Colorado . 833 662. 398 795. 19 907 704, 431 776. 65 Utah . . 404 213. 093 527. 45 383 206, 931 540.29 Washington . 536 374,583 513. 28 609 375, 308 616. 26 Oregon . 346 238. 785 661.23 343 323, 486 6.51.. 56 California . 2,503 3, 080, 0-35 831. 00 2, .393 3, 162,416 943. 05 CHAPTER XLVII. STATISTICS OF ELEMENTARY EDUCATION IN FOREIGN COUNTRIES. ELEMENTAEY EDUCATION lY FOREIGlSr COUIYTEIES. 2615 a Average eni’ollment. Ambulatory schools. Statistics of elementary edncafio7i infoimgn countries — Continued. 2616 EDUCATIOI^ EEPORT, 1899-1900. WEST INDIES. ELEMENTAKY EDUCATION IN FOESIGN COUNTEIES. S o o < iO 1— I Ct' ^ Ci '-H C-I to 'r" — < t-* Oi O O CO 00 CO 01 O oi oi CO CO to r-1 iC ^ o CO cot- CO T— I to O 01 o: CO i- CO ^ 01 ^ Ol rH 7i o i CO P p ^ o oi p r g^JoIoSocb^colo^ i-C^ c: c;) 00 00 O CO O <7> Oi CO OOCOCOCOCOCOCOCO 'c^^l 2'S t? S s o.^ O ^ ^ 0:> GO r-J i.O O Oi to xS 3 CO o 01^ to CO ^ o:! ^ o 1-H C XO I- i- C: XC' CO cc ^ to ci oi to to to GO iO t- CO O 05 CO CO CO i- c:> o 1-^ i- i- CO T-i O 1-H CO lO CO w to 05 u- lO CO 01 iO I-H I- 01 1-H ^ L- DO CO OI 5 0> i- CO r cool 5^ ofcT 8 O cr. 5 CO O Cl 05 C5C5'TC5C5C-.C5 OC OO ^ OO C5 CC' 00 .s 2 P.iJ bjj ® « fHoS.2ooce(P^3-'’J3 ^ c ^ o|-5.S.? “gaol h d +5 t» > ! 2 o A p o-^tCA ^ 0) Pi .52 W a I o p p,M ce^ ft oi tw O O O'P • CO P 111 iCpH JQ 1> © CC C'P P >- o-^ ^i| o£» ill fis-g ago 2 p.2 O 'Ji ogA .=2 p O fcl fell sS (3 P 'S°‘^ CO O CO ^-1 CC pi^r oo O -r.! rP cc Q. ' CC >-.5 c-l ■ ^ ^ ft cSj >3 o s' rrt P C"! ft 'S a a Oft rCA'S s o; tv o'*-' fl <» r-H cg-rH Mt>40 3r p P p. p^ . o Izi^ fl p 8 0 2^ o Ph-s' P ® ..2 U CC • 1 Q S 2|a| ill ■5.g B Og os Ti QO fn [P a C|_| ® Cfi +A (j; W ^ O 3 ^ CC Or^ 4^ . Oj CP cj •'-; ®-i a "2 s ^ 'U ft J n CP ^ C ® p a bn o CP P ^3 O o •rj ® 2 ^ o 's^ ,1^ 1 o f4 i^Q CS H O O P > . ® Hj "2 p S S M .215 ■^a 2-’ Q p:5Q P . :e o "rf AAi q_( a -pSa .2 2 s a a .- rp o “•p'dr^^xi ^+3 (J'o P -S ;! S ® 2 A H o'2 P> • oa®Ro>P:i:S 1^ ^3 ® LT P 5 ^ OCQ dP O •J3 C f-i rtrd 2 O Ol-J .- ® a § ° -1-1 rrt O O M O P S«2 O bX) f-i O <3 O o^;;: . |o§^ ^ "S’S a rt Sa o 0.2 '■' Jh o ® P o 0 8 22.0 ^ q_l .2 S'^ ce O .2 p S .2 "S .2't^ ®.^2 ^ a.ai^.a 's a.2 0a s fdl I “■s|8i CP ^ 0;z; ;h CP o3 o a^ftg-i® as^-agp 00 00 CO o o QQ Acbb 0 . ; p 3 p . 0 a.2 1-2 oP ^3^ I- CO CO CO s;a CO to 0 l^ CO i- 0^ o’ L- CO 01 'Oi CO o L--rxO OICO -t^Too CO lO 01 CO* lO CO c; CO ^ CO iO &XS Ma &l a« acQ M W a .a v< 0 CP ^ 0 S 0 'a ^ WTi +3 a csH ■2 0 2 !33 0 8 ® ccP ELEMENTARY EDUCATION IN FOREIGN COUNTRIES. o OJ 053 P3 CH.S't-' a °o?oS S 3.s.s-a- "3 c a’3 o gllll i|23l uJ 5 SQ ■73 li —I 2 ra O 0 O O fidl 3 ^ . =g 0=M ° O o„ . •a -.3.1 • a-s s.3| os -s a fl s o ftS ss?| -asa=^.ao ^ d 3^ .0. .-d S;' 5«S g « d j oS os joi_! ® ^ o • o o p^ o!2; ^ e^ < d d - 2 .3 £ .3^ la o d d © S5; .3 i O S d’43 o •IH ^ +3 O 3 52 'd j) g ^ S.2 s bij.a •S 3 3 © s d ^ 431 .- o d d M - s'S 3^1 S df=^ 1m|| IS C .3 ; • d. :t~ m. ft •3§| . s © ft e4 © d d! d © .3 i*i S m d S d Sn d S S.d ^ r4 ^ " _S ^ 3 © O d s - s - S ©•d'd bi != M 3S o 3^3 d ^ 3 o ^ m g ia o5 Q O^Oi Oi Cl' C^ Cl Cl Cl CO CO CO QO CO CO GO CO o 0> oS -rH c^ (ist^ Ol f>t CO co' o CO^'iC ^coo )i^CO •T-i O sfss s s CO i-o ?i oi CO 4tH s? ^ c3 d &JD d 5 1 o o as d -d 1^ d S d © ds S g ft ^ CCOf d © 3s a 3 3 ^ © o d was ft ^ s ©) d a 55 2619 a Public schools only, which eni'oll 4,190,320 pupils, oi’ three-fourths the total, in elementary schools. 5 From States only, or incomplete statements. c Including tuition fees. cZ Total contribution for elementary education from the various ministers in 1899. 2620 EDUCATIOI^ EEPOET, 1899-1900. c3 O so ofU o'!:} !=l ■ cc 2 '“5 O oCJ S-I WQ ?5 .S o-^ ^ dQ d o ^ 2 opq^ 0+2 «4J . o ft .§d 02 o = 0 o; w -S 8| -g ^ CO 'So Q b ft m .s be •S a © +2 a .w - ft O ^ .S C3 og ft ft ® V ft^ § © ►H ® 0-2^ © 'f-i © cS 2" g ?H_o o3 +3 fl S be r I- O.S ft • a!> O opj'® S'^K ® SH ft o © 4^ 05 s ^ n ^ d S 2 § 0^‘43nd 12.2:58 ►d i-j 1 .i - Pice W Q S ©^ j-3 PI 2 ^ d -.Sr® o'-: . © ■S'S d.S S^g Ml rT:5 g“.H CO Eh o 05l-jP2 . - .^ . 10 ^, rt ft Q Q Q -Q iS g iS CO r s i. 10 1'- -JZ C2 c-i i- p, ce ®.d ft g ^ o G d S ft'" o P c; S Sc CO S JSg ci S rO g o J ft o ^ H 2 -P -G Q ' ^.2 ft © © © ^ : 08 'd 1 -ft rg-S ft © G ft © a a g 'g .2 ft G 5 p ft & © © © ft P G ftO 0 0 ELEMENTASY EDUCATION IN FOEEIGN COUNTEIES, cd.2 o'© 6 6^6 It rs .g .S B ^ ” CO o fl'a O o § o , • N O ^111 °soi Q OQ gw a • rH CM CM O c U a a t, -M a 4J 'da ^ al^ - o a o gj a a) ) o =« a2 ( ^ ^43 0.0 ft a s o ^ •M c3 7 o o a, ^ M -M . ^ 0) oj-a a a-a ® .s S . a ^ o o 2 o'43 73f CC rH , © 0^ r- . :ftK ' • . a ,•• I a ■'-I M - Hfe Q O to CO CO a. 2 A A a'-i3 ‘w "w va <» oj |2| O g O '^;a§l8' I a| £■" OrMl''^2-^g;HO 'o a . •2.2-b S 3.3 2 g,S- -3 o - o .a 03 . ^ cH ^ ^ a.i CO r- -t a ft-' a a S' aSa o •Yr a f-i CO a ® ^A'^^ •- Ai A ft! . a to 5P’ |-|o^, 6 Q a a O © 02 a" P a a a o' rl^ 1 o 8 a a a -t~j P 0 Ph o a P a P CQ^ a A A •' CO d o .a o "o §■ d . a . aP, 1 ol § aP ,2 A "i § t Ml K S P '"a a -tJ -i-i O c3 c3 •a a a a A 3 O 'C 'O 0 ® a rcJ CM --w 03 o o CM 53.2.2 a fl fi B ^ c5 S . o 5aaa 3 0 0 0 m CC CO CO I- l-COrH c: C3 03 00 OC' CC CO iOiO T-i CO oo CO ^ CO CO o § ?S2 Ci COi—i S s Cl c't Ql c:i O O C-t) ci cr- r-^ CO c/j CO CO CC CO rHO^GO .<*! o O III POOP p p a ^ i O "cQ CC 0 !> a ? (P O) 0 P O' a <1 .a P o a o O :'-' 02 > .a ||.s ■SfeS ill O • ^ S) ap-S tr: o as a aa! fta a .S Sa as ® 3 o M a a 'll. CO a.S als of normal schools, list of, 1268. Printed lectures for lyceums,297. Pritchett, Henry Smith, 1408. Private day schools for the deaf, 25.51. Private efforts for educational facilities, 1673. Private high schools and academies, 2124. Private normal school instructors, 2079. Private normal schools in the United States, 2069. Private normal schools, their graduates, 2082. Private normal schools, their income, 2083. Private secondary schools, lv. Problems of national education. 1688. Problems, special educational, 1674. Procedure of the jury on elementary educa¬ tion, 1677. Professional and allied schools, summary of statistics, 1965. Professional and collegiate courses, readjusted, 615. Professional education in the United States, 1345. Professional schools, xltx. Professional schools, endowment of, 1959. Professional status of teachers in Prance, 1718. Professors and instructors in higher institu¬ tions, number, 1883. INDEX, 2641 Professors and students in colleges for women, 189:3, 1894. Programme of a winter’s Old South work. 914. Programme of Cuban teachers’ summer school at Harvard, 1386. Programme of lectures delivered in Catholic university extension, 308-310. Programme of the congress of social education, 1567. Programme of vacation school, 904. Progress, educational, of the century, 569. Progress made by normal schools, 2067. Progress of elementary schools in Saxony in ten years, 775. Progress of school expenditure, liXXVii. Prolonging the education of the people in France, 1721. Promotion in school of children working for wages, 823. Property of colleges for women, 1893, 1896. property of institutions for higher edtication, 1876; table, 1890. Property of schools of technology, 1902. Proportion df male and female students in public high schools, 2137; in private high schools, 2153. Proportion of pupils in public and private schools of France, 1715, 1717. Proportion of students in lycees and colleges of France, 1723. Proposals of National Teachers’ Association in Germany, 820. Proposed classes of southern lyceums, 292. Propositions of committee for commercial edu¬ cation in Scotland, 1435. Protective, imperial law, child labor in Ger¬ many, 819. Providence, R. I., truant school, 190. Provision for commercial education, 1432. Provision of secondary schools for girls, 1725. Provisions applying to school boards in Cuba, 1645. Provisions for instruction in economics, 1545. Prussia, comparison between east and west, illiteracy, 786. Prussia, corporal punishment in schools of, 878. Prussia, east of the Elbe River, 736. Prussia, elementary schools, attendance, 765; secondary schools, 768; special features of, 766; supplementary schools, 767. Prussia, expenditures for education, 788. Prussia, medical inspection of schools, 827. Prussia, persons not able to read, 1449. Prussian army recruits, education of, 782; illit¬ eracy among, 781. Prussian ministers of education, orders con¬ cerning punishment, 880-883. Prussian school organization, effectiveness, 840. Psychology in public high schools, 2135; in pri¬ vate high schools, 2151; combined, 2167. Public and private secondary schools, 2127. Public appropriations to normal schools, 2067. Public day schools for the deaf, 2551. Public education an unjustified burden upon the State, 629. Public Education Association of Philadelphia, 1341. Public high schools, luv. Public high schools, courses and studies, 2122. Public high schools for negroes, 2501. Public high schools in cities of over 8,000 inhabitants, 2140; in smaller towns, 2141. Public high schools in the United States, 2121. Public high schools, justification of. 629. Public high schools, .objections answered, 641, Public libraries in German cities, 772. Public libraries in Germany, 1450. Public libraries in United States, 326. Public libraries, relation of, to public schools, 663-719. Public libraries, statistics, 923-1165. Public libraries, their development, 1352. Public normal schools in the United States, 2068. Public playgrounds, xxx. Public playgrounds and vacation schools, 895. Public playgrounds in United States. 898. Public-school expenditures in cities, 1832. Public school receipts in cities, 1822. Public schools, backward children in, 1341. Public schools in Alaska, table, 1745; teachers in, 1747. Public schools, maniial training in, 2438. Public schools, relation of, to public libraries, 663-719. Public system of education in France, 1712. Punishment, corporal, in cities of over 160,000 inhabitants, 2578. Punishment, corporal, in Prussia, 878. Punjab University. See India. Pupils, their transportation to school, 2581. Pupils’ work exhibited at Paris, 1665. Purchase of reindeer in Siberia, 1772. Pure political economy, 1497. Putnam, Dr. Ellen C., 898. Question, a practical, 329. Question of child labor discussed, 810-825. Question of language in Greece, xxxvi. Questions for examination of vacation school¬ teachers, 903. Question.s of industrial education and retro¬ gression, 761. Quinn, Daniel, author of Chapter xxiii, 1297. Quotations from ancient and modern writers on education, 723-761. Quotations from text-books of iihysiology, 59.5. Ratio of enrollment in primary schools of France, 1718. Ratio of illiteracy among recruits, 781. Ratio of students in higher institutions to pop¬ ulation, 1874. Ratio of the sexes to total enrollment in nor¬ mal schools, 2085. Ratio of wage-earning children to population in Germany, 816. Readjustment of the collegiate and the profes¬ sional course, 615. Receipts and income of libraries, 947. Receipts of schools in cities, 1822. Reciprocal duty of citizen and state. 63.5. Recitations in foreign languages in Prussia, 841. Reckoning time In Spain, 1437. Reed, Dwight T., 1437. Reformatory institutions in Great Britain, 211, 217. Reform school, statistics of, 2533. Reforms in America only after long periods of agitation, 840. Regime of truant schools in England, 215. Regulation of child labor, 824. Regulations for Cuban schools, 1643. Regulations relating to corporal nunishment, 2579. Reid, James, 6.59. Reindeer distribution, 1771. Reindeer fund in 1900, 177'4. Reindeer, hoof disease, 1769. Reindeer hi the Black Forest, Germany, 1775. Reindeer, introduction into Alaska, xnvi, 1763. Reindeer mail service, 1774. Reindeer stations, 1765. Reindeer, statistics of, 1773. Rein’s Encyclopedia of Pedagogy, xxvi, 761. Relation of enrollment to school population LXVI. Relations of class jury to superior juries at Paris, 1()79. Relations of libraries to schools, xxv. Religion realized. 318. Religious instruction in schools in Great Brit¬ ain. 1170. Remedies proposed for small attendance in higher grades, 1373. Removal of American school exhibit to Man¬ chester, 1691. Renaissance of the historical pilgrimage, 3.56. Renard, M., report on sociology, 1494. Rensselaer Institute, Troy, N. Y.,291. Repeal of the combination laws, 282. Report by States on rural high schools, 651. ^ Report of juror in elementary education, 1676. Report of M. Crouzet on sociology, 1470. Report of M. Simiand on sociology, 1472. ED 1900— VOL II - 8G 2642 EDUCATION REPOKT, 1899-1900. Report of President M. Gide, 463. Report of Superintendent Wiley, of North Car¬ olina, 458; his success, 459. Report of the Commissioner of Education, in¬ troduction, IX. Report on cong^ress on primary education in Paris, 1729. Report on education in Alaska, 1733. Report on introduction of reindeer into Alaska, 1763. Report on medical inspection to Prussian min¬ ister of education, 826. Report on schools in Georgia, 478. Reports on child labor from German cities, 823. Reporicg ^/esented tc» the coagre.ss for instruc¬ tion in social science, 1461. Requirements as to vaccination in schools, 2581. Requisite of the man of business, 844. Research university in India, 30. Results in Prussian gymnasium. 839. Results in truant schools in England, 214. Results of an inquiry into number of dullards in Swiss schools, 856. Results of Chicago University extension, 307. Results of elementary education, comparative review, 780. Results of examination of Swiss armv recruits, 787. Results of schools for backward children, 1342. Results of truant schools, 95. Results of university extension in New York, 303. Results of university extension in Philadel¬ phia, 806. Results of university extension in the United Stales, 305. Retirement fund for teachers in Minneapolis, 2570. Retrospective exhibit of pupils' work at Paris, 1666. Retrospective view of number of pupils in France, 1718. Revenue-Cutter Service in Alaska, 1776. Review of all the schools in Saxony, 775. Revival of American common school, 429. Revival of lyceum in West and South, 293. Revolutionize our elementary^ system, 811. Reynolds, J. H., 655, 1661, 1700. Rhetoric in public high schools. 2135: in private high schools, 2151; combined, 2167. Rhode Island, business schools, 2196. Rhode Island, child labor and compulsory^ edu¬ cation. 2611. Rhode Island, city school superintendents, 1258: college presidents. 1261. Rhode Island, higher institutions, statistics, 1918, 1938. Rhode Island, kindergartens in, 2568. Rhode Island, law relating to truants, 208. Rhode Island, libraric3S in, 1136. Rhode Island, manual training in schools, 2140, 2447. “ Rhode Island normal school, public, 2101. Rhode Island public high schools, 2323; private high schools, 2420. Rhode Island, teachers' training courses, 2094. Richardson, R.. 524. Rickoff, A. J.. 181. Riedler, A., professor in Berlin, quoted, 830. Right of citizen to education, 632. Ring, Orvis, 660. Rives, William C.. 433. Road to higher civilization, 727. Robinson, Charles P., 487. Rochester lyceum, 289. Rochester, N. Y. , truant school, 170. Rogers, Howard J.. 1661, 1680. Rogers, J. E. Thorold, quoted, 745. Roman Catholic high schools, 2159. Roman Catholic schools in Alaska. 1750. Romanic and mixed nations, illiteracy, 785. Roosevelt, Governor, at Chautauqua, 314. Roscher, Wm., the economist, quoted, 740, 745. Rossall School founded (1844). 67. Roumania, elementary education in, 2615. Rouraania, expenditures for higher education, 805. Roux, Prof. J. , quoted, 859. Ruffner, Henryk, proposes schools for Virginia, 381. Ruffner, William H.. 432-440. Rugby School founded. 51. Rules for truant schools, 173. Rules of the State high school board of Min¬ nesota, 657. Rules of truant school in Allegheny^, Pa., 185. Rural high schools, 643. Rural labor conditions in Prussia, 753. Rural life, plantation type, 428. Rural pupils, free high schools for, 643. Rural schools and libraries, 700-705. Rural schools in England, defects of, 1177-1182. Rural teachers in Porto Rico, 1655. Rush Medical School, gift, 1960. Russia, elementary education in, 2615. Russia, expenditures for higher education, 801. Russia, kindergartens in, 891. Russia, reports on sociology, 1513. Russia, the metric sy^stem in. 1449. Russian laborers contrasted wdth Belgian and Prussian laborers, 74. Ryan, John, 489. Sadler, Michael, report on sociology, 1517. Salaries of school physicians in Germany, 826. Salaries of teachers in elementary schools (English), 11 97. Salaries of teachers in Porto Rico, 1655. Salaries of teachers in tbe United States, 2613. Salem, Mass., Plummer Farm School, 144. Salient features of national school sy^stems, 1669. Samoa, education in, XL. 1.595, 1658. San Francisco truant school, 120. Saxman. Alaska, report of school in, 17-38. Saxon Statistical Quarterly, quoted. 728. Saxony, commercial education in. 1439. Saxony, its po.sition in the German Empire. 742. Scandinavia, kindergartens in, 891. Scandinavian countries and secondary' schools, 832. Schaelfer, N. C., 6.53. Scheme of the German chancellory for inves¬ tigating child labor, 821. Schenkendorf, E. von. 896. Schmitz, Dr., bishop of Cologne, (luoted. 734. Schmoller, professor in Berlin, quoted, 746. Scholarship, its obligations and opportunities, .577. Schonberg, E., professor, quoted, 7.37. Sciiool accommodation and enrollment in Eng¬ land, 1186. School administration, women in, 2.589. School ages in the several States, Lxv. School architecture in the United States, 16S6. School attendance, exemption from, in Eng¬ land, 1188. School attendance for different ages, 1.364. School attendance, improvement slow and gradual, 110. School attendance in Great Britain, compul¬ sory, 1170. School boards in Cuba, 1645. School boards in England, statistics of, 1186,. 1187. School boards in Porto Rico, 1654. School census in Europe, 764. School children engaged in wage-earning. 822. School children, food provided for, in England, 1204. School dinners, free, xxxv. School district officer.s, formerly proposed in Virginia, 383-385. School districts in Cuba, 1644. School districts proposed in Virginia before the civil war,38l. School enrollment and attendance in citie.s, 1798. School enrollment, classified by sex.LXVii. School examination board (Oxford and Cam¬ bridge), 70. School exhibits at Paris, 1684. School expenditure of 1899-1900, LXXVili. School expenditure per capita, Lxxx. School expenditure per pupil, Lxxix. School fund, plan for raising and distributing in Virginia before the civil war, 391-395. School funds in Porto Rico, 1655. School gardens in Sweden, 1447. IlSTDEX. 2643 Schoollioiises proposed for Virginia before the civil war,38:i. School libraries, statistics, 923-1105. School libraries proposed for Virginia before the civil war, 390. School moneys received, Lxxv. School of agricultitre in Manila, 1625. School of arts and trades in the Philippines. 1621. School of commerce of Mew York University, 1866. School of commerce of University of Wiscon¬ sin, 1869. School of painting, sculpture, and engraving in Manila, 1628. School population, its relation to enrollment, LX VI. School population of the United States, lxiii. School preparatory for life, 832. School property in cities of over 8,000 inhabit¬ ants, 1790, 1810. School revenue analyzed, lxxvt. School Review of Chicago, quoted, 643. Schools and universities in France, 1714. Schools at Chautauqua, 317. Schools, elementary, attendance at English, 1185. Schools, elementary, in England, comparative statistics, 1201. Schools, elementary, in England, sectarian in¬ fluence in, 1181. Schools, inquiry commission in Great Britain, XXXIl. Schools for colored children supported from private sources, 2502. Schools for special discipline, 190. Schools for the blind, 2.542. Schools for the deaf, 2542. Schools for the defective classes, 2511. Schools for the feeble-minded, 2342. Schools for the training of nurses, statistics, 1974, 2014. Schools for trade journeymen, in Hungary, 870. Schools, higher elementary, in England, grants for, 1224. Schools, higher elementary, in England, how established, 12,23. Schools, higher elementary, in Great Britain, 1210-1223. Schools, higher grade, in England, 1182. Schools in Baden, Germany, 776. Schools in Bavaria, 773. Schools in Berlin, 791. Schools in Georgia of 1840 mere charity, 479. Schools in Hamburg, 777. Schools in Hessen, Gei*many, 777, Schools in Wurttemburg, 774. Schools, increase in Great Britain. 1171. School .situation in Porto Rico, 1652. Schools for backward children in other cities and in other countries, 1342. Schools, local support of English, 1173. Schools of dentisti=y, i-ii; statistics, 1972,2004. Schools of pharmacy, statistics of, 1973, 2008. Schools of technology, degrees conferred, 1900. Schools of technology, number of professors and students, 1898. Schools of technology, presidents of, 1267. Schools of technology, statistics in detail, 1954. Schools of veterinary medicine, 2012. Schools, secondary, in Scotland, 1210. Schools, secondary, in Wales, number of, 1210. School statistics, importance, value,,and defini¬ tion of, 762. School statistics in some German cities, 772. School statistics of the United States, xii. School temperance societies in Belgium not recommended, 613. School term, average, ascertaining its length, LXX. School type.s, great number in Switzerland, 847. School work in Germany, observations on, 1442. School work of the Russian Orthodox Church, in Alaska, 1760. School workshops in Hungary, 870. Schulze, Dr. von, quoted, 754. Schulze Gavernitz, Dr. von, quoted, 741. Schwabe, Mrs. Sails, 888. Science and art depau’tment in England, founded, 71. Science, division of secondary education in Eng- _ land, 1206-8. Science schools in England, examinations, 1207. Science schools in Great Britain. 1206-8. Sciences, the physical, in the schools, Huxley on, 121-5. Science teaching in American schools, 1670. Scientific courses in high schools, students. 2123. Scientific discoveries, Nobel prizes for, 1423. Scientists, German, views on secondary educa¬ tion. 828. Scotland, area and ponulation of, 1167. Scotland, commercial education in, 1431. Scotland, defects of commercialeducation, 1433; necessity for improvement. 1434. Scotland, provision for commercial education, 14;i2. i Scotland, secondary schools in, 1210. Secondary commercial schools, 876. Secondary education in England, art division, 1208-10. Secondary education in England, science divi¬ sion, 1206-8. Secondary education in Fi*ance. 1722. Secondary education in Great Britain and Ire¬ land, 1206-1229. Secondary education in Wales, statistics. 1210. Secondary education viewed bj’ German Sci¬ entists, 828. Secondary instruction in Cuba, 1848. ; Secondary schools for boys in England, history of, 45-84. Secondary schools for girls in France, 1725. Secondary schools in Bavaria, 774. Secondarv schools in Berlin, 791 ; great number, 792. Secondary schools in England, became aristo¬ cratic, -55. 56, 58. Secondary schools in England, early charitable character of, 53. Secondary schools in England, kind of instruc¬ tion in. 54, 61. : Secondary schools in England, modern develop¬ ment of, 75. ! Secondary schools in France. 779. ’ Secondary schools in German Emphe, 771; 1 Prussia, 768. I Secondary schools in Scotland, 1210. Secondarj^ schools in the United States, statis¬ tics, 2119. Secondary schools in Wurttemberg, 775. Secondary schools, modern, in England, 67. Secondary school-teachers in England, salaries of, 77. Secondary students and per cent of population, 2119. Secondary students, distribution, 2128. Secondary sttidents in certain studies, ,2163. Secondar students in higher institutions, 2119. Secondary studies in English elementary schools, statistics of, 1228. Second-hand books, disease in, 2584. Secret societies among the Filipinos 1612,1616. Sectarian influence in English rural schools, 1181. Section of legal education of American Bar Association, 615. Seeley, E , 653. Select types of summer schools, 320. Selfishness, lower instincts, 748. Seminaries in the Philippines, 1627. Seminoles in Indian Territory, 13-10. Senator J nstin S. Morrill, xxxvi, 1321-1335. Separating the dullards from normally endow¬ ed children, 856. Serious dangers for English commerce, 843. Servia, elementary education in. 2615. Servia, expenditures for higher education, 805. Sex in commercial education., 2471. Sex in enrollment in common schools, Lxvii. Sex in secondary schools, 2436. Sex of normal school sbitdents, 208-5. Sex of students in higher institutions, 1880. Sex of students in public high schools, 2137; in private high schools, 2153. Sheats, Wm. N., 654. Shinn , J osiah H. , 655. Shireff , Miss Emily, 888. Siberia, educational progress in, 1427. Sidgwick, Prof. Henry, death of, 1231. EDUCATION REPORT, 1899"1900o Sigmiicance of kindergarten, 886. Sikes, Madeleine Wallin, 3597. Silliman, Prof. Benjamin, early popular lec¬ tures, 299. Simiand.M., report on sociology, 1472. Sitka, Alaska, report of school in, 1733. Sitka Hospital, 1754. Sitka industrial school, report of, 1739. Sitka training school, 1754. Skagway, Alaska, report of school in, 1735. Skinner, Charles R.,653. Slavic nations, illiteracy, 785. Sluys, A., on the school-teacher in the struggle against alcohol, 603. Small attendance in higher grades, causes of, 1371. Smith. Anna Tolman, juror in elementary edu¬ cation at Paris, 1676-1680, 1733. Smith, E. A. Matt, 1656. Smithsonian Institution, 310, 363. Smollett on English private schools, 64. Social correspondent of Bohemia, quoted, 743. Social dynamics, 1588. Social education, 1490. Social institutions, course of study, 1806. Social instruction, 1491. Social mechanics, 1497, 1579. Social organization of the Filipinos, 1597. Social problems devolving upon industrialists, 747, Social science, 1500. Social statics, 1583. Social struggles, how they arise, 745. Societies, libraries in eastern Siberia, 1439. Society against illtreatment of children, 835. Society libraries, statistics, 933-1165. Sociological instruction, 1506. Sociological methodology, 1.576. Sociological movement, the, 14.53. Sociology at the Paris Exposition, xxxvii, 1451. Sociology of the exposition at Paris. 1454. Sources of support of libraries, 947, 1355. South Carolina, business schools. 3496. Sotith Carolina, city school superintendents, 13,58; college presidents, 1364. South Carolina college, 405-419. South Carolina, education in, in 18,53,40.3-436. South Carolina, higher education in, 460. South Carolina, higher institutions, statistics, 1918,1938.1950. South Carolina, history of free schools, 488. South Carolina, kindergartens in, 3568. South Carolina, legislature appointed a liter¬ ary board, 469. South Carolina, libraries in, 1140. South Carolina, normal schools, public, 2104; private. 2114. South Carolina, petition to the legislature, 466. South Carolina, population. 471. South Carolina, public colored high schools, 2513; private colored high schools, 2.528. South Carolina, public high schools, 2323; pri¬ vate high schools, 2430. South Carolina, revival of American common schools, 460. South Carolina, schools in Charleston, 165. South Carolina, school statistics from 1812-1838, 469, 471. South Carolina, State college, 460, 465. South Carolina, tax for maintenance of schools, 465. South Carolina, teachers’ training courses, 2094. South, common schools in the, xxiv, 427. South Dakota, business schools, 3496. South Dakota, child labor .and compulsory edu¬ cation, 2611. South Dakota, city school superintendents, 13.58; college presidents. 1264. South Dakota, higher institutions, statistics, 1918,1938. South Dakota, industrial schools for Indian children, 2451. South Dakota, libraries in, 1143. South Dakota, manual training in schools, 2440, 2448. South Dakota, normal schools, public, 2104; pri¬ vate, 2114. South Dakota, public high schools, 3326; private high schools, 3422. South Dakota, teachers’ training courses, 2094. South Dakota, women school superintendents, 2593. Southern champion of lyceums, 293. Southern lyceums, 291. Spain, elementary education in, 2615. Spain, expenditures for higher education, 803. Spain, reports on sociology, 1500. Spain, kindergartens in, 890, Spain, how time is reckoned in, 1437. Spangler, Henry T. , 633. Spanish civilization in the Philippines, 1602. Spanish element in the Philippines, 1.596. Spanish treatment of Filipinos, 1611. Sparseness of pox)ulation, argument against establishment of schools, 511. Special featiares of elementary school in Prus¬ sia, 766. Special schools for dullards in Switzerland, 85.5. Special schools in Berlin, great number, 793. Special schools in Philadelphia, 189. Spirit of the instruction in sociology, 1489. Spofford, A. R. , 367. Spread of the kindergarten. 883. Springfield, Mass., truant school, 146. Stailo, Hon. John Bernard, necrology, 1416. Stanley, Hon. E. Lyulph, on higher elementary schools, 1310. State aid for high schools, 645, 649. State and citizen, reciprocal duty, 635. State faculties in France, 17;18. State industrial schools in Hungary, 873. State lyceums, 290. Statements in detail concerning truant school=!, 120. State provision of secondary schools ror girls, 1725. State rights, v/eakness of the idea of, 445. State school censu.ses, Lxv. State school systems, xvii. State, the, and the educated man, 1408. State University of Georgia, 474. Statics, social, 1.583. Statistical charts at the Paris Expo.sition, 1672. Statistical review of higher education in the United States, 1874. Statistics as a study, 1865. Statistics, combined, of high schools of all kinds, 2161. Statistics, comparative, of elementary schools in England, 1201. Statistics of attendance at truant school, 154. Statistics of city schools, 1787. Statistics of crime in Canada, 1446; in Germany, 1448. Statistics of education in Central Europe, 761. Statistics of educa,tion in India, 3-5. 8-13. Statistics of education in the Philippines, 1618. Statistics of elementary schools in foreign countries, 2615. Statistics of elementary schools in German Empire, 769. Statistics of expenditures for elementary edu¬ cation in England, 1191. Statistics of expenditures of schools in cities, 1833. Statistics of German public playgrounds. 896. Statistics of higher institutions in detail, 1904. Statistics of illiteracy, 780-786; results of edu¬ cation, 780; ratio of illiteracy, 781. Statistics of laAV schools, 1968. 1986. Statistics of libraries, xxxi,333. Statistics of lyceums, 290. Statistics of medical schools, 1970, 1993. Statistics of normal schools in the United States, 2067. Statistics of population in Georgia, 473. Statistics of private schools, lxxiv. Statistics of professional and allied schools, 1965. Statistics of public kindergartens, 2563. Statistics of receipts of schools in cities, 1823. Statistics of reform schools. 3533. Statistics of reindeer in Alaska, 1773. Statistics of school property in cities, 1810. Statistics of schools and universities in France, 1714. Statistics of schools for the training of nurses, 1974,2014. Statistics of schools in Hawaii, 1657. INDEX. 26.45^ Statistics of scliools in villages, 1843. Statistics of schools of dentistry, 1973, 3004. Statistics of schools of pharmacy, 1973, 3008. Statistics of schools of veterinary medicine, 3013. Statistics of secondary schools in the United States, 3119. Statistics of secondary studies in English ele¬ mentary schools, 1338. Statistics of supervising officers in cities, 1810. Statistics of teachers in cities, 1810. Statistics of the Swiss school system, 847. Statistics of the United States land-gran: col¬ leges, 1335. Statistics of theological schools, 1967, 1976. Statistics of truant schools. 120, 164, 170, 174. Statistics of universities and colleges, xxxv, 1904. Statistics of universities in France, 1738. Status of education at the close of the cen¬ tury, 563. Status of teachers in France, 1718. Status, present, of truant schools, 91. Stearns, J. W., editor Wisconsin Journal of Education, 663. Stearns, William F.,499. Steglich, ]>i-. F. A., 894. Stein, Lorenz von. quoted, 744. Stephens, Alexander H.,480. Stetson, W. W. , 651. Stimulating help of the teacher, 841. St. Jean de la Salle, his life and work, 1350. St. Lawrence Island, Alaska, reindeer station, 1769, 1771. St. Lav/rence Island, Alaska, report of school in, 1741. St. Louis lacks modern features in higher grades, 1373. St. Paul’s School founded, 49. Stockwell, Thomas B. , 653. Stone, Mason S. , 651. Story of Filipino politics, 1005. Students and courses of study of normal schools, 2073. Students in bookkeeping in high schools, 3478. Students in business schools, 2475. Students in certain studies in public high schools, l,vi,2123. Students in college preparatory courses in public high schools, 3130; same in private - high schools, 3146. Students in high schools for the colored race, 2504. Students in private institutions for the colored race, 2506. Students in secondary institutions, 3119. Students in teachers’ training courses, 2087. Students, normal, their distribution, 3070. Students of engineering, 1345. Students of private high schools, 2124. Students pursuing commercial studies, 3470. Studies, certain, in high schools, 2133, 3163. Studies, certain, scholars in. nvii. Studies in public high schools, students in, 3131; private high schools, 2146. Studies pursued by secondary students, 3138, 2154. Studies pursued in high schools, 3137. Studies pursued in school for oriental lan¬ guages, 878. Studt, Dr. Conrad, Prussian minister of educa¬ tion, 882. Study of temperance physiology, xxxvi. Sub.iects taught in the college of San Juan, Philippines, 1621. Subjects* treated in lectures of Old South Work, 912. Subscriptions for the Cuban summer school, 1379. Substitiites for travel, 357. Summarized school statistics of cities, 1794. Summary of educational statistics in Great Britain and Ireland, 1168. Summary of expenditures for higher education in Europe, 806; Asia, Africa, Australia, 810; America, 810. Summary of laws relating to compulsory edu¬ cation, 2598. Summary of schools in Austria, 778. Summary of school statistics of Berlin, 797. Summary of secondary schools in Germany, 771. Summary of statistics of city schools, 1787. Summary of statistics of maiiualand industrial training schools. 3441. Summary of statistics of normal schools. 2071. Summary of statistics of professional schools, 1965. Summary of statistics of secondary schools, nv. Summer, Henry, 470. Summer normal schools in Cuba, 1649. Sximmer school in Providence, R. I., 901. Summer schools in the United States, 320-335. Summer schools of science, 323. Summer study and rational recreation, 315. Superintendence, alcohol and physiology, 584. Superintendence, department of, 563. Superintendent of schools, discussed, 571-577. Superiority of the organization of Prussian schools, 841. Supervising officers and teache rs in cities, 1810. Supervision of truant and other special schools, 193. Supplementary schools in Prussia, 767. Supplementary schools in Switzerland, 850. Supporters of Frobel’s idea in Germany, 893. Support of normal schools, 2077. Suppression of kindergartens in Prussia, 886. Surplus reveniie of United States distributed, 444. Suter, M., report on sociology, 1488. Sweden, elementary education in, 2615. Sweden, expenditures for higher education, 804. Sweden, school gardens in, 1447. Swedish Evangelical Mission schools in Alaska. 1750. Swiss army recruits exaamined, 787. Switzerland, Commercil University, 1151. Switzerla,nd, comiiulsorv school attendance, 849. Switzerland, continuation schools, 850. Switzerland, elementary schools, 849, 2815. Switzerland, evening schools, 850. Switzerland, expenditures for higher educa¬ tion. 801. Switzerland, gi’ammar schools, 850. Switzerland, great number of school types, 847, Switzerland, illiteracy, 787. Switzerland, kindergartens and maternal schools, 848. Switzerland, report on sociology, 1488. Switzerland, schools, advanced and higher, 851. Switzerland, statistics of population and schools, 847-855. Switzerland, woman’s v/ork, 849. Syllabus of arguments in report in favor of high schools, 637. Syracuse, N. Y., truant school, 180. System of education in France, 1713. System of international social instruction, 1560. System of public education in British India, XVII. System of slave labor, 428. System of State schools in Prussia, elaborate, 840. T. Tabular view of Chautauqua system, 315. Tagalog alphabet illustrated, 1639. Taxation for libraries, 947. Taylor. J. B.,489. Tchouprov, A., report on sociology, 1513. Teachers and students in public high schools, 2143. Teachers and supervisors in cities of over 8,000 inhabitants, 1788. Teachers for vacation schools, 903. Teachers in business schools, 2475. Teachers in elementary schools in Great Britain, 1170. Teachers in English elementary schools, sta¬ tistics of, 1196. Teachers in liigh schools for the colored race, 2504. Teachers in Porto Rico, classification and dis¬ missal; 1655. Teachers in Porto Rico, their selection, 1655. 2646 EDUCATIOI?^ EEPOET, 1899-1900. Teachers in private schools for colorexl chil¬ dren, 2503. Teachers in public schools of Alaska, 1747. Teachers' institute in Cuba, 1647. Teachers of English in Porto Rico, 1655. Teachers of normal schools, :2071. Teachers' pensions and annuities, 2569. Teachers’ positions in English secondary schools, 77. Teachers’ salaries in English elementary schools, 1197. Teachers' salaries in English secondary schools. Teachers’ salaries in the United States, 2613. Teachers’ training colleges in England, 1198. Teachers’ training colleges in England, studies at, 1199, 1200. Teachers’ training courses, students in, 2087. Teachers, training of, in India, 22. Teachers, their experience, 2588. Teaching, notions of, from America. 1893. Teaching of social science. 1537, 1553, 15.56. Technical contrivances, their influence upon culture, 727. Technical education, the application of the sciences to the needs of man, 1343. Technical schools established in England, 78, 79. Technological school exhibit, 1709. Technological schools abroad, 863. Technological schools in Germany give de¬ grees, 1445. Technological university in Breslau, 14.50. Technology, schools of, statistics in detail, 19.54. Technology, schools of, statistics of attend¬ ance, 1898. Telegraph service in Alaska, 1775. Telfair, Mrs. Marj^, 477. Teller, reindeer station, 1766, 1767. Tempei'ance physiology in the schools, 1277- 1280. Temperance teaching, errors in, 597. Temperance teaching in Eui*ope, xxiv. Tennessee, business schools, 2496. Tennessee, city school superintendents, 12.58; college presidents, 1264. Tennessee, common schools in, 537, .547. Tennessee, constitution of, provision for schools, 550. Tennessee, educational matters, 1420. Tennessfee, higher education, 538; secondary education, 542. Tenne.ssee. higher institutions, statistics. 19,20, 1940, 19.50. Tennessee, history of schools, 537. Tennessee, libraries in, 1142. Tennessee, manual training in, 2448. Tennessee, normal schools, public. 2104; pri¬ vate, 2114. Tennessee, public colored high schools, 2512; private colored high schools, 2,5.28. Tennessee, public high schools, 2328; private high schools, 2422. Tennessee, teachers’ training courses, 2094. Tennessee, women school superiutendents,2594. Tenth a.nnua,l report on the introduction of reindeer into Ala.ska, 1763. Testimony to the perspicacity of Swiss trad¬ ing community, 844. Teutonic nations, illiteracy. 785. Teutonic nations in the front rank, 862. Tews, J., of Berlin, xxiv, 723. Texas, business schools, 2496. Texas, city school superintendents, 12.58; col¬ lege presidents, 1265. Texas, educational matters, 1421. Texas, higher institutions, statistics, 1920, 1940, 1952. Texas, kindergartens in, 2568. Texas, libraries in, 1146. Texas, manual training in schools. 2440,2448. Texas, normal schools, public, 2104; private, 2116. Texas, public colored high schools, 2512; pri¬ vate colored high schools, 2.528. Texas, public high schools, 2-331; private high schools, 2426. Texas, teachers' training courses, 2095. Text-hooks of physiology, quotations from, 595. Thacher, Thomas Anthony, 1,294. Theological schools, statistics, 1967, 1976. Theoretical instruction in sociology, 1568. Thesis required in higher commercial school, 1866. Thomp.son, Governor John R.,434. Thornton, 'Wm. Thomas, quoted, 726. Thornwell. J. H.,on instruction in South Caro¬ lina in 18.53, 40;3-426, 461. Thrift of Germans. 838. Thurston, Henry W., on teaching social science, 1.556. Tiflis, commercial school in, 1449. Time distributed in vacation school, 900. Time reckoned in Spain, 1437. Time-table of Hungarian technical schools, 871. Topics for the congress of primary education, 1730. Topics, miscellaneous educational, 1337. Topics of letters of inquiry, ltx. Total enrollment in schools and colleges of the United States, IX. Town and local lyceums, 286. Town.s and districts in Eastern Siberia, 1428. Townsend, Henry Schuler, 1656. Townships and high schools, 644. Towns with less than 8,000 inhabitants, public high schools, 2141. Trail of the city superintendent, 571. Training colleges for teachers in England, 1198. Training of business men, value of, 843. Training, popular, in art, 345. Transfer of allegiance of Filipinos, 1599. Transportation, course of study, 1864. Transportation of pupils to school, 2581. Transylvania University, .522. Travel and i:>iigriniage, educational extension, 3.56. Travel, foreign, 3.57 ; .sul stitutes for, 357. Traveling libraries, idea of, 287. Tribes on the Philippines, 1.596. Trigonometry in public high schools, 2133; private high schools, 2149; combined, 216.5. Trinity College, Dublin, 1236. Trinity College, Dublin, women at, 1.237. Trotter, J. R., 654. Truant law. fli'st, in Massachusetts, 102; amend¬ ment, 106; law of 1873,109. Truant laws, limited enforcement, 103. Truant officers in Boston, 133. Truant school at Albany, N. Y., 1.57; at Alle¬ gheny, Pa., 185; at Bay City, Mich., 1531; at Binghainton, N. Y., 1.58; at Buffalo, N. Y., 159; at Dayton, Ohio, 185; at Detroit, Mich., 153; at Goshen, Mass. , 135: at Grand Rapids, Mich., 1.55; at Hampden County, Mass., 149; s.t Hewark, N J., 156: at New Bedford, Mass., 136; at New York City, 165; atNorth Chelm-sford, Mass., 139; at Oakdale, Mass., 142: at Philadelphia, 187: at Providence, R. I., 190; at Rochester, N. Y., 170; at Spring- field, Mass., 145; at Syracuse, N. Y., 180; discussion, xxi, 8-5-219; in Connecticut, 113; individual, 120; in Massachusetts, 97; in the State of New York, 116; rules, 178; statistics of, 1.20, 164, 170, 174. Tuition, free, in elementary schools in Great Britain, 1170. Turkey, expenditures for higher education, 805. Twining, Alexander Catlin, 1295. Two ends with no middle, 1699. Types of summer schools, 320, 322. Tyrol society for protection of children, 812. r. Udall, Nicholas, author, mentioned. 54. Uebermeusch, the, of Nietzsche, 731. Unalaska, Alaska, report of school in, 1741. Undergraduate and graduate students in higher institutions, 1878; private institu¬ tions, 1879. Unga, Alaska, report of school in, 1741. Ungraded school at Worcester, Mass., 151. Ungraded schools, truant schools, 96. Union high schools, 644. Union truant school at Walpole, Mass., 150. United States, coeducation in, 2612. United States common school statistics, xii. United States, educational extension in. 27.5-379. United States, engineering education in the, 1343. INDEX. 2647 United States, expenditure.? for higher educa¬ tion, 808. United States, higher commercial education in, 1861. United States, institutions for higher educa¬ tion, 1855. United States, kindergartens in, 892. United States, monographs on education, 1684. United States, list of educational periodicals arranged by States, 1245; arranged by sub- .iects, 1247. United States National Museum, 363. United States, number of students in higher institutions, 1874. United States school methods for Guatemala, 1450. United States, secondary school statistics, 2119. i United States, sociology in the, 1552. United States, statistics of schools in cities and villa^ges, 1842. United States, surplus revenue distributed, 444. United States, teachers’ salaries, 2613. Universities and colleges, normal students in, 2036. Universities and colleges, statistics in detail, 1904. Universities and polytechnical schools. 830. Universities and the demands of the twentieth century, 830. Universities, English, attendance at, 1230. Universities in France, 1728. Universities in Germany, attendance, 771. Universities in Prussia, attendance, 768. Universities in which business courses are offered, 2473. Universities of Scotland, 1235. University, a national, plan of, 358-363. University colleges in England, 1233. University College School founded (1833), 67. University colleges, modern, founded in Eng¬ land, 76. University education in India, 28-30. University examinations of middle-class schools in England. 70. University extension in England, 75. University extension in the United States, 303- 313. University Extension Society of Philadelphia, 913. University, national, inWashington, 428. University of Chicago. 307. University of Georgia, 480. University of Havana, 1648. University of London, the new, 1232. University of Nashville, 545. University of Pennsylvania, Wharton School of Finance and Economy, course of stu dy , 1867. University of Santo Thomas at Manila, 1618. University of South Carolina, 472. University of Tennessee, 540. University of Virginia. 433. University of Wisconsin,' school of commerce, 1869. University publications, list of, 1248. Upham. Prof. A. A., 644, 656. Uppingham School founded, 52. Use of existing high schools by rural pupils, 645, 649. Utah, business schools. 2498. Utah, child labor and compulsory education, 2612. Utah, city school superintendents, 1258; college presidents, ]26;5. Utah, higher institutions, statistics, 19,20, 1942. Utah, kindergartens in, 2568. Utah, law relating to parental schools, 209. Utah, libraries in. 1148. Utah, manual training in schools, 2440. Utah, normal schools, public, 2104. Utah, public high schools, 2337; private high schools, 2428. Utah, teachers’ training courses, 2095. Utah, women school superintendents, 2594. Utica lyceum, 289. V. Vacation schools and public playgr.oun'f;!^, ’895.j Vacation schools in New York, 334-336 j >, ’ ' Vacation schools in Providence, R. I.; F98> Vacation schools, our, in the lead at Faris, 1673. Vaccination in public schools, 2581. Value, educational, of newspapers, 372. Value of buildings of private normal schools,’ 2US4. Value of land grant sold and unsold, 1335. Value of library buildings, 947. Value of library properties, 935. Value of noiunal-scliool buildings and other property. 2076. i Value of property devoted to higher educa-'- tion,lS76. Yalue of school property, lxxiit. Value of school statistics. 76,2. Value of training for business men. 84.3. Van Cleve. C. L., 655. i Van Sickle, James H. , on public libraries and public schools, 663-66.5. Various courses of study pursued hy students, their number, 1885. Various objections to public high schools an¬ swered, 641. Venable, C.S., 464. Venezuela, elementary education in, 2617. i Vermont, business schools, 2496. Vermont, city school superintendents, 1258; college presidents, 1265. Vermont, higher institutions, statistics, 1920, 1912. Vermont, kindergartens in, 2.568. Vermont, law relating to truants, 210. Vermont, libraries in. 11,50. Vermont, manual training in schools, 2440. I Vermont, normal schools, public, 2106. Vermonc. public high schools, 2338; private high schools, 2428. Vermont, teachers’ training courses. 2395. Vermont, women school superintendents, 2.594. Veterinary schools abroad, 863. Victoria University, England, 1233. Views of the French commissioners, 1700. Views on education in the United States. 1700. Villages and cities between 4,000 and 8,000 in¬ habitants, school statistics, 1842. Virginia, academical and theological degrees, 438. Virginia, business schools, 2498. Virginia, capitation tax. 440. Virginia, city school superintendents, 1258; col¬ lege presidents, 1265. Virginia College, in Virginia, 438. Virginia, common schools in, before the civil war, 381-403. Virginia, defects in method of schooling, 434. Virginia, department of public instruction, 4.39. Virginia, early proposed plan of common schools for, 381. Yirginia, early proposed school districts in. 331. Virginia, general assembly of 1840, propositions for education, 439. Virginia, genuine people’s school, apology for, 434. Virginia, higher institutions, statistics, 1922, 1942,1944,1952. Virginia, ignorance in, in 1837, 435. Virginia, law of 1818 supplemented, 434. Virginia, legislature unable to rise above local influence, 436. Virginia, libraries in, 11.52. Virginia, literary fund in 18-54, 440. Virginia, manual training in schools, 2440,2448. Virginia, memorial educational convention, in Richmond, 434. Virginia Military Institute, 437. Virginia, normal schools, public, 2106; private, 2116. Virginia, organization of school system, 4-31. Virginia, pauper system of schools, 436. Virginia, population of, 435. Virginia, proposed schoolhouses for, before the civil war, 382. Virginia, public colored high schools, 2512; pri¬ vate colored high schools, 2.528. Virginia, public high schools, 2339; private high . schools, 2439. > Virginia, sc'iiooi libraries for, before the civil , ( >war, 39l\ ’ Virginia, State superintendent of schools, 439. Virginia, statistidspf schools in 1850, 440. Virginia, teachers’ t7’ahiing courses, 2095. Virginia, university of; 433, . 2648 EDUCATION EEPORT, 1899-1900. Vittoz, M., report on sociology, 1495. yiadivostock, institute for eastern languages, 027,1430. Volumes and pamphlets added to libraries in ^ 1900, 929. “Voluntary” or denominational schools in England, 1169. Von hoist on Chautauqua. 314. Voyage of the Cuban teachers, 1381. W. Wage, Die, a Vienna journal, quoted. 829. Wages earned by children, 810-825. \Vages of Russian workmen, 755. Wales, intermediate education board in, 1209. Wales, secondary education in, statistics, 1210. Wra-d, Lester E., 1451,1579. Ware, Fabian, 1691. Warrant of commitment of truant, 178. Washington, D. C.,a national center of educa¬ tion, 362. Washington, D.C., city school superintendents, 1253; college presidents, 1265. Washington, George, bequest of, for a national university, 358. V^ashington State, business schools. 2498. Washington State, child labor and compulsory education, 2606. Washington State, higher institutions, statis¬ tics, 1922,1942. Washington State, kindergartens in, 2568. Washington State, libraries in, 1156. Washington State, manual training in schools, 2441). Washington State, normal schools, public, 2106. Washington State, pub-lic high schools, 2341; private high schools. 2432. dents, 2594. Waxweiler, M., report on sociology, 1487. Weakness in our education, 840. Vfeakness of idea of exclusive State rights, 445. Webb, Sidney, report on sociology. 1545. Weinig, Prof. W., of Bellinzona,' Switzerland, xxvin,84:i. Wellington college founded (1853;, 67. Wellington, Duke of, quoted on Eton school, 63. Wesleyan Female College, at Macon, 476. Western Europe, laborers contrasted with those of Russia. 74. Westminster school founded, 51. West Virginia, city school superintendents, 1258 ; college presidents, 1265. West Virginia, higher institutions, statistics, 1922, 1942, 1952. West Vii’ginia, libraries in, 1156. West Virginia, normal schools, public, 2106 ; private, 2116. West Virginia, x)^iblic colored high schools, 2512; private colored high schools, 2530. West Virginia, public high schools, 2343; pri¬ vate high schools, 2432. West Virginia, teachers’ training courses, 2095 Wharton School of Finance and Economy, Uni¬ versity of Pennsylvania, 1867. What is commercial education, 1432. What is education, 729. What should be taught about alcohol, 593,598. What the Cuban teachers learned, 1384. What studies are pursued in high schools, 2127. "When and why pupils leave school, 1364. Whipping register of Prussian teachers, 883. White, Henry, 1291. Whitfield, H.'L., 654. Why do imported goods hold their own, 844. Why pupils leave s'-hool, 1384. Wiley, Calvin H., 449-453. Wilkinson. J.N.. 658. Willard, H.K., 1281. I Williams, Sherman, on public libraries and public schools. 665-673. Winchester school founded, 46, 47, 48. Winiarsky, M., report on sociology, 1498. Wisconsin, business schools, 2498. Wisconsin, child labor and compulsory educa¬ tion. 2612. Wisconsin, city school superintendents, 1259 • college presidents, 1265. ’ Wisconsin, higher institutions, statistics, 1922, vv iseunsin, muusxriai scnoois lor Indian chil¬ dren, 2451. Wisconsin, kindergartens in, 2.568. Wisconsin, law relating to truants, 211. Wisconsin, libraries in, 1158. Wisconsin, manual training in schools, 2440, 2448. Wisconsin, normal schools, public, 2106; private, 2116. Wisconsin, public high schools, 2341; private high schools, 2434. Wisconsin, teachers’ training courses. 2095. Wisconsin, women school superintendents, 2595. Wise, Dr. Isaac M., necrology, 1420. Wise, Henry A., on education in Virginia in 1856, 397. Women, antialcohol education of, 612. ■Women at English and Scotch universities, 1234. Women city school superintendents, 2590. Women county school superintendents, 2590. Women, higher education of, in England, 1236. Women in school administration, 2589. Women on school boards of cities, 2595. Women State school superintendents. 2589. Women’s colleges and departments in Gi’eat Britain and Ireland, 1237. Women’s education in America. 1697. Women’s handwork in Swiss schools, 849. Wood Island, Alaska, report of school in, 1740. Woodward, Calvin M.,1364. Woolsey, Theodore Dwight, 1292. Worcester (Mass.) Lyceum, 287. Worcester, Mass., ungraded schools. 151. Workmen, English, German, Dutch, French, Italian, and others, their difi'erences, 757. Workmen in the mills of Vladimir, Russia, 754. Work of the class jury on education at Paris, 1679. Work of truant officers, 133. Worman, .James H., 1445, 1964. Wurttemberg, importing children for labor, 812. Wurttemberg. schools in, 774. Wykeham, 'William of, 46, 47. Wyoming, city school superintendents, 1259. V/yoming, higher institutions, statistics, 1922, 1942. Wyoming, public high schools, 23.50. Wyoming, teachers’ training courses. 2095. Wyoming, women school superintendents, Yearbook of education, Swiss, 8.55. Yearbook of legislation, administration, and economy in Germany, 7.5.5. Yearbook of public instruction, Swiss, 847. Years of service of teachers. 2588. Young Men’s Society, New York, 288. Young, Nathan B. 6.54. Yoxmg women, schools for, in France, 1728. Z. Zeit, Die, a weekly, quoted, 810. Zeitschrift fur padagogische Pathlologie und Therapie,8.58. Zeitschrift fiir Philosophic und Padagogik, quoted, 817. Zurich, workmen in, 742. DATE DUE \ \ \ 1 OEMCO NO. 38-298 VILLANOVA UNIVERSITY 1899-1900, 9346 00027388 AU7HO!